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7/18/2019 Curriculum Cooker http://slidepdf.com/reader/full/curriculum-cooker 1/79 1 Name of the occupation Cook Kigali, January 2012 Republic of Rwanda WORKFORCE DEVELOPMENT AUTHORITY – WDA  Ministry of Education  Empowering people with employable skills and entrepreneurship capacity P. O. BOX 2707 Tel: (+250) 255113365 E-mail: [email protected] Web site: www.wda.gov.rw

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Page 1: Curriculum Cooker

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1

Name of the occupation

Cook

Kigali January 2012

Republic of Rwanda WORKFORCE DEVELOPMENT AUTHORITY ndash WDA

Ministry of Education Empowering people with employable skills and entrepreneurship capacity

P O BOX 2707

Tel (+250) 255113365

E-mail infowdagovrw

Web site wwwwdagovrw

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2

PARTICIPANTS TO THE DEVELOPMENT OF THE TRAINING PROGRAMME

Coordination

HABIMANA Theacuteodore TVET Training Department - WDA

MPAMO Aimeacute Curriculum Development Unit - WDA

Editing

NGOMA Marie-Pierre VVOB-PAFP (Programme drsquoAppui agrave la Formation Professionnelle)

Participation

MUTONI Beatrice Curriculum Development Unit - WDA

GAHUNGU Faradji Curriculum Development Unit - WDARUTAYISIRE Innocent Bourbon Coffee

KERAZI Justine Hospitality Unit - WDA

BAGIRE Emmy-B Hospitality Unit ndash WDA

UMUGANWA Jackie Hospitality Unit ndash WDA

GITENGE Claire Hospitality Unit ndash WDA

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5

Learning unit 1 Manage money 70

Learning unit 2 Keep record and budget 71

Learning unit 3 Manage a small business

72

Learning unit 4 Prepare a business plan for a micro business 73

MODULE 14 INTERNSHIP 74

Learning unit 1 Apply for internship employment 76

Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes 77

Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities 78

Learning unit 4 Organise and evaluate onersquos internship 79

Learning unit 5 Develop onersquos competences on the workplace 79

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SECTION 1 GENERAL INTRODUCTION

The curriculum presents a coherent and significant set of competences to acquire in order to perform the occupation of a cook The

curriculum design approach has taken into account the training needs the work situation as well as the goals and the means to

implement training

At the end of the training programme the learners will be able to

1 Understand the occupation and the learning process

2 Apply health safety and security procedures on the workplace

3 Apply hygiene and food safety

4 Communicate effectively on the workplace

5 Apply computer literacy

6 Organise and cook food7 Prepare salads and sandwiches

8 Cook vegetable fruit and egg dishes

9 Cook pasta and starches

10 Prepare stocks sauces and soups

11 Select prepare and cook meat poultry and fish

12 Make basic pastries and cakes13 Create and manage a small business

14 Integrate the workplace

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The modules of the curriculum include a description of the expected results at the end of training They have a direct influence onthe choice of the theoretical and practical learning activities The competences 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 present curriculum consists of two parts The first part is of general interest and shows the nature and goals of a program andthe key concepts and definitions used in the document The second part deals with the training package It includes the list of

modules 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 competence is performed the prerequisite competences the learning units and the

performance criteria

In each module a course structure is provided The course structure describes the learning outcomes (knowledge and skills) and

the learning contents related to each learning unit Also the learning activities and resources for learning are suggested

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CONCEPTS AND DEFINITIONS

Assessment the process of gathering and judging evidence in order to decide whether a person has attained a standard of

performance See also competency-based assessment

Competence A competence is the result of a combination of knowledge and skills This integration is demonstrated when the

learner is able to achieve specific results and performances understand what heshe does and do it autonomously

Complementary competences (also known as employability skills or key skills) skills which are not specific to work in a specificoccupation or industry but are important for work education and life generally such as communication skills mathematical skills

organisational skills computer literacy interpersonal competence and analytical skills

Credit the acknowledgement that a person has satisfied the requirements of a module

General competences competences 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 tomany work situations

Internship an opportunity for a learner to integrate career related experience by participating in planned supervised work

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 assumed to be in place a requirement for the attainment of a specific module or modules prior to commencement of

another module

Learning hours amount of hours required to acquire the competence including the time allocated to evaluation which isestimated between 5 and 10 of the total learning time of the competence

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Learning outcomes are 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 elements of the work covered by

the module

Module a unit of education or training which corresponds to one competence and can be completed on its own or as part of a

qualification

Occupation the principal business of onersquos life

Performance criteria are descriptions of the quality requirements of the result obtained in labour performance

Specific competences competences that are directly related to the tasks of the occupation in the workplace context They refer

to concrete practical and focused aspects

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SECTION 2 TRAINING PACKAGE

The training package includes the list of modules the description of each module and the course structure

LIST OF MODULES

ModuleNo

Module title Type Credit Value

1 Occupation and learning process General 2

2 Health safety and security on the workplace Complementary 3

3 Hygiene and food safety General 3

4 Communication on the workplace General 2

5 Computer literacy Complementary 3

6 Mise en place and cooking methods Specific 6

7 Salads and sandwiches Specific 4

8 Vegetable fruit and eggs Specific 10

9 Pasta and starches Specific 6

10 Stocks sauces and soups Specific 10

11 Meat poultry and fish Specific 12

12 Basic pastries and cakes Specific 12

13 Entrepreneurship Complementary 3

14 Internship Specific 30

TOTAL CREDITS 106

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MODULE 1 Occupation and learning process

Competence Understand the occupation and the learning process

RTQF LEVEL CREDITS 2 LEARNING HOURS 20

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module is covered first It allows the trainee to get to know the other participants to the training programme and to understandhimselfherself as part of a team Also the trainee will develop a comprehensive and clear vision of the occupation and the trainingprogramme The module will allow the participant to avoid mistakes of career guidance and confirm or deny hisher choice from the startThe training and learning methods are presented to the trainee This approach encourages greater motivation and subsequently a betterintegration of various learning

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Understand oneself as part of a team and respect the rules ofthe workshop

111213

Know each otherBe part of a team and behave accordinglyRules and requirements are agreed upon and known

2 Learn about the occupation and the training process 212223

The occupation is understoodThe training required is knownThe training organisation is known

5 Reflect upon the teaching and learning methods 3132

The active and participatory learning methods are appliedThe assessment method is understood

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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Understand oneself as part of a team and respect the rules of the workshop Learning hours 6

Learning outcomes Contents Learning activities Resources 11 Introduce oneself and get

to know one another

bull Introductionsbull

Expectations about the training

o Introduction

o Gameo Presentation of traineesrsquo

expectations

12 Work as a team bull Working as a teambull Building trust

o Gameso Group discussions

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Learning outcomes Contents Learning activities Resources 13 Setting rules and

responsibilities

bull Rules of the classroom

bull Group responsibilities

o Brainstorming

o Discussions

983085

Learning unit 2 Learn about the occupation and the training process Learning hours 12

Learning outcomes Contents Learning activities Resources

21 Understand theoccupation

bull Characteristics of theoccupation

bull Working conditions

o Personal researcho Visit of a business in the

neighbourhoodo

983085 Pictures of people inworking situation

983085 Documents describing theoccupation

22 Obtain an understandingof the goals of the trainingprogramme

bull Content of the trainingprogramme (modules)

bull Importance of the initial andcontinuous training

o Presentation by the teachero Research

983085 Overview of the trainingprogramme

983085 Testimonies of peopleperforming the occupation

23 Have a commonunderstanding of the trainingorganisation

bull Presentation of the timetablebull Presentation of the classrooms

and workshops

o Visits of the premises of the school983085 School year calendar

983085 Timetable

Learning unit 3 Reflect upon the teaching and learning methods Learning hours 2

Learning outcomes Contents Learning activities Resources

31 Understand the teachingand learning methods

bull Overview of the active andparticipatory teaching andlearning methods

o Experience sharingo Presentation by the trainer

32 Understand theassessment methodology

bull Assessment methodology andits purpose

o Explanation by the trainer

Reference books

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1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

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MODULE 2 Health safety and security on the workplace

Competence Apply health safety and security procedures on the workplace

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to follow health safety and security procedures identify hazards assess theassociated safety risks and take measures to eliminate or control and minimise the risk

It is an obligation for each employee to participate in the management of their own health and safety and that of their colleagues andanyone else in the workplace They have a duty to cooperate with their employers initiatives to ensure safety at work

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be

able to

Performance criteria

1 Apply good personal care and healthyhabits at work

11 Hands are washes at appropriate times and hand washing procedures are followedcorrectly and consistently according to organisation and legal requirements

12 Clothes are clean required personal protective clothing are worn and onlyorganisation-approved bandages and dressings are used

13 Food is not contaminated with anybody fluids or tobacco product from sneezing coughing blowing nose spittingsmoking

14 Clean materials and clothes are used and safe and hygienic practices are respectedto ensure that no cross-contamination of other items in the workplace occurs

2 Address unsafe situations on the job 21 Appropriate methods are used to identify actual or foreseeable hazards that have thepotential to harm the health and safety of workers or anyone else in the workplace

22 Immediate work area is free from hazards

23 Control measures are implemented according to individual level of responsibility orappropriate personnel is referred to for permission or further action

3 Respond appropriately to emergencies atwork

31 Emergency and potential emergency situations are recognised promptly and requiredactions are determined or taken within the scope of individual responsibility

32 Appropriately response to emergencies is provided

33 Assistance from colleagues or other authorities is sought promptly and when

appropriate

4 Prevent HIVAIDS and sexual violence 41 Reproductive health is understood

42 Transmission prevention and treatment of HIVAIDS and other STIrsquos are understood

43 Sexual violence is understood and can be avoided

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COURSE STRUCTUREThe 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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Apply good personal care and healthy habits at work Learning hours 4

Learning outcomes Contents Learning activities Resources 11 Identify important health

practices in the workplace

bull Healthy habits o Discussiono Individual worko Presentation

983085 List of habits for good

health983085 Health education material

from Ministry of Health orother organisations

983085 Posterspictures of healthhabits

12 Describe the importanceof personal and public

cleanliness

bull Definition of hygienebull Definition of sanitationbull Importance of hygiene and

sanitation at workbull

o Presentation by trainero Group work and discussiono Role play

983085 Handout healthy hygieneand sanitation practices

food sanitation clean waterand toilet facilities

13 Know how to prevent thespread of illness andcontamination at work

bull Sources of germs microbesbull Prevention techniques (Hygiene

and sanitation good practices)

o Brainstorming

11 Identify important healthpractices in the workplace

bull Healthy habits o Discussiono Individual worko Presentation

983085 List of habits for goodhealth

983085 Health education materialfrom Ministry of Health orother organisations

983085 Posterspictures of healthhabits

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Learning unit 2 Address unsafe situations on the job Learning hours 10

Learning outcomes Contents Learning activities Resources 21 Identify the primaryhazards found in workplaces

bull Types of hazards in theworkplace (safety chemicalbiological other health hazards)

o Brainstormingo Group worko Discussion

Pictures

22 Understand why thesituation or substance is

hazardous

bull Hazardous situationsbull Dangerous substances

23 Identify the best ways toaddress specific problemsituations

bull Control methods (removehazard work policies andprocedures protectiveequipment)

o Brainstormingo Discussion

Stories and pictures

Learning unit 3 Respond appropriately to emergencies at work Learning hours 8

Learning outcomes Contents Learning activities Resources 31 Identify emergencies bull Definition of emergency

bull Types of emergencies in aworkplace

o Presentation by the trainero Experience sharing

32 Handle emergencies bull Possible responses toemergencies in the workplace

o Disaster Blaster Game 983085 Disaster Blaster Gameboard paper marker dicegame cards

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Learning unit 4 Prevent HIVAIDS and sexual violence Learning hours 8

Learning outcomes Contents Learning activities Resources 41 Understand reproductivehealth

bull Puberty and body changebull Female reproductionbull Male reproductionbull Consequences of early

pregnancy

o Small group discussionso Pair discussiono

42 Be sensitized to HIV AIDS

bull Definitionbull Transmissionbull Prevention (ABC)bull Treatmentbull Other STIrsquosbull Stigma and VCT

o HIV gameo Questions and answerso True or falseo Group worko Demonstration (condom use)o Role play (condom negotiation)

983085 Scenarios for HIV game983085 True and false statements

43 Be sensitized to sexualviolence

bull Definition of sexual violencebull Definition of rapebull Consequences of sexual

violence

o Story tellingo Group discussiono Large group discussion

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project3 HARE Prevention of HIV and AIDS in Rwanda through education Irish Aid and VSO

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MODULE 4 Communication on the workplace

Competence Communicate effectively on the workplace

RTQF LEVEL CREDITS 2 LEARNING HOURS 20

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to communicate and get along well with others in a variety of settings and for arange of purposes The module will allow the participant to speak and listen actively and appropriately one-on-one and in groups to

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

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Listen and speak effectively 11 Strategies for effective listening are applied

12 Instructions are adequately interpreted and followed

13 Clear and accurate information and instructions are provided to colleagues

2 Cooperate and work as a team member 21 Team objectives are reached through effective cooperation

22 Diversity of team members is respected

23 Lead a team efficiently

24 Demonstrate problem solving and decision making skills

3 Apply customer care 31 Importance and principles of good customer service are understood

32 Quality service is provided

33 Clear verbal information is provided to customers face to face or on thetelephone

34 Conflicts with customers are handled politely and adequately

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COURSE STRUCTUREThe 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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Listen and speak effectively Learning hours 6

Learning outcomes Contents Learning activities Resources

11 Apply effective listen skills

amp strategies

bull Effective listening skills amp

strategiesbull Assess onersquos listening skillsbull Model good listening skills

o Role play

o Observing role playo Feedback from observerso discussion

983085 Role play scenarios

983085 List of effective listening

skills amp strategies983085 Effective Listening

Observation Form

12 Give and receiveinstructions

bull Importance of giving clearconcise instructions

bull Formulation of instructions

bull Strategies to ask questions forclarification

o individual worko group discussion

13 Identify non-verbalcommunication signs and theimpact on peoplersquosperceptions

bull Importance of non-verbalcommunication

bull Impacts of non-verbalcommunication on how we giveinformation and how we listen

o pair worko large group discussion

14 Demonstrate effectivespeaking skills

bull Effective speaking skills andstrategies

o small group worko practice presentationso large group discussion

983085 List of Effective SpeakingSkills amp Strategies

983085 Speaking Scenarios forgroup work

983085 Effective SpeakingObservation Form

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Learning unit 2 Cooperate and work as a team member Learning hours 8

Learning outcomes Contents Learning activities Resources

21 Identify the differentpersonalities

bull Different personalities andapproaches that individualsbring to a group

o Self-assessmento large group activity (innerouter

circles)o Discussion

983085 Working in Groups Self Assessment

983085 Cooperating with OthersRoles

983085

Elements of an Effective ampCooperative TeamMember

22 Handle differentpersonalities in a group

bull Strategies on how to handledifferent personalities in agroup

23 Cooperate with others toreach the same objective

bull Characteristics of an effectiveand cooperative team member

o Large group activityo Large group discussiono Individual reflectionjournal writing

o Pair work

24 Lead a team efficiently bull Qualities of an effective leaderbull Different leadership stylesbull Appropriate leadership style in a

given contextbull Strategies to lead a team

efficiently

o large group discussiono small group worko role playso small group activity

983085 Role play scenarios

25 Demonstrate problemsolving and decision makingskills

bull challenges and dynamicsamongst people during theproblem solving process

bull steps of problem solving towork and community relatedproblems

bull Communication as a tool forproblem solving

o Large group activityo pair sharingo small group worko large group discussiono Task leadership competition

983085 Scenarios for problem

solving activity

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Learning unit 3 Apply customer care Learning hours 6

Learning outcomes Contents Learning activities Resources

31 Understand theimportance of good customercare

bull Definition of customer servicebull Levels of customer servicebull Customer care principlesbull Importance of customer care

o Experience sharingo Brainstorming

Presentation by trainer

-32 Provide exceptionalquality service

bull Basic customer needsbull Service to meet basic customer

needsbull Definition of customerrsquos

perceptionbull Meeting and exceeding

expectationsbull Getting feedback on the

provided service

o individual reflectiono large group discussiono role play

33 Communicate effectivelywith customers by telephoneand face to face

bull Telephone tipsbull Recording a telephone message

o large group discussiono skito pair role plays

983085 Role Play scenarios forCommunicating withCustomers

34 Handle conflict withdifficult customers

bull Definition of conflict conflictresolutionmanagement

bull Steps of conflict management

with difficult customers

o individual reflectiono Brainstormingo large group discussion

o role play

983085

Reference books 3 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project4 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

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MODULE 5 Computer literacy

Competence 5 Apply computer literacy

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to follow health safety and security procedures identifyhazards assess the associated safety risks and take measures to eliminate or control and minimise the risk It isan obligation for each employee to participate in the management of their own health and safety and that oftheir colleagues and anyone else in the workplace They have a duty to cooperate with their employersinitiatives to ensure safety at work

LEARNING ASSUMED TO BE IN PLACE

Not applicable

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LEARNING UNITS AND PERFORMANCE CRITERIALearning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be ableto

Performance criteria

1 Apply computer fundamentals 11

12

13

14

Identification of Various connectors and ports

Use of different IO devices

Use of Desktoprsquos elements

Scanning of Viruses in the computer and Different Storages Devices

2Use a current word processing package 21

22

23

24

25

56

Text formatting

Table creation and editing

Text Editing

Printing

Saving

Inserting of header Footer and footnotes

3 Use current spreadsheet package 31

32

Using of basic excel tasks

Managing of Sheets in excel workbook

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33

34

35

Formatting of cells and their contents

Using of functions and perform mathematical operations

Excel worksheet Printing

4Use current Power Point Presentations 41

42

43

44

45

46

47

Creating a new presentation

Creating Inserting a slide

Inserting of Graphics

Converting word documents to PowerPoint presentation

Animation

Using Different Presentation view

Printing a presentation

5Use InternetIntranet (Outlook) 51

52

53

54

55

56

Defining and explaining a website

Interacting through instant messaging (Chatting)

Using search Engines (example Google)

Creating Managing favorites using internet explorer

Browsing the internet using the hyperlinks

Downloading and Uploading files using internet

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COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Apply computer fundamentals Learning hours10

Learning outcomes Contents Learning activities Resources

11 Apply Computerbasics

bull Computer Definition

bull Types of computers

Laptops

Desktops

Palm tops

PDA (Personnal Digital assistance)

bull Computer HardwareMemorybull Definition

bull Role of Memory

bull Features

- Capacity

- Speed

- Non Volativitybull Types of Memory

- ROM (Read only memory)

- RAM (Random access memory)

- ExternalInternal memories (Hard

diskdisketteCDFlash disketc)

-Open a computer case andObserve different types ofmemory-Group Discussion on each type ofmemory

-Computer Lab-Computer Tool Kit-CD DVDs Diskettes-White Board-Markers

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12Identify Variousconnectors and ports

bull Connectors and ports

- Definition

bull IO (Input and Output) Ports andconnectors

- Serial ports

- Parallel ports

- USB

- Keyboard Mouse connectors

- VGA Connectors

-Observe different connectors aswell as input and output ports

-Exercises on ports identifications

-Computer Lab-Computer Tool Kit

-CD DVDs Diskettes-Different types of CablesDifferent types Connectors-White Board-Markers

13Use different IOdevices

bull Peripherals

- Definition

- Categories IO devices

Input devices (mouse Keyboard

scanner CDDVD-ROM and

diskettes drivers etc)

Output devices (Monitor Diskette

CDDVD-ROM Writer Printer etc)

Types of keyboards

- AZERTY

- QWERTY

Practical exercises on connectingthe mouse keyboard Monitor tothe CPU (Central processing unit)

-Computer Lab-Computer Tool Kit-CD DVDs Diskettes-Printer-Scanner

-White Board

14Use Desktoprsquoselements

bull Windows and its components

- Desktop

- Task bar

- Start menu

- Minimize Maximize Close buttons

-Brainstorming on Desktoprsquoselements-Use the desktop the tasks barand the start menu

-Computer Lab-Projector

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- My Computer

15Scan Viruses in thecomputer and DifferentStorages Devices (Flashdisk External Hard disk)

bull Antivirus definitionbull Importance of antivirusbull Functionalitybull Different Types of antivirus- Norton- Kaspersky- Symantecbull Storages to be scanned- Flash disk- External hard disk- Memory card- Computer hard disk

-Brainstorming the use ofantivirus-Practical exercises on Scanningviruses-Compile activities reports

-Computer Lab-Flash disks-External Hard disk-Cds DVDs-Antivirus-White Board-Markers

Learning Unit 2 Use a word processing package Learning hours 5

Learning outcomes Contents Learning activities Resources

21Format a text bull StyleFontSizeColourbull Paragraphbull Columnbull Tabulationbull Paragraph spacingbull Inserting symbolsSpecial

charactersbullet and numberingbull Borders and shadingheader and

footer

-Reproduce document alreadyformatted-Various exercises to familiarizewith formatting a text

-Computer Lab With CurrentWord processing Packageinstalled in each computer-Projector-White Board

-Markers

22Create and edit atable

bull Inserting a tablebull Inserting a columnbull Inserting a row

-Practical exercises on creatingediting and handling a table

-Computer Lab With CurrentWord processing Packageinstalled in each computer

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bull Deleting tablebull Deleting rowbull

Deleting columnbull Merging cellsbull Splitting cellsbull Drawing a tablebull Table auto formatbull Formula

-Projector-White Board

23Edit document

(Text)

bull SearchFindReplace

bull Deleting a range of textbull The undo commandbull Spelling and grammarbull Synonyms

-Brainstorming Editing text

-Perform practical exercises onthe various tips (options)-compile activities reports

-Computer Lab With Current

Word processing Packageinstalled in each computer-Projector-White Board-Markers

24Print document bull Page setupbull Print previewbull

Print dialog boxbull Selecting printer namebull Printer optionsbull Printing one or more copiesbull Printing in blackwhite or colorbull Print page ranges

-Exercises on printing one ormore copies of a colored

document in black and white-printing in landscape portrait

-Computer Lab With CurrentWord processing Package

installed in each computer-Printer-Projector

25Save documents bull File management- Creation of files- Creation of Folders- File Naming- File Formats

-Practical Exercises on creation offiles folders and file Saving

-Compile activities reports

-Computer Lab With CurrentWord processing Package

installed in each computer-Projector

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26Insert HeaderFooter and footnotes

bull Footnotesbull Header and Footer

- Automatic pagenumbering- Total number of pages- Automatic date- Automatic automatic

authors name

-Exercises on footnotes-Create a document containing

several pagesWith elements such as the pagenumber date automation-practical exercises

-Computer Lab With CurrentWord processing Package

installed in each computer-Projector

Learning Unit 3 Use spreadsheet package Learning hours 5

Learning outcomes Contents Learning activities Resources

31Use Some basicexcel tasks

bull Basic excel tasks

- Open

- Close

- New document

- Undo

- Savesave ashellip

- Sheet

- Selecting a cell

- Validating a cell

- Deleting cell contents

- Modifying cell contents- Selecting group of cells

- Increase and reduce the

cell size

- Delete row and column

- Duplicate cell

-Practical exercises on the use ofbasic excel tasks-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer-Projector

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32Manage Sheets inexcel workbook

bull Selecting a sheet

bull Renaming a sheet

bull Insert new sheetsbull Moving a sheet in a workbook

bull Deleting a sheet

-Practical exercisesOn Managing sheets in excel

workbook

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector

33Format cells andtheir contents

bull Formatting text and cells

- Choosing fontsizecolour

- Adjusting Cow height

- Alignment of cell - Number format

- Inserting rows

- Merging cells

- Creating borders

- Patterns

-Practical exercises in groups andindividual homework onformatting cells

-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer

-Projector

34Use some functionsand performmathematical operations

bull Numbers and Mathematicalcalculations

- Addition - Multiplication - Division - Subtraction - AutoSum

- Absolute and relativeReference - Function

Average Minimum Maximum

-Practical exercises in groups andindividual homework onformatting cells-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer-Projector

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35 Print an excelworksheet

bull Page setupbull Print previewbull

Print dialogue boxbull Print optionsbull Print one or more copiesbull Print in blackwhite or colorbull Print page rangesbull Printing a selection

-Print one or more copies of aworksheet

-Print colour or white and blackworksheet-practical exercises (individualand in group)-print horizontallyvertically

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector-Printer

Learning Unit 4 Use Presentation application Learning hours 5

Learning outcomes Learning outcomes Learning outcomes Learning outcomes

41Launch Ms Powerpoint

bull Power point Definition

bull Role

bull Power point environment

- Title Bar

- Menu Bar- Toolbars

- Formatting tool bar

- Title

- Sub title

-Using a power pointpresentation with slide showgetfeedback from learners on thearea of application of Ms powerpoint-Launch powerpoint and observethe screen individual exercises

-Computer Lab With Currentpresentation Software installed in each computer-Projector

42Create a newpresentation

bull Creating new presentation

bull Blank presentation

bull Design template

bull Auto content wizards

-Create presentation using thevarious methods-practical exercises (individualand in groups)

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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43Create Insert a slide bull Creating a slide

bull Inserting a slide

bull Modifying a slide

-Exercises on creating insertingand modifying a slide

-Computer Lab With Currentpresentation Software

installed in each computer-Projector

44Insert Graphics bull GraphicsClip artWord

ArtLibrary ImagesInserting

image from file

Exercises on inserting images inthe slides

-Computer Lab With Currentpresentation Software installed in each computer-Projector

45Convert word

documents toPowerPoint presentation

bull Copy Cut Move

bull Process of conversion

-Practical exercises on File

transformation

-Computer Lab With Current

presentation Software installed in each computer-Projector

46Animate apresentation

bull Animation

bull Custom animation

bull Slide transition

-Familiarize with animation of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

47Use DifferentPresentation view

bull Normal View

bull Slide Sorter view

bull Slide show

-Switch between the views toimprove the presentation-Group discussion andbrainstorming

-Computer Lab With Currentpresentation Software installed in each computer-Projector

48 Print a presentation bull Printing a presentation

bull Print preview

bull Printing a copy or multiple

-Exercises on printing in blackand white or in colour printingone or more copies of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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copies

bull Printing one slide on a page

bull Printing more slides on a page

Learning Unit 5 Use InternetIntranet (Outlook) Learning hours 5

Learning outcomes Contents Learning activities Resources

51 Define and explain awebsite

bull Introduction

World wide web

Web page

Web site

-Visit web sites and browsedifferent pages-Group discussion based onobservation

-Internet Connection-Computer Lab-projector

52Interact throughinstant messaging

(Chatting)

bull Definition

bull Steps to create a chat account

bull Chatting options

Instant messaging with or

no web cam

Calling

Sending files

-Group Discussion on Interactingthrough instant messaging

-Exercises on chatting in groups-Compile activities reports

-Internet Connection-Computer Lab

-projector

53Use search Engines(example Google)bull

Search engines- Definition

- Role

- Some Types of search

engine

wwwGooglecom

-Perform practical exercises onthe use of search engines -Internet Connection-Computer Lab-projector

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wwwYahoocom

54Create Managefavorites using internetexplorer

bull Favorites

- Create Favorites

- Rename Move Favorites

-Practical exercises on creatingmoving and renaming favorites

-Internet Connection-Computer Lab-projector

55Browse the internetusing the hyperlinks

bull Web Browser

- Browser buttons

- Address bar

- Status bar

- Scroll bar

- Home page

- FrontBack arrows

- Refresh button

- Start page

-Open a web using the addressbar-Browse different web pages

-practical exercises On Browsinginternet using hyperlink

-Internet Connection-Computer Lab-projector

56Download andUpload files usinginternet

bull Downloadingbull File attachment

-Practical exercises ondownloading and uploading filesusing internet

-Internet Connection-Computer Lab-projector

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MODULE 6 Mise en place and cooking methods

Competence Organise and cook food

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to use kitchen equipment and tools to prepare mise en place and use basic cookingmethods

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 hygiene and food safety

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be ableto

Performance criteria

1 Select and use cooking equipment andtechnology

11 Appropriate equipment and technology is selected for particular cookingmethods

12 Equipment is used hygienically safely and according to manufacturerinstructions

2 Prepare mise en place 21 Ingredients are identified and obtained according to standards recipe

22 Ingredients are prepared according to the correct quantity type and quality

3 Prepare and cook food using basic methods ofcooking

31 Various cooking methods are used to prepare dishes to enterprise standard

32 Correct quantities and ratios of commodities for specific cooking methods arecalculated

33 Cooking process is completed in a logical and safe manner

34 Problems with the cooking process are identified promptly and take correctiveaction

35 Dishes are prepared using a range of methods and current technology withinacceptable enterprise and customer timeframes

36 Work cooperatively with kitchen and front-of-house colleagues to ensure timelypreparation of dishes

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and use cooking equipment and technology Learning hours 20

Learning outcomes Content Leaning activities Resources

11 Identify kitchenequipment and tools

bull Specification of Kitchenequipment amp tools

bull Kitchen orientation

o Group discussiono Researcho Role Playo

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

12 Use and maintain Kitchenequipment and tools

bull

Hand tools

bull Electrical toolsbull Heavy equipment

o Group discussiono Researcho Role Play

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

Learning unit 2 Prepare mise en place Learning hours 20

Learning outcomes Content Leaning activities Resources

21 Identify ingredients for arecipe

bull Types of food itemsbull Characteristics and uses of food

items

o Group discussiono Researcho Role Play

983085 Recipe book983085 Reference Books983085 Flipchart markers-

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bull Contents of recipebull Quantities in function of

number of customers to be

servedbull Quality of ingredients

983085 Projectors983085 Board983085 Laptops

22 Prepare ingredients bull Cleaning techniquesbull Pealing and cutting techniquesbull Measuring and weighingbull Storage for different type of

ingredients

o Demonstrationo Individual practice

983085 Kitchen equipment Kitchentools

23 Apply checklist procedures bull FIFObull LIFObull Verification of quality product

o Group discussiono Demonstrationo Individual practiceo Role Play

983085 Recipe book Flipchart

983085 Markers983085 Tags983085 Products983085 Bin cards983085 Checklist

Learning unit 3 Prepare and cook food using basic methods of cooking Learning hours 20

Learning outcomes Content Leaning activities Resources

31 Identify the differentcooking methods

bull Types of cooking methods Boiling Deep frying Stir-frying

Baking Steaming Simmering skimming grilling roasting broiling

o Small group discussiono Demonstrationo Individual practice

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smoking poaching

bull Characteristics of different

foods and appropriate cookingmethods

bull Underlying principles of all basiccooking methods

bull Effect of different cookingmethods on the nutritionalvalue of food

32 Cook basic dishes using arange of methods

bull Basic dishes o Demonstrationo Individual practice

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MODULE 7 Salads and Sandwiches

Competence Prepare salads and sandwiches

RTQF LEVEL CREDITS 4 LEARNING HOURS 40

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present different sorts of salads and sandwiches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare and present a variety of salads anddressings

11 Suitable ingredients are chosen

12 Salads are prepared using fresh ingredients and respecting nutritional valueeating characteristics and taste

13 Suitable sauces and dressings are prepared and incorporated into or servedwith salad

14 Salads are presented attractively

2 Prepare and present sandwiches 21 Suitable bases are selected from a range of bread types

22 A variety of sandwich types are prepared using a range of appropriate

techniques

23 Appropriate equipment is selected for toasting and heating sandwiches andused correctly and safely

24 Sandwiches are present in an attractive manner using suitable garnishesand serviceware

3 Store salads and sandwiches 31 Store salads and sandwiches hygienically at the correct temperature in

appropriate conditions and containers to maintain freshness taste andquality

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare and present a variety of salad and dressings Learning hours 20

Learning Outcome Content Learning Activities Resources

11 Identify ingredients for

salads

bull Commodities and food

combinations for use in salads

o Researcho Presentationo Group work

983085 Salad recipes

12 Prepare salads bull Types of salads Simple Compound

bull Components of salads Base Body Dressing Garnish

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls

983085 Knife sets

983085 Required ingredients983085 Cutting Board

13 Prepare dressings bull Types of salad dressing French dressing

Italian dressing Dijon dressing Vinaigrette Thousand Island dressing

bull Compatibility of dressings withdifferent types of salads

o Researcho Presentationo Demonstrationo Individual practice

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14 Present salads bull Methods of attractivepresentation for salads anddressings

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 2 Prepare Sandwiches Learning hours 15

Learning outcome Content Learning Activity Resources

21 Identify ingredients forsandwiches

bull Suitable breads White bread Wheat bread Buns Baguette

bull Suitable filling Cheese Ham Fried eggs Vegetables Cooked meat

o Presentationo Research

983085 Sandwiches recipes

22 Prepare sandwiches bull Types of Sandwiches Hot Cold

bull Food combinations forsandwiches

bull Preparation techniques spreading layering portioning moulding cutting garnishing

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls983085 Knife sets983085 Required ingredients983085 Salamander983085 Cutting Board

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toasting

23 Present sandwiches bull Methods of attractivepresentation for sandwiches

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 3 Store salads and sandwiches Learning hours 5

Learning outcome Content Learning Activity Resources

31 Store salads andsandwiches

bull Suitable storage techniques tomaintain optimum quality ofingredients

bull Types of containers

o Presentationo Demonstrationo Individual practice

983085 Containers983085 Fridge

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MODULE 9 Pasta and starches

Competence Cook pasta and starches

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present pastas and starches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare pasta 11 The different types of pasta are identified

12 Various pasta are prepared using appropriate methods to ensure optimumquality

13 Appropriate sauces and accompaniments are selected

2 Prepare starches 21 The different types of starches are identified

22 Various starches are prepared using appropriate methods to ensureoptimum quality

Appropriate sauces and accompaniments are selected

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare Pasta Learning hours 30

Learning outcome Content Learning Activities Resources

11 identify the different types

of pasta

bull Types of Pasta amp their products

Egg Pasta Noodles

Egg less pasta Spaghetti

White pasta Lasagna

Green Pasta Green lasagna

Stuffed Past Ravioli Cannelloni Lunette

Dessert Pasta Poppy seed pasta Cinnamon pasta

Dumpling Pasta Gnocchi

Whole wheat

o Researcho Presentation

983085 Reference books

983085 recipes

12 Prepare pasta dishes bull Cooking methods Boiling Stir-frying Baking

o Demonstrationo Researcho Individual practiceso Presentation

983085 Recipes983085 Baking trays983085 Baking Ovens983085 Required ingredients

S C k

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Steaming 983085 Cooking pans983085 Pasta roller983085 Flip chart

983085 Markers

983085 Boards983085 Tongs983085 Forks983085 Plates

13 Present pasta dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

Learning Unit 2 Prepare Starches Learning hours 30

Learning outcome Content Learning Activities Resources

21 Identify the differenttypes of pasta

bull Starch products Cassava Yams Sweet potatoes Rice Maize meal

o Researcho Presentation

983085 Reference books983085 recipes

21 Prepare starch products bull Cooking methods Boiling Deep frying Stir-frying Baking Steaming

o Demonstrationo Individual practices

983085 Baking trays983085 Baking Ovens983085 Required ingredients983085 Cooking pans983085 Steaming Machine983085 Flip chart

983085 Markers

983085 Boards983085 Forks983085 Spoons983085 Plates

23 Present starch dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

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MODULE 10 Stocks sauces and soups

Competence Prepare stocks sauces and soups

RTQF LEVEL CREDITS 10 LEARNING HOURS 100

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare different types of stocks soups and sauces

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplace

Module 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare stocks required for menu items 11 Ingredients and flavouring agents are uses according to standard recipes

12 A variety of stocks are produced

2 Prepare sauces required for menu items 21 A variety of hot and cold sauces are produced from classical andcontemporary recipes

22 A variety of thickening agents and convenience products are usedappropriately

23 Sauces are evaluated for flavour colour and consistency and any problemsare rectified

3 Prepare soups 31 The correct ingredients are selected and assembled to produce soupsincluding stocks and prepared garnishes

32 A variety of soups is produced

33Clarifying and thickening agents and methods are used where appropriate

34 Soups are evaluated for flavour colour consistency and temperature and anyproblems are rectified

35 Soups are presented at the right temperature in clean serviceware withoutdrips and spills using suitable garnishes and accompaniments

4 St d tit t t k d 4 1

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4 Store and reconstitute stocks sauces and soups 41 Store stocks sauces and soups to maintain optimum freshness and quality

42 Reconstitute stocks sauces and soups to appropriate standards ofconsistency

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Prepare stocks required for menu items Learning hours 30

Learning outcomes Content Learning activities Resources

11 Identify the ingredients

for different types of stocks

bull Types of stocks

Vegetable stock Beef stock Chicken stock Fish stock

bull Ingredients

o Group discussion

o Presentationo research

983085 reference books

983085 recipes

12 Cook various stocks bull Cooking methods Boiling Simmering Skimming Cooling Straining

o Applicationo Exerciseo Demonstration

983085 Equipments983085 Tools

983085 CLeaning products

983085 Cleaning materials983085 Stock pots983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

Learning unit 2 Prepare sauces required for menu items Learning hours 30

Learning outcomes Content Leaning activities Resources

21 Identify the ingredientsfor different types of sauces

bull Types of sauces Cold sauces Hot sauces

o Demonstrationo Individual practiceo Presentation

983085 Books983085 Flipchart983085 Markers Projectors

Mother sauces 983085 White board Laptops

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Mother sauces Basic Derivations Special sauces

White board Laptops983085 Recipe books

22 Identify equipments bull Identification of Tools andequipments sauce pots blender strainer sauce ladles knife set spatulas

cutting boards lighter stove

o Explanationo Demonstrationo Individual practice

983085 Books

983085 Flipchart Markers983085 Projectors983085 White board983085 Laptops983085 Recipe books983085 Menu

23 Prepare sauces bull Methods of cooking Boiling Simmering

bull Thickening agents Roux Cornflour Modified starch Liaison

o Explanationo Demonstrationo Individual practice

983085 Equipments983085 Tools983085 Cleaning products983085 Cleaning materials

983085 Stock pots

983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

24 Evaluate the quality ofsauces and rectify thembull Common problems in saucesbull Techniques to rectify sauces

o Observationo Group worko Individual practice

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Learning unit 3 Prepare soup Learning hours 30

Learning outcomes Content Leaning activities Resources

31 Identify the ingredientsfor different types of sauces

bull Types of soup Clear soups Pureacutee soups Cream soups

bull Ingredients

o Researcho Brainstorming

983085 Recipe guide983085 Cooking books

32 Prepare different types of

soup

bull Method of cooking Boiling

bull Thickening agents

o Demonstrationo Individual practiceo Presentation

983085 Note book

983085 pens

983085 Board983085 Markers983085 Fish stock983085 Beef stock983085 Vegetable stock983085 Strainers

33 Evaluate the quality ofsoups and rectify them

bull Common problems in soupsbull Techniques to rectify soups

o Observationo Group worko Individual practice

34 Present soup bull Presentation techniquesbull Garnishing techniquesbull Soup accompaniments

o Observationo Individual practice

983085 Plates983085 Bowls

Learning unit 4 Store and reconstitute stocks sauces and soups Learning hours 10

Learning outcomes Content Leaning activities Resources41 Store stocks sauces andsoups

bull Storage techniques andprocedures

bull Labelling

o Demonstrationo Explanationo Individual practice

983085 Pots983085 Fridge983085 Freezer983085 Labelling cards

42 Reconstitute stockssauces and soups

bull Reheating techniquesbull Principles of hygiene

983085 Equipment

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MODULE 11 Meat poultry and fish

Competence Select prepare and cook meat poultry and fish

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safety

Module 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unit Performance criteria

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gBy the end of the module the trainee will be able to

1 Select and purchase poultry meat and fish11 Poultry is selected and purchased according to quantity and quality required

12 Primary secondary and portioned cuts of pork goat beef and veal are selectedaccording to quantity and quality required

13 Fish is selected according to quality according to quantity and quality required

14 Low-cost cuts and meat products are selected when and where appropriate

15 The best supplier for quality and price is selected

2 Handle and store meat poultry and fish 21 Suitable knives and equipment for poultry meat and fish handling is selected andused

22 Poultry meat and fish are handled and portioned according to menu requirementsand hygienically to minimise risk of food spoilage or cross-contamination

23 Poultry meat and fish are stored hygienically ensuring optimal storage conditions andappropriate temperature are maintained

24 Frozen poultry meat and fish are thawed correctly to ensure maximum qualityhygiene and nutrition

3 Cook basic poultry meat and fish dishes 31 Suitable equipment for poultry meat and fish preparation and cooking is selected andused

32 Suitable marinades are prepared and used where appropriate for a variety of poultrymeat and fish cuts

33 A variety of appropriate cooking methods are used for basic poultry meat and fishdishes

34 A variety basic poultry meat and fish dishes are cooked and presented to standardrecipe specifications

35 Poultry meat and fish dishes are presented using suitable sauces garnishes andaccompaniments

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and purchase poultry meat and fish Learning hours 10

Learning outcomes Content Leaning activities Resources

11 Identify different types of

poultry meat and fish

bull Types of poultry

Chicken Turkey Duck

bull Types of meat Beef Veal Lamb Goat

Porkbull Types of fish

White fish Oily fish Shellfish

o Research

o Brainstormingo Group worko Presentationo

983085 Resource books

12 Select poultry meat andfish

bull Chicken meat and fish cutsbull Processed productsbull Quality criteria for selecting

fresh and healthy chicken meatand fish Quality points for poultry- Smell- Skin- Colour

o Visit of butcheryo Group worko Researcho Presentation

983085 Resource books

- Flexible breastboneUnbroken bones

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- Unbroken bones

Quality points for meat

- Smell- Colour- Compact structure- Texture and colour of fat- Kidney covered with fat

Quality points for Fish- Eyes- Gills- Fresh

- Scales- Skin- Smell- Guts

Learning unit 2 Handle and store meat poultry and fish Learning hours 40

Learning outcomes Content Leaning activities Resources

11 Handle and portionchickenbull

Techniques De-boning Filleting

bull Appropriate equipment andknives

o

Explanation-Demonstrationo Group discussiono Individual Practice

983085

Knife set983085 Cutting Board983085 Reference books983085 Flip chart983085 Markers983085 Board983085 Meat Tag983085 Weighing

983085 Scales

12 Handle and portion meat bull Preparation of butcherrsquos meatDeboning

o Demonstrationindividual practice

983085 Weighing scaleKnife Set

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- Deboning- Portioning

- Cutting- Trimming

- Mincing bull Appropriate equipment and

knives

o individual practice 983085 Knife Set983085 Cutting boards

983085 Slicing machine

983085 Flip Chart983085 Boards983085 Markers

13 Handle and portion fish bull Preparation of fish Gutting portioning Scaling Filleting Skinning

o Demonstrationo Individual practice

983085 Flip chat983085 Markers983085 Board983085

Laptop983085 Projector983085 Cutting board983085 Knife set983085 weighing scale

14 Store chicken meat andfish

bull Storage standards Chemical Store Dry Store

Perishable Freezer Quality and Quantity

bull Preservation methods Salting Smoking Drying Canning

Freezing Marinating

bull Orderingbull Receivingbull Issuing

o Demonstrationo Individual practice

983085 Freezer983085 Fridge983085 Reference Books

983085 Flip chart

983085 Markers983085 Board983085 Scale983085 Shelves983085 Containers983085 Trolley983085 Probe Thermometer

983085 Purchasing order

983085 Receiving form983085 Requisition form

15 Thaw chicken meat andfish

bull Defrosting techniquesbull Health and hygiene regulations

o Demonstrationo Individual practice

983085 drip tray

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Learning unit 3 Cook and present basic poultry meat and fish dishes Learning hours 70

Learning outcomes Content Leaning activities Resources

21 Cook and present basicpoultry dishes

bull Marinating Herbs Oil spices

bull Cooking method

steaming grilling roasting boiling baking broiling smoking poaching

bull Seasoning salt black pepper or white

pepper

bull Presentation techniques

o Demonstrationo Individual practice

983085 Recipes983085 Heavy pans983085 Frying pans983085 Chopping board983085 Knives

983085 Flip chat

983085 Markers983085 Board983085 Laptop983085 Projector983085 Cutting board983085 Knife set983085 Weighing scale

983085 Oil

983085 Onions983085 Garlic983085 Rose mary983085 Salt983085 Light soya sauce

22 Cook and present basicmeat dishes 23 Cook and present basic

fish dishes

MODULE 12 Basic pastries and cakes

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MODULE 12 Basic pastries and cakes

Competence Make basic pastries and cakes

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

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

1 Prepare basic pastries and cakes 11 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are prepared

12 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are decorated

13 Suitable equipment safely and efficiently selected and used

2 Prepare and produce bakery products 21 A range of yeast-based doughs are prepared to standard recipes

22 Suitable equipment safely and efficiently selected and used

3 Portion and store pastries cakes and yeast goods 31 Portion control is applied to minimise wastage

32 Cakes pastry and bakery products Store to minimise spoilage and wastage

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare basic pastries and cakes Credit6

Learning Outcome Content Learning Activities Resources11 Identify different types ofpastries and cakes

bull Types of Pastry Products Sponge cakes Choux paste Sugar paste Sweet bread Cookies

o Researcho Presentationo Brainstorming

983085 Reference books

Mousses Ice cream

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doughnuts

12 Prepare basic pastryproducts

bull Sponge cakes Preparation techniques Baking techniques

bull Doughnuts Preparation techniques Baking techniques

bull Cookies Preparation techniques Baking techniques

o Demonstrationo Individual practices

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons13 Decorate pastries and

cakesbull Fillings

Butter cream Fruit Jam

bull Sauces Chocolate sauce Custard Sauce Strawberry Vanilla

o Demonstrationo Individual practiceso

Learning Unit 2 Prepare and produce bakery products

Learning outcomes Content Leaning activities Resources21 Identify different types ofbakery products

bull Types of bakery Products Yeast products

White Bread French Bread Croissant Rolls

o Researcho Presentationo Brainstorming

983085 Reference books

Chapatti Samosa dough

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Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

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MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

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bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

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Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

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Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

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76

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

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Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

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Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 2: Curriculum Cooker

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2

PARTICIPANTS TO THE DEVELOPMENT OF THE TRAINING PROGRAMME

Coordination

HABIMANA Theacuteodore TVET Training Department - WDA

MPAMO Aimeacute Curriculum Development Unit - WDA

Editing

NGOMA Marie-Pierre VVOB-PAFP (Programme drsquoAppui agrave la Formation Professionnelle)

Participation

MUTONI Beatrice Curriculum Development Unit - WDA

GAHUNGU Faradji Curriculum Development Unit - WDARUTAYISIRE Innocent Bourbon Coffee

KERAZI Justine Hospitality Unit - WDA

BAGIRE Emmy-B Hospitality Unit ndash WDA

UMUGANWA Jackie Hospitality Unit ndash WDA

GITENGE Claire Hospitality Unit ndash WDA

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5

Learning unit 1 Manage money 70

Learning unit 2 Keep record and budget 71

Learning unit 3 Manage a small business

72

Learning unit 4 Prepare a business plan for a micro business 73

MODULE 14 INTERNSHIP 74

Learning unit 1 Apply for internship employment 76

Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes 77

Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities 78

Learning unit 4 Organise and evaluate onersquos internship 79

Learning unit 5 Develop onersquos competences on the workplace 79

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SECTION 1 GENERAL INTRODUCTION

The curriculum presents a coherent and significant set of competences to acquire in order to perform the occupation of a cook The

curriculum design approach has taken into account the training needs the work situation as well as the goals and the means to

implement training

At the end of the training programme the learners will be able to

1 Understand the occupation and the learning process

2 Apply health safety and security procedures on the workplace

3 Apply hygiene and food safety

4 Communicate effectively on the workplace

5 Apply computer literacy

6 Organise and cook food7 Prepare salads and sandwiches

8 Cook vegetable fruit and egg dishes

9 Cook pasta and starches

10 Prepare stocks sauces and soups

11 Select prepare and cook meat poultry and fish

12 Make basic pastries and cakes13 Create and manage a small business

14 Integrate the workplace

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The modules of the curriculum include a description of the expected results at the end of training They have a direct influence onthe choice of the theoretical and practical learning activities The competences 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 present curriculum consists of two parts The first part is of general interest and shows the nature and goals of a program andthe key concepts and definitions used in the document The second part deals with the training package It includes the list of

modules 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 competence is performed the prerequisite competences the learning units and the

performance criteria

In each module a course structure is provided The course structure describes the learning outcomes (knowledge and skills) and

the learning contents related to each learning unit Also the learning activities and resources for learning are suggested

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8

CONCEPTS AND DEFINITIONS

Assessment the process of gathering and judging evidence in order to decide whether a person has attained a standard of

performance See also competency-based assessment

Competence A competence is the result of a combination of knowledge and skills This integration is demonstrated when the

learner is able to achieve specific results and performances understand what heshe does and do it autonomously

Complementary competences (also known as employability skills or key skills) skills which are not specific to work in a specificoccupation or industry but are important for work education and life generally such as communication skills mathematical skills

organisational skills computer literacy interpersonal competence and analytical skills

Credit the acknowledgement that a person has satisfied the requirements of a module

General competences competences 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 tomany work situations

Internship an opportunity for a learner to integrate career related experience by participating in planned supervised work

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 assumed to be in place a requirement for the attainment of a specific module or modules prior to commencement of

another module

Learning hours amount of hours required to acquire the competence including the time allocated to evaluation which isestimated between 5 and 10 of the total learning time of the competence

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Learning outcomes are 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 elements of the work covered by

the module

Module a unit of education or training which corresponds to one competence and can be completed on its own or as part of a

qualification

Occupation the principal business of onersquos life

Performance criteria are descriptions of the quality requirements of the result obtained in labour performance

Specific competences competences that are directly related to the tasks of the occupation in the workplace context They refer

to concrete practical and focused aspects

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10

SECTION 2 TRAINING PACKAGE

The training package includes the list of modules the description of each module and the course structure

LIST OF MODULES

ModuleNo

Module title Type Credit Value

1 Occupation and learning process General 2

2 Health safety and security on the workplace Complementary 3

3 Hygiene and food safety General 3

4 Communication on the workplace General 2

5 Computer literacy Complementary 3

6 Mise en place and cooking methods Specific 6

7 Salads and sandwiches Specific 4

8 Vegetable fruit and eggs Specific 10

9 Pasta and starches Specific 6

10 Stocks sauces and soups Specific 10

11 Meat poultry and fish Specific 12

12 Basic pastries and cakes Specific 12

13 Entrepreneurship Complementary 3

14 Internship Specific 30

TOTAL CREDITS 106

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MODULE 1 Occupation and learning process

Competence Understand the occupation and the learning process

RTQF LEVEL CREDITS 2 LEARNING HOURS 20

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module is covered first It allows the trainee to get to know the other participants to the training programme and to understandhimselfherself as part of a team Also the trainee will develop a comprehensive and clear vision of the occupation and the trainingprogramme The module will allow the participant to avoid mistakes of career guidance and confirm or deny hisher choice from the startThe training and learning methods are presented to the trainee This approach encourages greater motivation and subsequently a betterintegration of various learning

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Understand oneself as part of a team and respect the rules ofthe workshop

111213

Know each otherBe part of a team and behave accordinglyRules and requirements are agreed upon and known

2 Learn about the occupation and the training process 212223

The occupation is understoodThe training required is knownThe training organisation is known

5 Reflect upon the teaching and learning methods 3132

The active and participatory learning methods are appliedThe assessment method is understood

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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Understand oneself as part of a team and respect the rules of the workshop Learning hours 6

Learning outcomes Contents Learning activities Resources 11 Introduce oneself and get

to know one another

bull Introductionsbull

Expectations about the training

o Introduction

o Gameo Presentation of traineesrsquo

expectations

12 Work as a team bull Working as a teambull Building trust

o Gameso Group discussions

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13

Learning outcomes Contents Learning activities Resources 13 Setting rules and

responsibilities

bull Rules of the classroom

bull Group responsibilities

o Brainstorming

o Discussions

983085

Learning unit 2 Learn about the occupation and the training process Learning hours 12

Learning outcomes Contents Learning activities Resources

21 Understand theoccupation

bull Characteristics of theoccupation

bull Working conditions

o Personal researcho Visit of a business in the

neighbourhoodo

983085 Pictures of people inworking situation

983085 Documents describing theoccupation

22 Obtain an understandingof the goals of the trainingprogramme

bull Content of the trainingprogramme (modules)

bull Importance of the initial andcontinuous training

o Presentation by the teachero Research

983085 Overview of the trainingprogramme

983085 Testimonies of peopleperforming the occupation

23 Have a commonunderstanding of the trainingorganisation

bull Presentation of the timetablebull Presentation of the classrooms

and workshops

o Visits of the premises of the school983085 School year calendar

983085 Timetable

Learning unit 3 Reflect upon the teaching and learning methods Learning hours 2

Learning outcomes Contents Learning activities Resources

31 Understand the teachingand learning methods

bull Overview of the active andparticipatory teaching andlearning methods

o Experience sharingo Presentation by the trainer

32 Understand theassessment methodology

bull Assessment methodology andits purpose

o Explanation by the trainer

Reference books

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14

1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

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MODULE 2 Health safety and security on the workplace

Competence Apply health safety and security procedures on the workplace

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to follow health safety and security procedures identify hazards assess theassociated safety risks and take measures to eliminate or control and minimise the risk

It is an obligation for each employee to participate in the management of their own health and safety and that of their colleagues andanyone else in the workplace They have a duty to cooperate with their employers initiatives to ensure safety at work

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be

able to

Performance criteria

1 Apply good personal care and healthyhabits at work

11 Hands are washes at appropriate times and hand washing procedures are followedcorrectly and consistently according to organisation and legal requirements

12 Clothes are clean required personal protective clothing are worn and onlyorganisation-approved bandages and dressings are used

13 Food is not contaminated with anybody fluids or tobacco product from sneezing coughing blowing nose spittingsmoking

14 Clean materials and clothes are used and safe and hygienic practices are respectedto ensure that no cross-contamination of other items in the workplace occurs

2 Address unsafe situations on the job 21 Appropriate methods are used to identify actual or foreseeable hazards that have thepotential to harm the health and safety of workers or anyone else in the workplace

22 Immediate work area is free from hazards

23 Control measures are implemented according to individual level of responsibility orappropriate personnel is referred to for permission or further action

3 Respond appropriately to emergencies atwork

31 Emergency and potential emergency situations are recognised promptly and requiredactions are determined or taken within the scope of individual responsibility

32 Appropriately response to emergencies is provided

33 Assistance from colleagues or other authorities is sought promptly and when

appropriate

4 Prevent HIVAIDS and sexual violence 41 Reproductive health is understood

42 Transmission prevention and treatment of HIVAIDS and other STIrsquos are understood

43 Sexual violence is understood and can be avoided

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COURSE STRUCTUREThe 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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Apply good personal care and healthy habits at work Learning hours 4

Learning outcomes Contents Learning activities Resources 11 Identify important health

practices in the workplace

bull Healthy habits o Discussiono Individual worko Presentation

983085 List of habits for good

health983085 Health education material

from Ministry of Health orother organisations

983085 Posterspictures of healthhabits

12 Describe the importanceof personal and public

cleanliness

bull Definition of hygienebull Definition of sanitationbull Importance of hygiene and

sanitation at workbull

o Presentation by trainero Group work and discussiono Role play

983085 Handout healthy hygieneand sanitation practices

food sanitation clean waterand toilet facilities

13 Know how to prevent thespread of illness andcontamination at work

bull Sources of germs microbesbull Prevention techniques (Hygiene

and sanitation good practices)

o Brainstorming

11 Identify important healthpractices in the workplace

bull Healthy habits o Discussiono Individual worko Presentation

983085 List of habits for goodhealth

983085 Health education materialfrom Ministry of Health orother organisations

983085 Posterspictures of healthhabits

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Learning unit 2 Address unsafe situations on the job Learning hours 10

Learning outcomes Contents Learning activities Resources 21 Identify the primaryhazards found in workplaces

bull Types of hazards in theworkplace (safety chemicalbiological other health hazards)

o Brainstormingo Group worko Discussion

Pictures

22 Understand why thesituation or substance is

hazardous

bull Hazardous situationsbull Dangerous substances

23 Identify the best ways toaddress specific problemsituations

bull Control methods (removehazard work policies andprocedures protectiveequipment)

o Brainstormingo Discussion

Stories and pictures

Learning unit 3 Respond appropriately to emergencies at work Learning hours 8

Learning outcomes Contents Learning activities Resources 31 Identify emergencies bull Definition of emergency

bull Types of emergencies in aworkplace

o Presentation by the trainero Experience sharing

32 Handle emergencies bull Possible responses toemergencies in the workplace

o Disaster Blaster Game 983085 Disaster Blaster Gameboard paper marker dicegame cards

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Learning unit 4 Prevent HIVAIDS and sexual violence Learning hours 8

Learning outcomes Contents Learning activities Resources 41 Understand reproductivehealth

bull Puberty and body changebull Female reproductionbull Male reproductionbull Consequences of early

pregnancy

o Small group discussionso Pair discussiono

42 Be sensitized to HIV AIDS

bull Definitionbull Transmissionbull Prevention (ABC)bull Treatmentbull Other STIrsquosbull Stigma and VCT

o HIV gameo Questions and answerso True or falseo Group worko Demonstration (condom use)o Role play (condom negotiation)

983085 Scenarios for HIV game983085 True and false statements

43 Be sensitized to sexualviolence

bull Definition of sexual violencebull Definition of rapebull Consequences of sexual

violence

o Story tellingo Group discussiono Large group discussion

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project3 HARE Prevention of HIV and AIDS in Rwanda through education Irish Aid and VSO

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MODULE 4 Communication on the workplace

Competence Communicate effectively on the workplace

RTQF LEVEL CREDITS 2 LEARNING HOURS 20

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to communicate and get along well with others in a variety of settings and for arange of purposes The module will allow the participant to speak and listen actively and appropriately one-on-one and in groups to

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

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Listen and speak effectively 11 Strategies for effective listening are applied

12 Instructions are adequately interpreted and followed

13 Clear and accurate information and instructions are provided to colleagues

2 Cooperate and work as a team member 21 Team objectives are reached through effective cooperation

22 Diversity of team members is respected

23 Lead a team efficiently

24 Demonstrate problem solving and decision making skills

3 Apply customer care 31 Importance and principles of good customer service are understood

32 Quality service is provided

33 Clear verbal information is provided to customers face to face or on thetelephone

34 Conflicts with customers are handled politely and adequately

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COURSE STRUCTUREThe 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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Listen and speak effectively Learning hours 6

Learning outcomes Contents Learning activities Resources

11 Apply effective listen skills

amp strategies

bull Effective listening skills amp

strategiesbull Assess onersquos listening skillsbull Model good listening skills

o Role play

o Observing role playo Feedback from observerso discussion

983085 Role play scenarios

983085 List of effective listening

skills amp strategies983085 Effective Listening

Observation Form

12 Give and receiveinstructions

bull Importance of giving clearconcise instructions

bull Formulation of instructions

bull Strategies to ask questions forclarification

o individual worko group discussion

13 Identify non-verbalcommunication signs and theimpact on peoplersquosperceptions

bull Importance of non-verbalcommunication

bull Impacts of non-verbalcommunication on how we giveinformation and how we listen

o pair worko large group discussion

14 Demonstrate effectivespeaking skills

bull Effective speaking skills andstrategies

o small group worko practice presentationso large group discussion

983085 List of Effective SpeakingSkills amp Strategies

983085 Speaking Scenarios forgroup work

983085 Effective SpeakingObservation Form

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Learning unit 2 Cooperate and work as a team member Learning hours 8

Learning outcomes Contents Learning activities Resources

21 Identify the differentpersonalities

bull Different personalities andapproaches that individualsbring to a group

o Self-assessmento large group activity (innerouter

circles)o Discussion

983085 Working in Groups Self Assessment

983085 Cooperating with OthersRoles

983085

Elements of an Effective ampCooperative TeamMember

22 Handle differentpersonalities in a group

bull Strategies on how to handledifferent personalities in agroup

23 Cooperate with others toreach the same objective

bull Characteristics of an effectiveand cooperative team member

o Large group activityo Large group discussiono Individual reflectionjournal writing

o Pair work

24 Lead a team efficiently bull Qualities of an effective leaderbull Different leadership stylesbull Appropriate leadership style in a

given contextbull Strategies to lead a team

efficiently

o large group discussiono small group worko role playso small group activity

983085 Role play scenarios

25 Demonstrate problemsolving and decision makingskills

bull challenges and dynamicsamongst people during theproblem solving process

bull steps of problem solving towork and community relatedproblems

bull Communication as a tool forproblem solving

o Large group activityo pair sharingo small group worko large group discussiono Task leadership competition

983085 Scenarios for problem

solving activity

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Learning unit 3 Apply customer care Learning hours 6

Learning outcomes Contents Learning activities Resources

31 Understand theimportance of good customercare

bull Definition of customer servicebull Levels of customer servicebull Customer care principlesbull Importance of customer care

o Experience sharingo Brainstorming

Presentation by trainer

-32 Provide exceptionalquality service

bull Basic customer needsbull Service to meet basic customer

needsbull Definition of customerrsquos

perceptionbull Meeting and exceeding

expectationsbull Getting feedback on the

provided service

o individual reflectiono large group discussiono role play

33 Communicate effectivelywith customers by telephoneand face to face

bull Telephone tipsbull Recording a telephone message

o large group discussiono skito pair role plays

983085 Role Play scenarios forCommunicating withCustomers

34 Handle conflict withdifficult customers

bull Definition of conflict conflictresolutionmanagement

bull Steps of conflict management

with difficult customers

o individual reflectiono Brainstormingo large group discussion

o role play

983085

Reference books 3 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project4 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

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MODULE 5 Computer literacy

Competence 5 Apply computer literacy

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to follow health safety and security procedures identifyhazards assess the associated safety risks and take measures to eliminate or control and minimise the risk It isan obligation for each employee to participate in the management of their own health and safety and that oftheir colleagues and anyone else in the workplace They have a duty to cooperate with their employersinitiatives to ensure safety at work

LEARNING ASSUMED TO BE IN PLACE

Not applicable

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LEARNING UNITS AND PERFORMANCE CRITERIALearning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be ableto

Performance criteria

1 Apply computer fundamentals 11

12

13

14

Identification of Various connectors and ports

Use of different IO devices

Use of Desktoprsquos elements

Scanning of Viruses in the computer and Different Storages Devices

2Use a current word processing package 21

22

23

24

25

56

Text formatting

Table creation and editing

Text Editing

Printing

Saving

Inserting of header Footer and footnotes

3 Use current spreadsheet package 31

32

Using of basic excel tasks

Managing of Sheets in excel workbook

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33

34

35

Formatting of cells and their contents

Using of functions and perform mathematical operations

Excel worksheet Printing

4Use current Power Point Presentations 41

42

43

44

45

46

47

Creating a new presentation

Creating Inserting a slide

Inserting of Graphics

Converting word documents to PowerPoint presentation

Animation

Using Different Presentation view

Printing a presentation

5Use InternetIntranet (Outlook) 51

52

53

54

55

56

Defining and explaining a website

Interacting through instant messaging (Chatting)

Using search Engines (example Google)

Creating Managing favorites using internet explorer

Browsing the internet using the hyperlinks

Downloading and Uploading files using internet

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COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Apply computer fundamentals Learning hours10

Learning outcomes Contents Learning activities Resources

11 Apply Computerbasics

bull Computer Definition

bull Types of computers

Laptops

Desktops

Palm tops

PDA (Personnal Digital assistance)

bull Computer HardwareMemorybull Definition

bull Role of Memory

bull Features

- Capacity

- Speed

- Non Volativitybull Types of Memory

- ROM (Read only memory)

- RAM (Random access memory)

- ExternalInternal memories (Hard

diskdisketteCDFlash disketc)

-Open a computer case andObserve different types ofmemory-Group Discussion on each type ofmemory

-Computer Lab-Computer Tool Kit-CD DVDs Diskettes-White Board-Markers

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12Identify Variousconnectors and ports

bull Connectors and ports

- Definition

bull IO (Input and Output) Ports andconnectors

- Serial ports

- Parallel ports

- USB

- Keyboard Mouse connectors

- VGA Connectors

-Observe different connectors aswell as input and output ports

-Exercises on ports identifications

-Computer Lab-Computer Tool Kit

-CD DVDs Diskettes-Different types of CablesDifferent types Connectors-White Board-Markers

13Use different IOdevices

bull Peripherals

- Definition

- Categories IO devices

Input devices (mouse Keyboard

scanner CDDVD-ROM and

diskettes drivers etc)

Output devices (Monitor Diskette

CDDVD-ROM Writer Printer etc)

Types of keyboards

- AZERTY

- QWERTY

Practical exercises on connectingthe mouse keyboard Monitor tothe CPU (Central processing unit)

-Computer Lab-Computer Tool Kit-CD DVDs Diskettes-Printer-Scanner

-White Board

14Use Desktoprsquoselements

bull Windows and its components

- Desktop

- Task bar

- Start menu

- Minimize Maximize Close buttons

-Brainstorming on Desktoprsquoselements-Use the desktop the tasks barand the start menu

-Computer Lab-Projector

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- My Computer

15Scan Viruses in thecomputer and DifferentStorages Devices (Flashdisk External Hard disk)

bull Antivirus definitionbull Importance of antivirusbull Functionalitybull Different Types of antivirus- Norton- Kaspersky- Symantecbull Storages to be scanned- Flash disk- External hard disk- Memory card- Computer hard disk

-Brainstorming the use ofantivirus-Practical exercises on Scanningviruses-Compile activities reports

-Computer Lab-Flash disks-External Hard disk-Cds DVDs-Antivirus-White Board-Markers

Learning Unit 2 Use a word processing package Learning hours 5

Learning outcomes Contents Learning activities Resources

21Format a text bull StyleFontSizeColourbull Paragraphbull Columnbull Tabulationbull Paragraph spacingbull Inserting symbolsSpecial

charactersbullet and numberingbull Borders and shadingheader and

footer

-Reproduce document alreadyformatted-Various exercises to familiarizewith formatting a text

-Computer Lab With CurrentWord processing Packageinstalled in each computer-Projector-White Board

-Markers

22Create and edit atable

bull Inserting a tablebull Inserting a columnbull Inserting a row

-Practical exercises on creatingediting and handling a table

-Computer Lab With CurrentWord processing Packageinstalled in each computer

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bull Deleting tablebull Deleting rowbull

Deleting columnbull Merging cellsbull Splitting cellsbull Drawing a tablebull Table auto formatbull Formula

-Projector-White Board

23Edit document

(Text)

bull SearchFindReplace

bull Deleting a range of textbull The undo commandbull Spelling and grammarbull Synonyms

-Brainstorming Editing text

-Perform practical exercises onthe various tips (options)-compile activities reports

-Computer Lab With Current

Word processing Packageinstalled in each computer-Projector-White Board-Markers

24Print document bull Page setupbull Print previewbull

Print dialog boxbull Selecting printer namebull Printer optionsbull Printing one or more copiesbull Printing in blackwhite or colorbull Print page ranges

-Exercises on printing one ormore copies of a colored

document in black and white-printing in landscape portrait

-Computer Lab With CurrentWord processing Package

installed in each computer-Printer-Projector

25Save documents bull File management- Creation of files- Creation of Folders- File Naming- File Formats

-Practical Exercises on creation offiles folders and file Saving

-Compile activities reports

-Computer Lab With CurrentWord processing Package

installed in each computer-Projector

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26Insert HeaderFooter and footnotes

bull Footnotesbull Header and Footer

- Automatic pagenumbering- Total number of pages- Automatic date- Automatic automatic

authors name

-Exercises on footnotes-Create a document containing

several pagesWith elements such as the pagenumber date automation-practical exercises

-Computer Lab With CurrentWord processing Package

installed in each computer-Projector

Learning Unit 3 Use spreadsheet package Learning hours 5

Learning outcomes Contents Learning activities Resources

31Use Some basicexcel tasks

bull Basic excel tasks

- Open

- Close

- New document

- Undo

- Savesave ashellip

- Sheet

- Selecting a cell

- Validating a cell

- Deleting cell contents

- Modifying cell contents- Selecting group of cells

- Increase and reduce the

cell size

- Delete row and column

- Duplicate cell

-Practical exercises on the use ofbasic excel tasks-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer-Projector

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32Manage Sheets inexcel workbook

bull Selecting a sheet

bull Renaming a sheet

bull Insert new sheetsbull Moving a sheet in a workbook

bull Deleting a sheet

-Practical exercisesOn Managing sheets in excel

workbook

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector

33Format cells andtheir contents

bull Formatting text and cells

- Choosing fontsizecolour

- Adjusting Cow height

- Alignment of cell - Number format

- Inserting rows

- Merging cells

- Creating borders

- Patterns

-Practical exercises in groups andindividual homework onformatting cells

-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer

-Projector

34Use some functionsand performmathematical operations

bull Numbers and Mathematicalcalculations

- Addition - Multiplication - Division - Subtraction - AutoSum

- Absolute and relativeReference - Function

Average Minimum Maximum

-Practical exercises in groups andindividual homework onformatting cells-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer-Projector

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35 Print an excelworksheet

bull Page setupbull Print previewbull

Print dialogue boxbull Print optionsbull Print one or more copiesbull Print in blackwhite or colorbull Print page rangesbull Printing a selection

-Print one or more copies of aworksheet

-Print colour or white and blackworksheet-practical exercises (individualand in group)-print horizontallyvertically

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector-Printer

Learning Unit 4 Use Presentation application Learning hours 5

Learning outcomes Learning outcomes Learning outcomes Learning outcomes

41Launch Ms Powerpoint

bull Power point Definition

bull Role

bull Power point environment

- Title Bar

- Menu Bar- Toolbars

- Formatting tool bar

- Title

- Sub title

-Using a power pointpresentation with slide showgetfeedback from learners on thearea of application of Ms powerpoint-Launch powerpoint and observethe screen individual exercises

-Computer Lab With Currentpresentation Software installed in each computer-Projector

42Create a newpresentation

bull Creating new presentation

bull Blank presentation

bull Design template

bull Auto content wizards

-Create presentation using thevarious methods-practical exercises (individualand in groups)

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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43Create Insert a slide bull Creating a slide

bull Inserting a slide

bull Modifying a slide

-Exercises on creating insertingand modifying a slide

-Computer Lab With Currentpresentation Software

installed in each computer-Projector

44Insert Graphics bull GraphicsClip artWord

ArtLibrary ImagesInserting

image from file

Exercises on inserting images inthe slides

-Computer Lab With Currentpresentation Software installed in each computer-Projector

45Convert word

documents toPowerPoint presentation

bull Copy Cut Move

bull Process of conversion

-Practical exercises on File

transformation

-Computer Lab With Current

presentation Software installed in each computer-Projector

46Animate apresentation

bull Animation

bull Custom animation

bull Slide transition

-Familiarize with animation of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

47Use DifferentPresentation view

bull Normal View

bull Slide Sorter view

bull Slide show

-Switch between the views toimprove the presentation-Group discussion andbrainstorming

-Computer Lab With Currentpresentation Software installed in each computer-Projector

48 Print a presentation bull Printing a presentation

bull Print preview

bull Printing a copy or multiple

-Exercises on printing in blackand white or in colour printingone or more copies of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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copies

bull Printing one slide on a page

bull Printing more slides on a page

Learning Unit 5 Use InternetIntranet (Outlook) Learning hours 5

Learning outcomes Contents Learning activities Resources

51 Define and explain awebsite

bull Introduction

World wide web

Web page

Web site

-Visit web sites and browsedifferent pages-Group discussion based onobservation

-Internet Connection-Computer Lab-projector

52Interact throughinstant messaging

(Chatting)

bull Definition

bull Steps to create a chat account

bull Chatting options

Instant messaging with or

no web cam

Calling

Sending files

-Group Discussion on Interactingthrough instant messaging

-Exercises on chatting in groups-Compile activities reports

-Internet Connection-Computer Lab

-projector

53Use search Engines(example Google)bull

Search engines- Definition

- Role

- Some Types of search

engine

wwwGooglecom

-Perform practical exercises onthe use of search engines -Internet Connection-Computer Lab-projector

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wwwYahoocom

54Create Managefavorites using internetexplorer

bull Favorites

- Create Favorites

- Rename Move Favorites

-Practical exercises on creatingmoving and renaming favorites

-Internet Connection-Computer Lab-projector

55Browse the internetusing the hyperlinks

bull Web Browser

- Browser buttons

- Address bar

- Status bar

- Scroll bar

- Home page

- FrontBack arrows

- Refresh button

- Start page

-Open a web using the addressbar-Browse different web pages

-practical exercises On Browsinginternet using hyperlink

-Internet Connection-Computer Lab-projector

56Download andUpload files usinginternet

bull Downloadingbull File attachment

-Practical exercises ondownloading and uploading filesusing internet

-Internet Connection-Computer Lab-projector

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MODULE 6 Mise en place and cooking methods

Competence Organise and cook food

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to use kitchen equipment and tools to prepare mise en place and use basic cookingmethods

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 hygiene and food safety

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be ableto

Performance criteria

1 Select and use cooking equipment andtechnology

11 Appropriate equipment and technology is selected for particular cookingmethods

12 Equipment is used hygienically safely and according to manufacturerinstructions

2 Prepare mise en place 21 Ingredients are identified and obtained according to standards recipe

22 Ingredients are prepared according to the correct quantity type and quality

3 Prepare and cook food using basic methods ofcooking

31 Various cooking methods are used to prepare dishes to enterprise standard

32 Correct quantities and ratios of commodities for specific cooking methods arecalculated

33 Cooking process is completed in a logical and safe manner

34 Problems with the cooking process are identified promptly and take correctiveaction

35 Dishes are prepared using a range of methods and current technology withinacceptable enterprise and customer timeframes

36 Work cooperatively with kitchen and front-of-house colleagues to ensure timelypreparation of dishes

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and use cooking equipment and technology Learning hours 20

Learning outcomes Content Leaning activities Resources

11 Identify kitchenequipment and tools

bull Specification of Kitchenequipment amp tools

bull Kitchen orientation

o Group discussiono Researcho Role Playo

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

12 Use and maintain Kitchenequipment and tools

bull

Hand tools

bull Electrical toolsbull Heavy equipment

o Group discussiono Researcho Role Play

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

Learning unit 2 Prepare mise en place Learning hours 20

Learning outcomes Content Leaning activities Resources

21 Identify ingredients for arecipe

bull Types of food itemsbull Characteristics and uses of food

items

o Group discussiono Researcho Role Play

983085 Recipe book983085 Reference Books983085 Flipchart markers-

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bull Contents of recipebull Quantities in function of

number of customers to be

servedbull Quality of ingredients

983085 Projectors983085 Board983085 Laptops

22 Prepare ingredients bull Cleaning techniquesbull Pealing and cutting techniquesbull Measuring and weighingbull Storage for different type of

ingredients

o Demonstrationo Individual practice

983085 Kitchen equipment Kitchentools

23 Apply checklist procedures bull FIFObull LIFObull Verification of quality product

o Group discussiono Demonstrationo Individual practiceo Role Play

983085 Recipe book Flipchart

983085 Markers983085 Tags983085 Products983085 Bin cards983085 Checklist

Learning unit 3 Prepare and cook food using basic methods of cooking Learning hours 20

Learning outcomes Content Leaning activities Resources

31 Identify the differentcooking methods

bull Types of cooking methods Boiling Deep frying Stir-frying

Baking Steaming Simmering skimming grilling roasting broiling

o Small group discussiono Demonstrationo Individual practice

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smoking poaching

bull Characteristics of different

foods and appropriate cookingmethods

bull Underlying principles of all basiccooking methods

bull Effect of different cookingmethods on the nutritionalvalue of food

32 Cook basic dishes using arange of methods

bull Basic dishes o Demonstrationo Individual practice

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MODULE 7 Salads and Sandwiches

Competence Prepare salads and sandwiches

RTQF LEVEL CREDITS 4 LEARNING HOURS 40

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present different sorts of salads and sandwiches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare and present a variety of salads anddressings

11 Suitable ingredients are chosen

12 Salads are prepared using fresh ingredients and respecting nutritional valueeating characteristics and taste

13 Suitable sauces and dressings are prepared and incorporated into or servedwith salad

14 Salads are presented attractively

2 Prepare and present sandwiches 21 Suitable bases are selected from a range of bread types

22 A variety of sandwich types are prepared using a range of appropriate

techniques

23 Appropriate equipment is selected for toasting and heating sandwiches andused correctly and safely

24 Sandwiches are present in an attractive manner using suitable garnishesand serviceware

3 Store salads and sandwiches 31 Store salads and sandwiches hygienically at the correct temperature in

appropriate conditions and containers to maintain freshness taste andquality

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare and present a variety of salad and dressings Learning hours 20

Learning Outcome Content Learning Activities Resources

11 Identify ingredients for

salads

bull Commodities and food

combinations for use in salads

o Researcho Presentationo Group work

983085 Salad recipes

12 Prepare salads bull Types of salads Simple Compound

bull Components of salads Base Body Dressing Garnish

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls

983085 Knife sets

983085 Required ingredients983085 Cutting Board

13 Prepare dressings bull Types of salad dressing French dressing

Italian dressing Dijon dressing Vinaigrette Thousand Island dressing

bull Compatibility of dressings withdifferent types of salads

o Researcho Presentationo Demonstrationo Individual practice

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14 Present salads bull Methods of attractivepresentation for salads anddressings

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 2 Prepare Sandwiches Learning hours 15

Learning outcome Content Learning Activity Resources

21 Identify ingredients forsandwiches

bull Suitable breads White bread Wheat bread Buns Baguette

bull Suitable filling Cheese Ham Fried eggs Vegetables Cooked meat

o Presentationo Research

983085 Sandwiches recipes

22 Prepare sandwiches bull Types of Sandwiches Hot Cold

bull Food combinations forsandwiches

bull Preparation techniques spreading layering portioning moulding cutting garnishing

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls983085 Knife sets983085 Required ingredients983085 Salamander983085 Cutting Board

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toasting

23 Present sandwiches bull Methods of attractivepresentation for sandwiches

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 3 Store salads and sandwiches Learning hours 5

Learning outcome Content Learning Activity Resources

31 Store salads andsandwiches

bull Suitable storage techniques tomaintain optimum quality ofingredients

bull Types of containers

o Presentationo Demonstrationo Individual practice

983085 Containers983085 Fridge

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MODULE 9 Pasta and starches

Competence Cook pasta and starches

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present pastas and starches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare pasta 11 The different types of pasta are identified

12 Various pasta are prepared using appropriate methods to ensure optimumquality

13 Appropriate sauces and accompaniments are selected

2 Prepare starches 21 The different types of starches are identified

22 Various starches are prepared using appropriate methods to ensureoptimum quality

Appropriate sauces and accompaniments are selected

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare Pasta Learning hours 30

Learning outcome Content Learning Activities Resources

11 identify the different types

of pasta

bull Types of Pasta amp their products

Egg Pasta Noodles

Egg less pasta Spaghetti

White pasta Lasagna

Green Pasta Green lasagna

Stuffed Past Ravioli Cannelloni Lunette

Dessert Pasta Poppy seed pasta Cinnamon pasta

Dumpling Pasta Gnocchi

Whole wheat

o Researcho Presentation

983085 Reference books

983085 recipes

12 Prepare pasta dishes bull Cooking methods Boiling Stir-frying Baking

o Demonstrationo Researcho Individual practiceso Presentation

983085 Recipes983085 Baking trays983085 Baking Ovens983085 Required ingredients

S C k

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Steaming 983085 Cooking pans983085 Pasta roller983085 Flip chart

983085 Markers

983085 Boards983085 Tongs983085 Forks983085 Plates

13 Present pasta dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

Learning Unit 2 Prepare Starches Learning hours 30

Learning outcome Content Learning Activities Resources

21 Identify the differenttypes of pasta

bull Starch products Cassava Yams Sweet potatoes Rice Maize meal

o Researcho Presentation

983085 Reference books983085 recipes

21 Prepare starch products bull Cooking methods Boiling Deep frying Stir-frying Baking Steaming

o Demonstrationo Individual practices

983085 Baking trays983085 Baking Ovens983085 Required ingredients983085 Cooking pans983085 Steaming Machine983085 Flip chart

983085 Markers

983085 Boards983085 Forks983085 Spoons983085 Plates

23 Present starch dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

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MODULE 10 Stocks sauces and soups

Competence Prepare stocks sauces and soups

RTQF LEVEL CREDITS 10 LEARNING HOURS 100

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare different types of stocks soups and sauces

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplace

Module 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare stocks required for menu items 11 Ingredients and flavouring agents are uses according to standard recipes

12 A variety of stocks are produced

2 Prepare sauces required for menu items 21 A variety of hot and cold sauces are produced from classical andcontemporary recipes

22 A variety of thickening agents and convenience products are usedappropriately

23 Sauces are evaluated for flavour colour and consistency and any problemsare rectified

3 Prepare soups 31 The correct ingredients are selected and assembled to produce soupsincluding stocks and prepared garnishes

32 A variety of soups is produced

33Clarifying and thickening agents and methods are used where appropriate

34 Soups are evaluated for flavour colour consistency and temperature and anyproblems are rectified

35 Soups are presented at the right temperature in clean serviceware withoutdrips and spills using suitable garnishes and accompaniments

4 St d tit t t k d 4 1

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4 Store and reconstitute stocks sauces and soups 41 Store stocks sauces and soups to maintain optimum freshness and quality

42 Reconstitute stocks sauces and soups to appropriate standards ofconsistency

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Prepare stocks required for menu items Learning hours 30

Learning outcomes Content Learning activities Resources

11 Identify the ingredients

for different types of stocks

bull Types of stocks

Vegetable stock Beef stock Chicken stock Fish stock

bull Ingredients

o Group discussion

o Presentationo research

983085 reference books

983085 recipes

12 Cook various stocks bull Cooking methods Boiling Simmering Skimming Cooling Straining

o Applicationo Exerciseo Demonstration

983085 Equipments983085 Tools

983085 CLeaning products

983085 Cleaning materials983085 Stock pots983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

Learning unit 2 Prepare sauces required for menu items Learning hours 30

Learning outcomes Content Leaning activities Resources

21 Identify the ingredientsfor different types of sauces

bull Types of sauces Cold sauces Hot sauces

o Demonstrationo Individual practiceo Presentation

983085 Books983085 Flipchart983085 Markers Projectors

Mother sauces 983085 White board Laptops

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Mother sauces Basic Derivations Special sauces

White board Laptops983085 Recipe books

22 Identify equipments bull Identification of Tools andequipments sauce pots blender strainer sauce ladles knife set spatulas

cutting boards lighter stove

o Explanationo Demonstrationo Individual practice

983085 Books

983085 Flipchart Markers983085 Projectors983085 White board983085 Laptops983085 Recipe books983085 Menu

23 Prepare sauces bull Methods of cooking Boiling Simmering

bull Thickening agents Roux Cornflour Modified starch Liaison

o Explanationo Demonstrationo Individual practice

983085 Equipments983085 Tools983085 Cleaning products983085 Cleaning materials

983085 Stock pots

983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

24 Evaluate the quality ofsauces and rectify thembull Common problems in saucesbull Techniques to rectify sauces

o Observationo Group worko Individual practice

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Learning unit 3 Prepare soup Learning hours 30

Learning outcomes Content Leaning activities Resources

31 Identify the ingredientsfor different types of sauces

bull Types of soup Clear soups Pureacutee soups Cream soups

bull Ingredients

o Researcho Brainstorming

983085 Recipe guide983085 Cooking books

32 Prepare different types of

soup

bull Method of cooking Boiling

bull Thickening agents

o Demonstrationo Individual practiceo Presentation

983085 Note book

983085 pens

983085 Board983085 Markers983085 Fish stock983085 Beef stock983085 Vegetable stock983085 Strainers

33 Evaluate the quality ofsoups and rectify them

bull Common problems in soupsbull Techniques to rectify soups

o Observationo Group worko Individual practice

34 Present soup bull Presentation techniquesbull Garnishing techniquesbull Soup accompaniments

o Observationo Individual practice

983085 Plates983085 Bowls

Learning unit 4 Store and reconstitute stocks sauces and soups Learning hours 10

Learning outcomes Content Leaning activities Resources41 Store stocks sauces andsoups

bull Storage techniques andprocedures

bull Labelling

o Demonstrationo Explanationo Individual practice

983085 Pots983085 Fridge983085 Freezer983085 Labelling cards

42 Reconstitute stockssauces and soups

bull Reheating techniquesbull Principles of hygiene

983085 Equipment

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MODULE 11 Meat poultry and fish

Competence Select prepare and cook meat poultry and fish

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safety

Module 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unit Performance criteria

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gBy the end of the module the trainee will be able to

1 Select and purchase poultry meat and fish11 Poultry is selected and purchased according to quantity and quality required

12 Primary secondary and portioned cuts of pork goat beef and veal are selectedaccording to quantity and quality required

13 Fish is selected according to quality according to quantity and quality required

14 Low-cost cuts and meat products are selected when and where appropriate

15 The best supplier for quality and price is selected

2 Handle and store meat poultry and fish 21 Suitable knives and equipment for poultry meat and fish handling is selected andused

22 Poultry meat and fish are handled and portioned according to menu requirementsand hygienically to minimise risk of food spoilage or cross-contamination

23 Poultry meat and fish are stored hygienically ensuring optimal storage conditions andappropriate temperature are maintained

24 Frozen poultry meat and fish are thawed correctly to ensure maximum qualityhygiene and nutrition

3 Cook basic poultry meat and fish dishes 31 Suitable equipment for poultry meat and fish preparation and cooking is selected andused

32 Suitable marinades are prepared and used where appropriate for a variety of poultrymeat and fish cuts

33 A variety of appropriate cooking methods are used for basic poultry meat and fishdishes

34 A variety basic poultry meat and fish dishes are cooked and presented to standardrecipe specifications

35 Poultry meat and fish dishes are presented using suitable sauces garnishes andaccompaniments

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and purchase poultry meat and fish Learning hours 10

Learning outcomes Content Leaning activities Resources

11 Identify different types of

poultry meat and fish

bull Types of poultry

Chicken Turkey Duck

bull Types of meat Beef Veal Lamb Goat

Porkbull Types of fish

White fish Oily fish Shellfish

o Research

o Brainstormingo Group worko Presentationo

983085 Resource books

12 Select poultry meat andfish

bull Chicken meat and fish cutsbull Processed productsbull Quality criteria for selecting

fresh and healthy chicken meatand fish Quality points for poultry- Smell- Skin- Colour

o Visit of butcheryo Group worko Researcho Presentation

983085 Resource books

- Flexible breastboneUnbroken bones

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- Unbroken bones

Quality points for meat

- Smell- Colour- Compact structure- Texture and colour of fat- Kidney covered with fat

Quality points for Fish- Eyes- Gills- Fresh

- Scales- Skin- Smell- Guts

Learning unit 2 Handle and store meat poultry and fish Learning hours 40

Learning outcomes Content Leaning activities Resources

11 Handle and portionchickenbull

Techniques De-boning Filleting

bull Appropriate equipment andknives

o

Explanation-Demonstrationo Group discussiono Individual Practice

983085

Knife set983085 Cutting Board983085 Reference books983085 Flip chart983085 Markers983085 Board983085 Meat Tag983085 Weighing

983085 Scales

12 Handle and portion meat bull Preparation of butcherrsquos meatDeboning

o Demonstrationindividual practice

983085 Weighing scaleKnife Set

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- Deboning- Portioning

- Cutting- Trimming

- Mincing bull Appropriate equipment and

knives

o individual practice 983085 Knife Set983085 Cutting boards

983085 Slicing machine

983085 Flip Chart983085 Boards983085 Markers

13 Handle and portion fish bull Preparation of fish Gutting portioning Scaling Filleting Skinning

o Demonstrationo Individual practice

983085 Flip chat983085 Markers983085 Board983085

Laptop983085 Projector983085 Cutting board983085 Knife set983085 weighing scale

14 Store chicken meat andfish

bull Storage standards Chemical Store Dry Store

Perishable Freezer Quality and Quantity

bull Preservation methods Salting Smoking Drying Canning

Freezing Marinating

bull Orderingbull Receivingbull Issuing

o Demonstrationo Individual practice

983085 Freezer983085 Fridge983085 Reference Books

983085 Flip chart

983085 Markers983085 Board983085 Scale983085 Shelves983085 Containers983085 Trolley983085 Probe Thermometer

983085 Purchasing order

983085 Receiving form983085 Requisition form

15 Thaw chicken meat andfish

bull Defrosting techniquesbull Health and hygiene regulations

o Demonstrationo Individual practice

983085 drip tray

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Learning unit 3 Cook and present basic poultry meat and fish dishes Learning hours 70

Learning outcomes Content Leaning activities Resources

21 Cook and present basicpoultry dishes

bull Marinating Herbs Oil spices

bull Cooking method

steaming grilling roasting boiling baking broiling smoking poaching

bull Seasoning salt black pepper or white

pepper

bull Presentation techniques

o Demonstrationo Individual practice

983085 Recipes983085 Heavy pans983085 Frying pans983085 Chopping board983085 Knives

983085 Flip chat

983085 Markers983085 Board983085 Laptop983085 Projector983085 Cutting board983085 Knife set983085 Weighing scale

983085 Oil

983085 Onions983085 Garlic983085 Rose mary983085 Salt983085 Light soya sauce

22 Cook and present basicmeat dishes 23 Cook and present basic

fish dishes

MODULE 12 Basic pastries and cakes

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MODULE 12 Basic pastries and cakes

Competence Make basic pastries and cakes

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

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

1 Prepare basic pastries and cakes 11 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are prepared

12 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are decorated

13 Suitable equipment safely and efficiently selected and used

2 Prepare and produce bakery products 21 A range of yeast-based doughs are prepared to standard recipes

22 Suitable equipment safely and efficiently selected and used

3 Portion and store pastries cakes and yeast goods 31 Portion control is applied to minimise wastage

32 Cakes pastry and bakery products Store to minimise spoilage and wastage

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare basic pastries and cakes Credit6

Learning Outcome Content Learning Activities Resources11 Identify different types ofpastries and cakes

bull Types of Pastry Products Sponge cakes Choux paste Sugar paste Sweet bread Cookies

o Researcho Presentationo Brainstorming

983085 Reference books

Mousses Ice cream

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doughnuts

12 Prepare basic pastryproducts

bull Sponge cakes Preparation techniques Baking techniques

bull Doughnuts Preparation techniques Baking techniques

bull Cookies Preparation techniques Baking techniques

o Demonstrationo Individual practices

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons13 Decorate pastries and

cakesbull Fillings

Butter cream Fruit Jam

bull Sauces Chocolate sauce Custard Sauce Strawberry Vanilla

o Demonstrationo Individual practiceso

Learning Unit 2 Prepare and produce bakery products

Learning outcomes Content Leaning activities Resources21 Identify different types ofbakery products

bull Types of bakery Products Yeast products

White Bread French Bread Croissant Rolls

o Researcho Presentationo Brainstorming

983085 Reference books

Chapatti Samosa dough

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Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

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MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

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bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

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Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

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Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

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Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

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Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 3: Curriculum Cooker

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5

Learning unit 1 Manage money 70

Learning unit 2 Keep record and budget 71

Learning unit 3 Manage a small business

72

Learning unit 4 Prepare a business plan for a micro business 73

MODULE 14 INTERNSHIP 74

Learning unit 1 Apply for internship employment 76

Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes 77

Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities 78

Learning unit 4 Organise and evaluate onersquos internship 79

Learning unit 5 Develop onersquos competences on the workplace 79

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6

SECTION 1 GENERAL INTRODUCTION

The curriculum presents a coherent and significant set of competences to acquire in order to perform the occupation of a cook The

curriculum design approach has taken into account the training needs the work situation as well as the goals and the means to

implement training

At the end of the training programme the learners will be able to

1 Understand the occupation and the learning process

2 Apply health safety and security procedures on the workplace

3 Apply hygiene and food safety

4 Communicate effectively on the workplace

5 Apply computer literacy

6 Organise and cook food7 Prepare salads and sandwiches

8 Cook vegetable fruit and egg dishes

9 Cook pasta and starches

10 Prepare stocks sauces and soups

11 Select prepare and cook meat poultry and fish

12 Make basic pastries and cakes13 Create and manage a small business

14 Integrate the workplace

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The modules of the curriculum include a description of the expected results at the end of training They have a direct influence onthe choice of the theoretical and practical learning activities The competences 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 present curriculum consists of two parts The first part is of general interest and shows the nature and goals of a program andthe key concepts and definitions used in the document The second part deals with the training package It includes the list of

modules 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 competence is performed the prerequisite competences the learning units and the

performance criteria

In each module a course structure is provided The course structure describes the learning outcomes (knowledge and skills) and

the learning contents related to each learning unit Also the learning activities and resources for learning are suggested

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CONCEPTS AND DEFINITIONS

Assessment the process of gathering and judging evidence in order to decide whether a person has attained a standard of

performance See also competency-based assessment

Competence A competence is the result of a combination of knowledge and skills This integration is demonstrated when the

learner is able to achieve specific results and performances understand what heshe does and do it autonomously

Complementary competences (also known as employability skills or key skills) skills which are not specific to work in a specificoccupation or industry but are important for work education and life generally such as communication skills mathematical skills

organisational skills computer literacy interpersonal competence and analytical skills

Credit the acknowledgement that a person has satisfied the requirements of a module

General competences competences 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 tomany work situations

Internship an opportunity for a learner to integrate career related experience by participating in planned supervised work

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 assumed to be in place a requirement for the attainment of a specific module or modules prior to commencement of

another module

Learning hours amount of hours required to acquire the competence including the time allocated to evaluation which isestimated between 5 and 10 of the total learning time of the competence

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Learning outcomes are 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 elements of the work covered by

the module

Module a unit of education or training which corresponds to one competence and can be completed on its own or as part of a

qualification

Occupation the principal business of onersquos life

Performance criteria are descriptions of the quality requirements of the result obtained in labour performance

Specific competences competences that are directly related to the tasks of the occupation in the workplace context They refer

to concrete practical and focused aspects

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SECTION 2 TRAINING PACKAGE

The training package includes the list of modules the description of each module and the course structure

LIST OF MODULES

ModuleNo

Module title Type Credit Value

1 Occupation and learning process General 2

2 Health safety and security on the workplace Complementary 3

3 Hygiene and food safety General 3

4 Communication on the workplace General 2

5 Computer literacy Complementary 3

6 Mise en place and cooking methods Specific 6

7 Salads and sandwiches Specific 4

8 Vegetable fruit and eggs Specific 10

9 Pasta and starches Specific 6

10 Stocks sauces and soups Specific 10

11 Meat poultry and fish Specific 12

12 Basic pastries and cakes Specific 12

13 Entrepreneurship Complementary 3

14 Internship Specific 30

TOTAL CREDITS 106

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MODULE 1 Occupation and learning process

Competence Understand the occupation and the learning process

RTQF LEVEL CREDITS 2 LEARNING HOURS 20

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module is covered first It allows the trainee to get to know the other participants to the training programme and to understandhimselfherself as part of a team Also the trainee will develop a comprehensive and clear vision of the occupation and the trainingprogramme The module will allow the participant to avoid mistakes of career guidance and confirm or deny hisher choice from the startThe training and learning methods are presented to the trainee This approach encourages greater motivation and subsequently a betterintegration of various learning

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Understand oneself as part of a team and respect the rules ofthe workshop

111213

Know each otherBe part of a team and behave accordinglyRules and requirements are agreed upon and known

2 Learn about the occupation and the training process 212223

The occupation is understoodThe training required is knownThe training organisation is known

5 Reflect upon the teaching and learning methods 3132

The active and participatory learning methods are appliedThe assessment method is understood

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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Understand oneself as part of a team and respect the rules of the workshop Learning hours 6

Learning outcomes Contents Learning activities Resources 11 Introduce oneself and get

to know one another

bull Introductionsbull

Expectations about the training

o Introduction

o Gameo Presentation of traineesrsquo

expectations

12 Work as a team bull Working as a teambull Building trust

o Gameso Group discussions

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Learning outcomes Contents Learning activities Resources 13 Setting rules and

responsibilities

bull Rules of the classroom

bull Group responsibilities

o Brainstorming

o Discussions

983085

Learning unit 2 Learn about the occupation and the training process Learning hours 12

Learning outcomes Contents Learning activities Resources

21 Understand theoccupation

bull Characteristics of theoccupation

bull Working conditions

o Personal researcho Visit of a business in the

neighbourhoodo

983085 Pictures of people inworking situation

983085 Documents describing theoccupation

22 Obtain an understandingof the goals of the trainingprogramme

bull Content of the trainingprogramme (modules)

bull Importance of the initial andcontinuous training

o Presentation by the teachero Research

983085 Overview of the trainingprogramme

983085 Testimonies of peopleperforming the occupation

23 Have a commonunderstanding of the trainingorganisation

bull Presentation of the timetablebull Presentation of the classrooms

and workshops

o Visits of the premises of the school983085 School year calendar

983085 Timetable

Learning unit 3 Reflect upon the teaching and learning methods Learning hours 2

Learning outcomes Contents Learning activities Resources

31 Understand the teachingand learning methods

bull Overview of the active andparticipatory teaching andlearning methods

o Experience sharingo Presentation by the trainer

32 Understand theassessment methodology

bull Assessment methodology andits purpose

o Explanation by the trainer

Reference books

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1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

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MODULE 2 Health safety and security on the workplace

Competence Apply health safety and security procedures on the workplace

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to follow health safety and security procedures identify hazards assess theassociated safety risks and take measures to eliminate or control and minimise the risk

It is an obligation for each employee to participate in the management of their own health and safety and that of their colleagues andanyone else in the workplace They have a duty to cooperate with their employers initiatives to ensure safety at work

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be

able to

Performance criteria

1 Apply good personal care and healthyhabits at work

11 Hands are washes at appropriate times and hand washing procedures are followedcorrectly and consistently according to organisation and legal requirements

12 Clothes are clean required personal protective clothing are worn and onlyorganisation-approved bandages and dressings are used

13 Food is not contaminated with anybody fluids or tobacco product from sneezing coughing blowing nose spittingsmoking

14 Clean materials and clothes are used and safe and hygienic practices are respectedto ensure that no cross-contamination of other items in the workplace occurs

2 Address unsafe situations on the job 21 Appropriate methods are used to identify actual or foreseeable hazards that have thepotential to harm the health and safety of workers or anyone else in the workplace

22 Immediate work area is free from hazards

23 Control measures are implemented according to individual level of responsibility orappropriate personnel is referred to for permission or further action

3 Respond appropriately to emergencies atwork

31 Emergency and potential emergency situations are recognised promptly and requiredactions are determined or taken within the scope of individual responsibility

32 Appropriately response to emergencies is provided

33 Assistance from colleagues or other authorities is sought promptly and when

appropriate

4 Prevent HIVAIDS and sexual violence 41 Reproductive health is understood

42 Transmission prevention and treatment of HIVAIDS and other STIrsquos are understood

43 Sexual violence is understood and can be avoided

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COURSE STRUCTUREThe 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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Apply good personal care and healthy habits at work Learning hours 4

Learning outcomes Contents Learning activities Resources 11 Identify important health

practices in the workplace

bull Healthy habits o Discussiono Individual worko Presentation

983085 List of habits for good

health983085 Health education material

from Ministry of Health orother organisations

983085 Posterspictures of healthhabits

12 Describe the importanceof personal and public

cleanliness

bull Definition of hygienebull Definition of sanitationbull Importance of hygiene and

sanitation at workbull

o Presentation by trainero Group work and discussiono Role play

983085 Handout healthy hygieneand sanitation practices

food sanitation clean waterand toilet facilities

13 Know how to prevent thespread of illness andcontamination at work

bull Sources of germs microbesbull Prevention techniques (Hygiene

and sanitation good practices)

o Brainstorming

11 Identify important healthpractices in the workplace

bull Healthy habits o Discussiono Individual worko Presentation

983085 List of habits for goodhealth

983085 Health education materialfrom Ministry of Health orother organisations

983085 Posterspictures of healthhabits

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Learning unit 2 Address unsafe situations on the job Learning hours 10

Learning outcomes Contents Learning activities Resources 21 Identify the primaryhazards found in workplaces

bull Types of hazards in theworkplace (safety chemicalbiological other health hazards)

o Brainstormingo Group worko Discussion

Pictures

22 Understand why thesituation or substance is

hazardous

bull Hazardous situationsbull Dangerous substances

23 Identify the best ways toaddress specific problemsituations

bull Control methods (removehazard work policies andprocedures protectiveequipment)

o Brainstormingo Discussion

Stories and pictures

Learning unit 3 Respond appropriately to emergencies at work Learning hours 8

Learning outcomes Contents Learning activities Resources 31 Identify emergencies bull Definition of emergency

bull Types of emergencies in aworkplace

o Presentation by the trainero Experience sharing

32 Handle emergencies bull Possible responses toemergencies in the workplace

o Disaster Blaster Game 983085 Disaster Blaster Gameboard paper marker dicegame cards

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Learning unit 4 Prevent HIVAIDS and sexual violence Learning hours 8

Learning outcomes Contents Learning activities Resources 41 Understand reproductivehealth

bull Puberty and body changebull Female reproductionbull Male reproductionbull Consequences of early

pregnancy

o Small group discussionso Pair discussiono

42 Be sensitized to HIV AIDS

bull Definitionbull Transmissionbull Prevention (ABC)bull Treatmentbull Other STIrsquosbull Stigma and VCT

o HIV gameo Questions and answerso True or falseo Group worko Demonstration (condom use)o Role play (condom negotiation)

983085 Scenarios for HIV game983085 True and false statements

43 Be sensitized to sexualviolence

bull Definition of sexual violencebull Definition of rapebull Consequences of sexual

violence

o Story tellingo Group discussiono Large group discussion

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project3 HARE Prevention of HIV and AIDS in Rwanda through education Irish Aid and VSO

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MODULE 4 Communication on the workplace

Competence Communicate effectively on the workplace

RTQF LEVEL CREDITS 2 LEARNING HOURS 20

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to communicate and get along well with others in a variety of settings and for arange of purposes The module will allow the participant to speak and listen actively and appropriately one-on-one and in groups to

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

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Listen and speak effectively 11 Strategies for effective listening are applied

12 Instructions are adequately interpreted and followed

13 Clear and accurate information and instructions are provided to colleagues

2 Cooperate and work as a team member 21 Team objectives are reached through effective cooperation

22 Diversity of team members is respected

23 Lead a team efficiently

24 Demonstrate problem solving and decision making skills

3 Apply customer care 31 Importance and principles of good customer service are understood

32 Quality service is provided

33 Clear verbal information is provided to customers face to face or on thetelephone

34 Conflicts with customers are handled politely and adequately

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COURSE STRUCTUREThe 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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Listen and speak effectively Learning hours 6

Learning outcomes Contents Learning activities Resources

11 Apply effective listen skills

amp strategies

bull Effective listening skills amp

strategiesbull Assess onersquos listening skillsbull Model good listening skills

o Role play

o Observing role playo Feedback from observerso discussion

983085 Role play scenarios

983085 List of effective listening

skills amp strategies983085 Effective Listening

Observation Form

12 Give and receiveinstructions

bull Importance of giving clearconcise instructions

bull Formulation of instructions

bull Strategies to ask questions forclarification

o individual worko group discussion

13 Identify non-verbalcommunication signs and theimpact on peoplersquosperceptions

bull Importance of non-verbalcommunication

bull Impacts of non-verbalcommunication on how we giveinformation and how we listen

o pair worko large group discussion

14 Demonstrate effectivespeaking skills

bull Effective speaking skills andstrategies

o small group worko practice presentationso large group discussion

983085 List of Effective SpeakingSkills amp Strategies

983085 Speaking Scenarios forgroup work

983085 Effective SpeakingObservation Form

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Learning unit 2 Cooperate and work as a team member Learning hours 8

Learning outcomes Contents Learning activities Resources

21 Identify the differentpersonalities

bull Different personalities andapproaches that individualsbring to a group

o Self-assessmento large group activity (innerouter

circles)o Discussion

983085 Working in Groups Self Assessment

983085 Cooperating with OthersRoles

983085

Elements of an Effective ampCooperative TeamMember

22 Handle differentpersonalities in a group

bull Strategies on how to handledifferent personalities in agroup

23 Cooperate with others toreach the same objective

bull Characteristics of an effectiveand cooperative team member

o Large group activityo Large group discussiono Individual reflectionjournal writing

o Pair work

24 Lead a team efficiently bull Qualities of an effective leaderbull Different leadership stylesbull Appropriate leadership style in a

given contextbull Strategies to lead a team

efficiently

o large group discussiono small group worko role playso small group activity

983085 Role play scenarios

25 Demonstrate problemsolving and decision makingskills

bull challenges and dynamicsamongst people during theproblem solving process

bull steps of problem solving towork and community relatedproblems

bull Communication as a tool forproblem solving

o Large group activityo pair sharingo small group worko large group discussiono Task leadership competition

983085 Scenarios for problem

solving activity

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Learning unit 3 Apply customer care Learning hours 6

Learning outcomes Contents Learning activities Resources

31 Understand theimportance of good customercare

bull Definition of customer servicebull Levels of customer servicebull Customer care principlesbull Importance of customer care

o Experience sharingo Brainstorming

Presentation by trainer

-32 Provide exceptionalquality service

bull Basic customer needsbull Service to meet basic customer

needsbull Definition of customerrsquos

perceptionbull Meeting and exceeding

expectationsbull Getting feedback on the

provided service

o individual reflectiono large group discussiono role play

33 Communicate effectivelywith customers by telephoneand face to face

bull Telephone tipsbull Recording a telephone message

o large group discussiono skito pair role plays

983085 Role Play scenarios forCommunicating withCustomers

34 Handle conflict withdifficult customers

bull Definition of conflict conflictresolutionmanagement

bull Steps of conflict management

with difficult customers

o individual reflectiono Brainstormingo large group discussion

o role play

983085

Reference books 3 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project4 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

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MODULE 5 Computer literacy

Competence 5 Apply computer literacy

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to follow health safety and security procedures identifyhazards assess the associated safety risks and take measures to eliminate or control and minimise the risk It isan obligation for each employee to participate in the management of their own health and safety and that oftheir colleagues and anyone else in the workplace They have a duty to cooperate with their employersinitiatives to ensure safety at work

LEARNING ASSUMED TO BE IN PLACE

Not applicable

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LEARNING UNITS AND PERFORMANCE CRITERIALearning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be ableto

Performance criteria

1 Apply computer fundamentals 11

12

13

14

Identification of Various connectors and ports

Use of different IO devices

Use of Desktoprsquos elements

Scanning of Viruses in the computer and Different Storages Devices

2Use a current word processing package 21

22

23

24

25

56

Text formatting

Table creation and editing

Text Editing

Printing

Saving

Inserting of header Footer and footnotes

3 Use current spreadsheet package 31

32

Using of basic excel tasks

Managing of Sheets in excel workbook

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33

34

35

Formatting of cells and their contents

Using of functions and perform mathematical operations

Excel worksheet Printing

4Use current Power Point Presentations 41

42

43

44

45

46

47

Creating a new presentation

Creating Inserting a slide

Inserting of Graphics

Converting word documents to PowerPoint presentation

Animation

Using Different Presentation view

Printing a presentation

5Use InternetIntranet (Outlook) 51

52

53

54

55

56

Defining and explaining a website

Interacting through instant messaging (Chatting)

Using search Engines (example Google)

Creating Managing favorites using internet explorer

Browsing the internet using the hyperlinks

Downloading and Uploading files using internet

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COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Apply computer fundamentals Learning hours10

Learning outcomes Contents Learning activities Resources

11 Apply Computerbasics

bull Computer Definition

bull Types of computers

Laptops

Desktops

Palm tops

PDA (Personnal Digital assistance)

bull Computer HardwareMemorybull Definition

bull Role of Memory

bull Features

- Capacity

- Speed

- Non Volativitybull Types of Memory

- ROM (Read only memory)

- RAM (Random access memory)

- ExternalInternal memories (Hard

diskdisketteCDFlash disketc)

-Open a computer case andObserve different types ofmemory-Group Discussion on each type ofmemory

-Computer Lab-Computer Tool Kit-CD DVDs Diskettes-White Board-Markers

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12Identify Variousconnectors and ports

bull Connectors and ports

- Definition

bull IO (Input and Output) Ports andconnectors

- Serial ports

- Parallel ports

- USB

- Keyboard Mouse connectors

- VGA Connectors

-Observe different connectors aswell as input and output ports

-Exercises on ports identifications

-Computer Lab-Computer Tool Kit

-CD DVDs Diskettes-Different types of CablesDifferent types Connectors-White Board-Markers

13Use different IOdevices

bull Peripherals

- Definition

- Categories IO devices

Input devices (mouse Keyboard

scanner CDDVD-ROM and

diskettes drivers etc)

Output devices (Monitor Diskette

CDDVD-ROM Writer Printer etc)

Types of keyboards

- AZERTY

- QWERTY

Practical exercises on connectingthe mouse keyboard Monitor tothe CPU (Central processing unit)

-Computer Lab-Computer Tool Kit-CD DVDs Diskettes-Printer-Scanner

-White Board

14Use Desktoprsquoselements

bull Windows and its components

- Desktop

- Task bar

- Start menu

- Minimize Maximize Close buttons

-Brainstorming on Desktoprsquoselements-Use the desktop the tasks barand the start menu

-Computer Lab-Projector

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- My Computer

15Scan Viruses in thecomputer and DifferentStorages Devices (Flashdisk External Hard disk)

bull Antivirus definitionbull Importance of antivirusbull Functionalitybull Different Types of antivirus- Norton- Kaspersky- Symantecbull Storages to be scanned- Flash disk- External hard disk- Memory card- Computer hard disk

-Brainstorming the use ofantivirus-Practical exercises on Scanningviruses-Compile activities reports

-Computer Lab-Flash disks-External Hard disk-Cds DVDs-Antivirus-White Board-Markers

Learning Unit 2 Use a word processing package Learning hours 5

Learning outcomes Contents Learning activities Resources

21Format a text bull StyleFontSizeColourbull Paragraphbull Columnbull Tabulationbull Paragraph spacingbull Inserting symbolsSpecial

charactersbullet and numberingbull Borders and shadingheader and

footer

-Reproduce document alreadyformatted-Various exercises to familiarizewith formatting a text

-Computer Lab With CurrentWord processing Packageinstalled in each computer-Projector-White Board

-Markers

22Create and edit atable

bull Inserting a tablebull Inserting a columnbull Inserting a row

-Practical exercises on creatingediting and handling a table

-Computer Lab With CurrentWord processing Packageinstalled in each computer

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bull Deleting tablebull Deleting rowbull

Deleting columnbull Merging cellsbull Splitting cellsbull Drawing a tablebull Table auto formatbull Formula

-Projector-White Board

23Edit document

(Text)

bull SearchFindReplace

bull Deleting a range of textbull The undo commandbull Spelling and grammarbull Synonyms

-Brainstorming Editing text

-Perform practical exercises onthe various tips (options)-compile activities reports

-Computer Lab With Current

Word processing Packageinstalled in each computer-Projector-White Board-Markers

24Print document bull Page setupbull Print previewbull

Print dialog boxbull Selecting printer namebull Printer optionsbull Printing one or more copiesbull Printing in blackwhite or colorbull Print page ranges

-Exercises on printing one ormore copies of a colored

document in black and white-printing in landscape portrait

-Computer Lab With CurrentWord processing Package

installed in each computer-Printer-Projector

25Save documents bull File management- Creation of files- Creation of Folders- File Naming- File Formats

-Practical Exercises on creation offiles folders and file Saving

-Compile activities reports

-Computer Lab With CurrentWord processing Package

installed in each computer-Projector

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26Insert HeaderFooter and footnotes

bull Footnotesbull Header and Footer

- Automatic pagenumbering- Total number of pages- Automatic date- Automatic automatic

authors name

-Exercises on footnotes-Create a document containing

several pagesWith elements such as the pagenumber date automation-practical exercises

-Computer Lab With CurrentWord processing Package

installed in each computer-Projector

Learning Unit 3 Use spreadsheet package Learning hours 5

Learning outcomes Contents Learning activities Resources

31Use Some basicexcel tasks

bull Basic excel tasks

- Open

- Close

- New document

- Undo

- Savesave ashellip

- Sheet

- Selecting a cell

- Validating a cell

- Deleting cell contents

- Modifying cell contents- Selecting group of cells

- Increase and reduce the

cell size

- Delete row and column

- Duplicate cell

-Practical exercises on the use ofbasic excel tasks-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer-Projector

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32Manage Sheets inexcel workbook

bull Selecting a sheet

bull Renaming a sheet

bull Insert new sheetsbull Moving a sheet in a workbook

bull Deleting a sheet

-Practical exercisesOn Managing sheets in excel

workbook

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector

33Format cells andtheir contents

bull Formatting text and cells

- Choosing fontsizecolour

- Adjusting Cow height

- Alignment of cell - Number format

- Inserting rows

- Merging cells

- Creating borders

- Patterns

-Practical exercises in groups andindividual homework onformatting cells

-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer

-Projector

34Use some functionsand performmathematical operations

bull Numbers and Mathematicalcalculations

- Addition - Multiplication - Division - Subtraction - AutoSum

- Absolute and relativeReference - Function

Average Minimum Maximum

-Practical exercises in groups andindividual homework onformatting cells-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer-Projector

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35 Print an excelworksheet

bull Page setupbull Print previewbull

Print dialogue boxbull Print optionsbull Print one or more copiesbull Print in blackwhite or colorbull Print page rangesbull Printing a selection

-Print one or more copies of aworksheet

-Print colour or white and blackworksheet-practical exercises (individualand in group)-print horizontallyvertically

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector-Printer

Learning Unit 4 Use Presentation application Learning hours 5

Learning outcomes Learning outcomes Learning outcomes Learning outcomes

41Launch Ms Powerpoint

bull Power point Definition

bull Role

bull Power point environment

- Title Bar

- Menu Bar- Toolbars

- Formatting tool bar

- Title

- Sub title

-Using a power pointpresentation with slide showgetfeedback from learners on thearea of application of Ms powerpoint-Launch powerpoint and observethe screen individual exercises

-Computer Lab With Currentpresentation Software installed in each computer-Projector

42Create a newpresentation

bull Creating new presentation

bull Blank presentation

bull Design template

bull Auto content wizards

-Create presentation using thevarious methods-practical exercises (individualand in groups)

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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43Create Insert a slide bull Creating a slide

bull Inserting a slide

bull Modifying a slide

-Exercises on creating insertingand modifying a slide

-Computer Lab With Currentpresentation Software

installed in each computer-Projector

44Insert Graphics bull GraphicsClip artWord

ArtLibrary ImagesInserting

image from file

Exercises on inserting images inthe slides

-Computer Lab With Currentpresentation Software installed in each computer-Projector

45Convert word

documents toPowerPoint presentation

bull Copy Cut Move

bull Process of conversion

-Practical exercises on File

transformation

-Computer Lab With Current

presentation Software installed in each computer-Projector

46Animate apresentation

bull Animation

bull Custom animation

bull Slide transition

-Familiarize with animation of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

47Use DifferentPresentation view

bull Normal View

bull Slide Sorter view

bull Slide show

-Switch between the views toimprove the presentation-Group discussion andbrainstorming

-Computer Lab With Currentpresentation Software installed in each computer-Projector

48 Print a presentation bull Printing a presentation

bull Print preview

bull Printing a copy or multiple

-Exercises on printing in blackand white or in colour printingone or more copies of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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copies

bull Printing one slide on a page

bull Printing more slides on a page

Learning Unit 5 Use InternetIntranet (Outlook) Learning hours 5

Learning outcomes Contents Learning activities Resources

51 Define and explain awebsite

bull Introduction

World wide web

Web page

Web site

-Visit web sites and browsedifferent pages-Group discussion based onobservation

-Internet Connection-Computer Lab-projector

52Interact throughinstant messaging

(Chatting)

bull Definition

bull Steps to create a chat account

bull Chatting options

Instant messaging with or

no web cam

Calling

Sending files

-Group Discussion on Interactingthrough instant messaging

-Exercises on chatting in groups-Compile activities reports

-Internet Connection-Computer Lab

-projector

53Use search Engines(example Google)bull

Search engines- Definition

- Role

- Some Types of search

engine

wwwGooglecom

-Perform practical exercises onthe use of search engines -Internet Connection-Computer Lab-projector

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wwwYahoocom

54Create Managefavorites using internetexplorer

bull Favorites

- Create Favorites

- Rename Move Favorites

-Practical exercises on creatingmoving and renaming favorites

-Internet Connection-Computer Lab-projector

55Browse the internetusing the hyperlinks

bull Web Browser

- Browser buttons

- Address bar

- Status bar

- Scroll bar

- Home page

- FrontBack arrows

- Refresh button

- Start page

-Open a web using the addressbar-Browse different web pages

-practical exercises On Browsinginternet using hyperlink

-Internet Connection-Computer Lab-projector

56Download andUpload files usinginternet

bull Downloadingbull File attachment

-Practical exercises ondownloading and uploading filesusing internet

-Internet Connection-Computer Lab-projector

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MODULE 6 Mise en place and cooking methods

Competence Organise and cook food

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to use kitchen equipment and tools to prepare mise en place and use basic cookingmethods

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 hygiene and food safety

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be ableto

Performance criteria

1 Select and use cooking equipment andtechnology

11 Appropriate equipment and technology is selected for particular cookingmethods

12 Equipment is used hygienically safely and according to manufacturerinstructions

2 Prepare mise en place 21 Ingredients are identified and obtained according to standards recipe

22 Ingredients are prepared according to the correct quantity type and quality

3 Prepare and cook food using basic methods ofcooking

31 Various cooking methods are used to prepare dishes to enterprise standard

32 Correct quantities and ratios of commodities for specific cooking methods arecalculated

33 Cooking process is completed in a logical and safe manner

34 Problems with the cooking process are identified promptly and take correctiveaction

35 Dishes are prepared using a range of methods and current technology withinacceptable enterprise and customer timeframes

36 Work cooperatively with kitchen and front-of-house colleagues to ensure timelypreparation of dishes

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and use cooking equipment and technology Learning hours 20

Learning outcomes Content Leaning activities Resources

11 Identify kitchenequipment and tools

bull Specification of Kitchenequipment amp tools

bull Kitchen orientation

o Group discussiono Researcho Role Playo

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

12 Use and maintain Kitchenequipment and tools

bull

Hand tools

bull Electrical toolsbull Heavy equipment

o Group discussiono Researcho Role Play

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

Learning unit 2 Prepare mise en place Learning hours 20

Learning outcomes Content Leaning activities Resources

21 Identify ingredients for arecipe

bull Types of food itemsbull Characteristics and uses of food

items

o Group discussiono Researcho Role Play

983085 Recipe book983085 Reference Books983085 Flipchart markers-

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bull Contents of recipebull Quantities in function of

number of customers to be

servedbull Quality of ingredients

983085 Projectors983085 Board983085 Laptops

22 Prepare ingredients bull Cleaning techniquesbull Pealing and cutting techniquesbull Measuring and weighingbull Storage for different type of

ingredients

o Demonstrationo Individual practice

983085 Kitchen equipment Kitchentools

23 Apply checklist procedures bull FIFObull LIFObull Verification of quality product

o Group discussiono Demonstrationo Individual practiceo Role Play

983085 Recipe book Flipchart

983085 Markers983085 Tags983085 Products983085 Bin cards983085 Checklist

Learning unit 3 Prepare and cook food using basic methods of cooking Learning hours 20

Learning outcomes Content Leaning activities Resources

31 Identify the differentcooking methods

bull Types of cooking methods Boiling Deep frying Stir-frying

Baking Steaming Simmering skimming grilling roasting broiling

o Small group discussiono Demonstrationo Individual practice

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smoking poaching

bull Characteristics of different

foods and appropriate cookingmethods

bull Underlying principles of all basiccooking methods

bull Effect of different cookingmethods on the nutritionalvalue of food

32 Cook basic dishes using arange of methods

bull Basic dishes o Demonstrationo Individual practice

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MODULE 7 Salads and Sandwiches

Competence Prepare salads and sandwiches

RTQF LEVEL CREDITS 4 LEARNING HOURS 40

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present different sorts of salads and sandwiches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare and present a variety of salads anddressings

11 Suitable ingredients are chosen

12 Salads are prepared using fresh ingredients and respecting nutritional valueeating characteristics and taste

13 Suitable sauces and dressings are prepared and incorporated into or servedwith salad

14 Salads are presented attractively

2 Prepare and present sandwiches 21 Suitable bases are selected from a range of bread types

22 A variety of sandwich types are prepared using a range of appropriate

techniques

23 Appropriate equipment is selected for toasting and heating sandwiches andused correctly and safely

24 Sandwiches are present in an attractive manner using suitable garnishesand serviceware

3 Store salads and sandwiches 31 Store salads and sandwiches hygienically at the correct temperature in

appropriate conditions and containers to maintain freshness taste andquality

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare and present a variety of salad and dressings Learning hours 20

Learning Outcome Content Learning Activities Resources

11 Identify ingredients for

salads

bull Commodities and food

combinations for use in salads

o Researcho Presentationo Group work

983085 Salad recipes

12 Prepare salads bull Types of salads Simple Compound

bull Components of salads Base Body Dressing Garnish

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls

983085 Knife sets

983085 Required ingredients983085 Cutting Board

13 Prepare dressings bull Types of salad dressing French dressing

Italian dressing Dijon dressing Vinaigrette Thousand Island dressing

bull Compatibility of dressings withdifferent types of salads

o Researcho Presentationo Demonstrationo Individual practice

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14 Present salads bull Methods of attractivepresentation for salads anddressings

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 2 Prepare Sandwiches Learning hours 15

Learning outcome Content Learning Activity Resources

21 Identify ingredients forsandwiches

bull Suitable breads White bread Wheat bread Buns Baguette

bull Suitable filling Cheese Ham Fried eggs Vegetables Cooked meat

o Presentationo Research

983085 Sandwiches recipes

22 Prepare sandwiches bull Types of Sandwiches Hot Cold

bull Food combinations forsandwiches

bull Preparation techniques spreading layering portioning moulding cutting garnishing

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls983085 Knife sets983085 Required ingredients983085 Salamander983085 Cutting Board

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toasting

23 Present sandwiches bull Methods of attractivepresentation for sandwiches

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 3 Store salads and sandwiches Learning hours 5

Learning outcome Content Learning Activity Resources

31 Store salads andsandwiches

bull Suitable storage techniques tomaintain optimum quality ofingredients

bull Types of containers

o Presentationo Demonstrationo Individual practice

983085 Containers983085 Fridge

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MODULE 9 Pasta and starches

Competence Cook pasta and starches

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present pastas and starches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare pasta 11 The different types of pasta are identified

12 Various pasta are prepared using appropriate methods to ensure optimumquality

13 Appropriate sauces and accompaniments are selected

2 Prepare starches 21 The different types of starches are identified

22 Various starches are prepared using appropriate methods to ensureoptimum quality

Appropriate sauces and accompaniments are selected

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare Pasta Learning hours 30

Learning outcome Content Learning Activities Resources

11 identify the different types

of pasta

bull Types of Pasta amp their products

Egg Pasta Noodles

Egg less pasta Spaghetti

White pasta Lasagna

Green Pasta Green lasagna

Stuffed Past Ravioli Cannelloni Lunette

Dessert Pasta Poppy seed pasta Cinnamon pasta

Dumpling Pasta Gnocchi

Whole wheat

o Researcho Presentation

983085 Reference books

983085 recipes

12 Prepare pasta dishes bull Cooking methods Boiling Stir-frying Baking

o Demonstrationo Researcho Individual practiceso Presentation

983085 Recipes983085 Baking trays983085 Baking Ovens983085 Required ingredients

S C k

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Steaming 983085 Cooking pans983085 Pasta roller983085 Flip chart

983085 Markers

983085 Boards983085 Tongs983085 Forks983085 Plates

13 Present pasta dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

Learning Unit 2 Prepare Starches Learning hours 30

Learning outcome Content Learning Activities Resources

21 Identify the differenttypes of pasta

bull Starch products Cassava Yams Sweet potatoes Rice Maize meal

o Researcho Presentation

983085 Reference books983085 recipes

21 Prepare starch products bull Cooking methods Boiling Deep frying Stir-frying Baking Steaming

o Demonstrationo Individual practices

983085 Baking trays983085 Baking Ovens983085 Required ingredients983085 Cooking pans983085 Steaming Machine983085 Flip chart

983085 Markers

983085 Boards983085 Forks983085 Spoons983085 Plates

23 Present starch dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

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MODULE 10 Stocks sauces and soups

Competence Prepare stocks sauces and soups

RTQF LEVEL CREDITS 10 LEARNING HOURS 100

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare different types of stocks soups and sauces

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplace

Module 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare stocks required for menu items 11 Ingredients and flavouring agents are uses according to standard recipes

12 A variety of stocks are produced

2 Prepare sauces required for menu items 21 A variety of hot and cold sauces are produced from classical andcontemporary recipes

22 A variety of thickening agents and convenience products are usedappropriately

23 Sauces are evaluated for flavour colour and consistency and any problemsare rectified

3 Prepare soups 31 The correct ingredients are selected and assembled to produce soupsincluding stocks and prepared garnishes

32 A variety of soups is produced

33Clarifying and thickening agents and methods are used where appropriate

34 Soups are evaluated for flavour colour consistency and temperature and anyproblems are rectified

35 Soups are presented at the right temperature in clean serviceware withoutdrips and spills using suitable garnishes and accompaniments

4 St d tit t t k d 4 1

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4 Store and reconstitute stocks sauces and soups 41 Store stocks sauces and soups to maintain optimum freshness and quality

42 Reconstitute stocks sauces and soups to appropriate standards ofconsistency

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Prepare stocks required for menu items Learning hours 30

Learning outcomes Content Learning activities Resources

11 Identify the ingredients

for different types of stocks

bull Types of stocks

Vegetable stock Beef stock Chicken stock Fish stock

bull Ingredients

o Group discussion

o Presentationo research

983085 reference books

983085 recipes

12 Cook various stocks bull Cooking methods Boiling Simmering Skimming Cooling Straining

o Applicationo Exerciseo Demonstration

983085 Equipments983085 Tools

983085 CLeaning products

983085 Cleaning materials983085 Stock pots983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

Learning unit 2 Prepare sauces required for menu items Learning hours 30

Learning outcomes Content Leaning activities Resources

21 Identify the ingredientsfor different types of sauces

bull Types of sauces Cold sauces Hot sauces

o Demonstrationo Individual practiceo Presentation

983085 Books983085 Flipchart983085 Markers Projectors

Mother sauces 983085 White board Laptops

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Mother sauces Basic Derivations Special sauces

White board Laptops983085 Recipe books

22 Identify equipments bull Identification of Tools andequipments sauce pots blender strainer sauce ladles knife set spatulas

cutting boards lighter stove

o Explanationo Demonstrationo Individual practice

983085 Books

983085 Flipchart Markers983085 Projectors983085 White board983085 Laptops983085 Recipe books983085 Menu

23 Prepare sauces bull Methods of cooking Boiling Simmering

bull Thickening agents Roux Cornflour Modified starch Liaison

o Explanationo Demonstrationo Individual practice

983085 Equipments983085 Tools983085 Cleaning products983085 Cleaning materials

983085 Stock pots

983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

24 Evaluate the quality ofsauces and rectify thembull Common problems in saucesbull Techniques to rectify sauces

o Observationo Group worko Individual practice

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Learning unit 3 Prepare soup Learning hours 30

Learning outcomes Content Leaning activities Resources

31 Identify the ingredientsfor different types of sauces

bull Types of soup Clear soups Pureacutee soups Cream soups

bull Ingredients

o Researcho Brainstorming

983085 Recipe guide983085 Cooking books

32 Prepare different types of

soup

bull Method of cooking Boiling

bull Thickening agents

o Demonstrationo Individual practiceo Presentation

983085 Note book

983085 pens

983085 Board983085 Markers983085 Fish stock983085 Beef stock983085 Vegetable stock983085 Strainers

33 Evaluate the quality ofsoups and rectify them

bull Common problems in soupsbull Techniques to rectify soups

o Observationo Group worko Individual practice

34 Present soup bull Presentation techniquesbull Garnishing techniquesbull Soup accompaniments

o Observationo Individual practice

983085 Plates983085 Bowls

Learning unit 4 Store and reconstitute stocks sauces and soups Learning hours 10

Learning outcomes Content Leaning activities Resources41 Store stocks sauces andsoups

bull Storage techniques andprocedures

bull Labelling

o Demonstrationo Explanationo Individual practice

983085 Pots983085 Fridge983085 Freezer983085 Labelling cards

42 Reconstitute stockssauces and soups

bull Reheating techniquesbull Principles of hygiene

983085 Equipment

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MODULE 11 Meat poultry and fish

Competence Select prepare and cook meat poultry and fish

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safety

Module 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unit Performance criteria

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gBy the end of the module the trainee will be able to

1 Select and purchase poultry meat and fish11 Poultry is selected and purchased according to quantity and quality required

12 Primary secondary and portioned cuts of pork goat beef and veal are selectedaccording to quantity and quality required

13 Fish is selected according to quality according to quantity and quality required

14 Low-cost cuts and meat products are selected when and where appropriate

15 The best supplier for quality and price is selected

2 Handle and store meat poultry and fish 21 Suitable knives and equipment for poultry meat and fish handling is selected andused

22 Poultry meat and fish are handled and portioned according to menu requirementsand hygienically to minimise risk of food spoilage or cross-contamination

23 Poultry meat and fish are stored hygienically ensuring optimal storage conditions andappropriate temperature are maintained

24 Frozen poultry meat and fish are thawed correctly to ensure maximum qualityhygiene and nutrition

3 Cook basic poultry meat and fish dishes 31 Suitable equipment for poultry meat and fish preparation and cooking is selected andused

32 Suitable marinades are prepared and used where appropriate for a variety of poultrymeat and fish cuts

33 A variety of appropriate cooking methods are used for basic poultry meat and fishdishes

34 A variety basic poultry meat and fish dishes are cooked and presented to standardrecipe specifications

35 Poultry meat and fish dishes are presented using suitable sauces garnishes andaccompaniments

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and purchase poultry meat and fish Learning hours 10

Learning outcomes Content Leaning activities Resources

11 Identify different types of

poultry meat and fish

bull Types of poultry

Chicken Turkey Duck

bull Types of meat Beef Veal Lamb Goat

Porkbull Types of fish

White fish Oily fish Shellfish

o Research

o Brainstormingo Group worko Presentationo

983085 Resource books

12 Select poultry meat andfish

bull Chicken meat and fish cutsbull Processed productsbull Quality criteria for selecting

fresh and healthy chicken meatand fish Quality points for poultry- Smell- Skin- Colour

o Visit of butcheryo Group worko Researcho Presentation

983085 Resource books

- Flexible breastboneUnbroken bones

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- Unbroken bones

Quality points for meat

- Smell- Colour- Compact structure- Texture and colour of fat- Kidney covered with fat

Quality points for Fish- Eyes- Gills- Fresh

- Scales- Skin- Smell- Guts

Learning unit 2 Handle and store meat poultry and fish Learning hours 40

Learning outcomes Content Leaning activities Resources

11 Handle and portionchickenbull

Techniques De-boning Filleting

bull Appropriate equipment andknives

o

Explanation-Demonstrationo Group discussiono Individual Practice

983085

Knife set983085 Cutting Board983085 Reference books983085 Flip chart983085 Markers983085 Board983085 Meat Tag983085 Weighing

983085 Scales

12 Handle and portion meat bull Preparation of butcherrsquos meatDeboning

o Demonstrationindividual practice

983085 Weighing scaleKnife Set

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- Deboning- Portioning

- Cutting- Trimming

- Mincing bull Appropriate equipment and

knives

o individual practice 983085 Knife Set983085 Cutting boards

983085 Slicing machine

983085 Flip Chart983085 Boards983085 Markers

13 Handle and portion fish bull Preparation of fish Gutting portioning Scaling Filleting Skinning

o Demonstrationo Individual practice

983085 Flip chat983085 Markers983085 Board983085

Laptop983085 Projector983085 Cutting board983085 Knife set983085 weighing scale

14 Store chicken meat andfish

bull Storage standards Chemical Store Dry Store

Perishable Freezer Quality and Quantity

bull Preservation methods Salting Smoking Drying Canning

Freezing Marinating

bull Orderingbull Receivingbull Issuing

o Demonstrationo Individual practice

983085 Freezer983085 Fridge983085 Reference Books

983085 Flip chart

983085 Markers983085 Board983085 Scale983085 Shelves983085 Containers983085 Trolley983085 Probe Thermometer

983085 Purchasing order

983085 Receiving form983085 Requisition form

15 Thaw chicken meat andfish

bull Defrosting techniquesbull Health and hygiene regulations

o Demonstrationo Individual practice

983085 drip tray

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Learning unit 3 Cook and present basic poultry meat and fish dishes Learning hours 70

Learning outcomes Content Leaning activities Resources

21 Cook and present basicpoultry dishes

bull Marinating Herbs Oil spices

bull Cooking method

steaming grilling roasting boiling baking broiling smoking poaching

bull Seasoning salt black pepper or white

pepper

bull Presentation techniques

o Demonstrationo Individual practice

983085 Recipes983085 Heavy pans983085 Frying pans983085 Chopping board983085 Knives

983085 Flip chat

983085 Markers983085 Board983085 Laptop983085 Projector983085 Cutting board983085 Knife set983085 Weighing scale

983085 Oil

983085 Onions983085 Garlic983085 Rose mary983085 Salt983085 Light soya sauce

22 Cook and present basicmeat dishes 23 Cook and present basic

fish dishes

MODULE 12 Basic pastries and cakes

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MODULE 12 Basic pastries and cakes

Competence Make basic pastries and cakes

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

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

1 Prepare basic pastries and cakes 11 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are prepared

12 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are decorated

13 Suitable equipment safely and efficiently selected and used

2 Prepare and produce bakery products 21 A range of yeast-based doughs are prepared to standard recipes

22 Suitable equipment safely and efficiently selected and used

3 Portion and store pastries cakes and yeast goods 31 Portion control is applied to minimise wastage

32 Cakes pastry and bakery products Store to minimise spoilage and wastage

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare basic pastries and cakes Credit6

Learning Outcome Content Learning Activities Resources11 Identify different types ofpastries and cakes

bull Types of Pastry Products Sponge cakes Choux paste Sugar paste Sweet bread Cookies

o Researcho Presentationo Brainstorming

983085 Reference books

Mousses Ice cream

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doughnuts

12 Prepare basic pastryproducts

bull Sponge cakes Preparation techniques Baking techniques

bull Doughnuts Preparation techniques Baking techniques

bull Cookies Preparation techniques Baking techniques

o Demonstrationo Individual practices

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons13 Decorate pastries and

cakesbull Fillings

Butter cream Fruit Jam

bull Sauces Chocolate sauce Custard Sauce Strawberry Vanilla

o Demonstrationo Individual practiceso

Learning Unit 2 Prepare and produce bakery products

Learning outcomes Content Leaning activities Resources21 Identify different types ofbakery products

bull Types of bakery Products Yeast products

White Bread French Bread Croissant Rolls

o Researcho Presentationo Brainstorming

983085 Reference books

Chapatti Samosa dough

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Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

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MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

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bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

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Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

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Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

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76

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

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Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

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Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 4: Curriculum Cooker

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5

Learning unit 1 Manage money 70

Learning unit 2 Keep record and budget 71

Learning unit 3 Manage a small business

72

Learning unit 4 Prepare a business plan for a micro business 73

MODULE 14 INTERNSHIP 74

Learning unit 1 Apply for internship employment 76

Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes 77

Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities 78

Learning unit 4 Organise and evaluate onersquos internship 79

Learning unit 5 Develop onersquos competences on the workplace 79

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6

SECTION 1 GENERAL INTRODUCTION

The curriculum presents a coherent and significant set of competences to acquire in order to perform the occupation of a cook The

curriculum design approach has taken into account the training needs the work situation as well as the goals and the means to

implement training

At the end of the training programme the learners will be able to

1 Understand the occupation and the learning process

2 Apply health safety and security procedures on the workplace

3 Apply hygiene and food safety

4 Communicate effectively on the workplace

5 Apply computer literacy

6 Organise and cook food7 Prepare salads and sandwiches

8 Cook vegetable fruit and egg dishes

9 Cook pasta and starches

10 Prepare stocks sauces and soups

11 Select prepare and cook meat poultry and fish

12 Make basic pastries and cakes13 Create and manage a small business

14 Integrate the workplace

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The modules of the curriculum include a description of the expected results at the end of training They have a direct influence onthe choice of the theoretical and practical learning activities The competences 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 present curriculum consists of two parts The first part is of general interest and shows the nature and goals of a program andthe key concepts and definitions used in the document The second part deals with the training package It includes the list of

modules 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 competence is performed the prerequisite competences the learning units and the

performance criteria

In each module a course structure is provided The course structure describes the learning outcomes (knowledge and skills) and

the learning contents related to each learning unit Also the learning activities and resources for learning are suggested

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8

CONCEPTS AND DEFINITIONS

Assessment the process of gathering and judging evidence in order to decide whether a person has attained a standard of

performance See also competency-based assessment

Competence A competence is the result of a combination of knowledge and skills This integration is demonstrated when the

learner is able to achieve specific results and performances understand what heshe does and do it autonomously

Complementary competences (also known as employability skills or key skills) skills which are not specific to work in a specificoccupation or industry but are important for work education and life generally such as communication skills mathematical skills

organisational skills computer literacy interpersonal competence and analytical skills

Credit the acknowledgement that a person has satisfied the requirements of a module

General competences competences 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 tomany work situations

Internship an opportunity for a learner to integrate career related experience by participating in planned supervised work

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 assumed to be in place a requirement for the attainment of a specific module or modules prior to commencement of

another module

Learning hours amount of hours required to acquire the competence including the time allocated to evaluation which isestimated between 5 and 10 of the total learning time of the competence

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Learning outcomes are 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 elements of the work covered by

the module

Module a unit of education or training which corresponds to one competence and can be completed on its own or as part of a

qualification

Occupation the principal business of onersquos life

Performance criteria are descriptions of the quality requirements of the result obtained in labour performance

Specific competences competences that are directly related to the tasks of the occupation in the workplace context They refer

to concrete practical and focused aspects

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10

SECTION 2 TRAINING PACKAGE

The training package includes the list of modules the description of each module and the course structure

LIST OF MODULES

ModuleNo

Module title Type Credit Value

1 Occupation and learning process General 2

2 Health safety and security on the workplace Complementary 3

3 Hygiene and food safety General 3

4 Communication on the workplace General 2

5 Computer literacy Complementary 3

6 Mise en place and cooking methods Specific 6

7 Salads and sandwiches Specific 4

8 Vegetable fruit and eggs Specific 10

9 Pasta and starches Specific 6

10 Stocks sauces and soups Specific 10

11 Meat poultry and fish Specific 12

12 Basic pastries and cakes Specific 12

13 Entrepreneurship Complementary 3

14 Internship Specific 30

TOTAL CREDITS 106

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MODULE 1 Occupation and learning process

Competence Understand the occupation and the learning process

RTQF LEVEL CREDITS 2 LEARNING HOURS 20

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module is covered first It allows the trainee to get to know the other participants to the training programme and to understandhimselfherself as part of a team Also the trainee will develop a comprehensive and clear vision of the occupation and the trainingprogramme The module will allow the participant to avoid mistakes of career guidance and confirm or deny hisher choice from the startThe training and learning methods are presented to the trainee This approach encourages greater motivation and subsequently a betterintegration of various learning

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Understand oneself as part of a team and respect the rules ofthe workshop

111213

Know each otherBe part of a team and behave accordinglyRules and requirements are agreed upon and known

2 Learn about the occupation and the training process 212223

The occupation is understoodThe training required is knownThe training organisation is known

5 Reflect upon the teaching and learning methods 3132

The active and participatory learning methods are appliedThe assessment method is understood

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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Understand oneself as part of a team and respect the rules of the workshop Learning hours 6

Learning outcomes Contents Learning activities Resources 11 Introduce oneself and get

to know one another

bull Introductionsbull

Expectations about the training

o Introduction

o Gameo Presentation of traineesrsquo

expectations

12 Work as a team bull Working as a teambull Building trust

o Gameso Group discussions

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13

Learning outcomes Contents Learning activities Resources 13 Setting rules and

responsibilities

bull Rules of the classroom

bull Group responsibilities

o Brainstorming

o Discussions

983085

Learning unit 2 Learn about the occupation and the training process Learning hours 12

Learning outcomes Contents Learning activities Resources

21 Understand theoccupation

bull Characteristics of theoccupation

bull Working conditions

o Personal researcho Visit of a business in the

neighbourhoodo

983085 Pictures of people inworking situation

983085 Documents describing theoccupation

22 Obtain an understandingof the goals of the trainingprogramme

bull Content of the trainingprogramme (modules)

bull Importance of the initial andcontinuous training

o Presentation by the teachero Research

983085 Overview of the trainingprogramme

983085 Testimonies of peopleperforming the occupation

23 Have a commonunderstanding of the trainingorganisation

bull Presentation of the timetablebull Presentation of the classrooms

and workshops

o Visits of the premises of the school983085 School year calendar

983085 Timetable

Learning unit 3 Reflect upon the teaching and learning methods Learning hours 2

Learning outcomes Contents Learning activities Resources

31 Understand the teachingand learning methods

bull Overview of the active andparticipatory teaching andlearning methods

o Experience sharingo Presentation by the trainer

32 Understand theassessment methodology

bull Assessment methodology andits purpose

o Explanation by the trainer

Reference books

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14

1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

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15

MODULE 2 Health safety and security on the workplace

Competence Apply health safety and security procedures on the workplace

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to follow health safety and security procedures identify hazards assess theassociated safety risks and take measures to eliminate or control and minimise the risk

It is an obligation for each employee to participate in the management of their own health and safety and that of their colleagues andanyone else in the workplace They have a duty to cooperate with their employers initiatives to ensure safety at work

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be

able to

Performance criteria

1 Apply good personal care and healthyhabits at work

11 Hands are washes at appropriate times and hand washing procedures are followedcorrectly and consistently according to organisation and legal requirements

12 Clothes are clean required personal protective clothing are worn and onlyorganisation-approved bandages and dressings are used

13 Food is not contaminated with anybody fluids or tobacco product from sneezing coughing blowing nose spittingsmoking

14 Clean materials and clothes are used and safe and hygienic practices are respectedto ensure that no cross-contamination of other items in the workplace occurs

2 Address unsafe situations on the job 21 Appropriate methods are used to identify actual or foreseeable hazards that have thepotential to harm the health and safety of workers or anyone else in the workplace

22 Immediate work area is free from hazards

23 Control measures are implemented according to individual level of responsibility orappropriate personnel is referred to for permission or further action

3 Respond appropriately to emergencies atwork

31 Emergency and potential emergency situations are recognised promptly and requiredactions are determined or taken within the scope of individual responsibility

32 Appropriately response to emergencies is provided

33 Assistance from colleagues or other authorities is sought promptly and when

appropriate

4 Prevent HIVAIDS and sexual violence 41 Reproductive health is understood

42 Transmission prevention and treatment of HIVAIDS and other STIrsquos are understood

43 Sexual violence is understood and can be avoided

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COURSE STRUCTUREThe 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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Apply good personal care and healthy habits at work Learning hours 4

Learning outcomes Contents Learning activities Resources 11 Identify important health

practices in the workplace

bull Healthy habits o Discussiono Individual worko Presentation

983085 List of habits for good

health983085 Health education material

from Ministry of Health orother organisations

983085 Posterspictures of healthhabits

12 Describe the importanceof personal and public

cleanliness

bull Definition of hygienebull Definition of sanitationbull Importance of hygiene and

sanitation at workbull

o Presentation by trainero Group work and discussiono Role play

983085 Handout healthy hygieneand sanitation practices

food sanitation clean waterand toilet facilities

13 Know how to prevent thespread of illness andcontamination at work

bull Sources of germs microbesbull Prevention techniques (Hygiene

and sanitation good practices)

o Brainstorming

11 Identify important healthpractices in the workplace

bull Healthy habits o Discussiono Individual worko Presentation

983085 List of habits for goodhealth

983085 Health education materialfrom Ministry of Health orother organisations

983085 Posterspictures of healthhabits

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Learning unit 2 Address unsafe situations on the job Learning hours 10

Learning outcomes Contents Learning activities Resources 21 Identify the primaryhazards found in workplaces

bull Types of hazards in theworkplace (safety chemicalbiological other health hazards)

o Brainstormingo Group worko Discussion

Pictures

22 Understand why thesituation or substance is

hazardous

bull Hazardous situationsbull Dangerous substances

23 Identify the best ways toaddress specific problemsituations

bull Control methods (removehazard work policies andprocedures protectiveequipment)

o Brainstormingo Discussion

Stories and pictures

Learning unit 3 Respond appropriately to emergencies at work Learning hours 8

Learning outcomes Contents Learning activities Resources 31 Identify emergencies bull Definition of emergency

bull Types of emergencies in aworkplace

o Presentation by the trainero Experience sharing

32 Handle emergencies bull Possible responses toemergencies in the workplace

o Disaster Blaster Game 983085 Disaster Blaster Gameboard paper marker dicegame cards

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Learning unit 4 Prevent HIVAIDS and sexual violence Learning hours 8

Learning outcomes Contents Learning activities Resources 41 Understand reproductivehealth

bull Puberty and body changebull Female reproductionbull Male reproductionbull Consequences of early

pregnancy

o Small group discussionso Pair discussiono

42 Be sensitized to HIV AIDS

bull Definitionbull Transmissionbull Prevention (ABC)bull Treatmentbull Other STIrsquosbull Stigma and VCT

o HIV gameo Questions and answerso True or falseo Group worko Demonstration (condom use)o Role play (condom negotiation)

983085 Scenarios for HIV game983085 True and false statements

43 Be sensitized to sexualviolence

bull Definition of sexual violencebull Definition of rapebull Consequences of sexual

violence

o Story tellingo Group discussiono Large group discussion

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project3 HARE Prevention of HIV and AIDS in Rwanda through education Irish Aid and VSO

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MODULE 4 Communication on the workplace

Competence Communicate effectively on the workplace

RTQF LEVEL CREDITS 2 LEARNING HOURS 20

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to communicate and get along well with others in a variety of settings and for arange of purposes The module will allow the participant to speak and listen actively and appropriately one-on-one and in groups to

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

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Listen and speak effectively 11 Strategies for effective listening are applied

12 Instructions are adequately interpreted and followed

13 Clear and accurate information and instructions are provided to colleagues

2 Cooperate and work as a team member 21 Team objectives are reached through effective cooperation

22 Diversity of team members is respected

23 Lead a team efficiently

24 Demonstrate problem solving and decision making skills

3 Apply customer care 31 Importance and principles of good customer service are understood

32 Quality service is provided

33 Clear verbal information is provided to customers face to face or on thetelephone

34 Conflicts with customers are handled politely and adequately

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COURSE STRUCTUREThe 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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Listen and speak effectively Learning hours 6

Learning outcomes Contents Learning activities Resources

11 Apply effective listen skills

amp strategies

bull Effective listening skills amp

strategiesbull Assess onersquos listening skillsbull Model good listening skills

o Role play

o Observing role playo Feedback from observerso discussion

983085 Role play scenarios

983085 List of effective listening

skills amp strategies983085 Effective Listening

Observation Form

12 Give and receiveinstructions

bull Importance of giving clearconcise instructions

bull Formulation of instructions

bull Strategies to ask questions forclarification

o individual worko group discussion

13 Identify non-verbalcommunication signs and theimpact on peoplersquosperceptions

bull Importance of non-verbalcommunication

bull Impacts of non-verbalcommunication on how we giveinformation and how we listen

o pair worko large group discussion

14 Demonstrate effectivespeaking skills

bull Effective speaking skills andstrategies

o small group worko practice presentationso large group discussion

983085 List of Effective SpeakingSkills amp Strategies

983085 Speaking Scenarios forgroup work

983085 Effective SpeakingObservation Form

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Learning unit 2 Cooperate and work as a team member Learning hours 8

Learning outcomes Contents Learning activities Resources

21 Identify the differentpersonalities

bull Different personalities andapproaches that individualsbring to a group

o Self-assessmento large group activity (innerouter

circles)o Discussion

983085 Working in Groups Self Assessment

983085 Cooperating with OthersRoles

983085

Elements of an Effective ampCooperative TeamMember

22 Handle differentpersonalities in a group

bull Strategies on how to handledifferent personalities in agroup

23 Cooperate with others toreach the same objective

bull Characteristics of an effectiveand cooperative team member

o Large group activityo Large group discussiono Individual reflectionjournal writing

o Pair work

24 Lead a team efficiently bull Qualities of an effective leaderbull Different leadership stylesbull Appropriate leadership style in a

given contextbull Strategies to lead a team

efficiently

o large group discussiono small group worko role playso small group activity

983085 Role play scenarios

25 Demonstrate problemsolving and decision makingskills

bull challenges and dynamicsamongst people during theproblem solving process

bull steps of problem solving towork and community relatedproblems

bull Communication as a tool forproblem solving

o Large group activityo pair sharingo small group worko large group discussiono Task leadership competition

983085 Scenarios for problem

solving activity

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Learning unit 3 Apply customer care Learning hours 6

Learning outcomes Contents Learning activities Resources

31 Understand theimportance of good customercare

bull Definition of customer servicebull Levels of customer servicebull Customer care principlesbull Importance of customer care

o Experience sharingo Brainstorming

Presentation by trainer

-32 Provide exceptionalquality service

bull Basic customer needsbull Service to meet basic customer

needsbull Definition of customerrsquos

perceptionbull Meeting and exceeding

expectationsbull Getting feedback on the

provided service

o individual reflectiono large group discussiono role play

33 Communicate effectivelywith customers by telephoneand face to face

bull Telephone tipsbull Recording a telephone message

o large group discussiono skito pair role plays

983085 Role Play scenarios forCommunicating withCustomers

34 Handle conflict withdifficult customers

bull Definition of conflict conflictresolutionmanagement

bull Steps of conflict management

with difficult customers

o individual reflectiono Brainstormingo large group discussion

o role play

983085

Reference books 3 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project4 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

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MODULE 5 Computer literacy

Competence 5 Apply computer literacy

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to follow health safety and security procedures identifyhazards assess the associated safety risks and take measures to eliminate or control and minimise the risk It isan obligation for each employee to participate in the management of their own health and safety and that oftheir colleagues and anyone else in the workplace They have a duty to cooperate with their employersinitiatives to ensure safety at work

LEARNING ASSUMED TO BE IN PLACE

Not applicable

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LEARNING UNITS AND PERFORMANCE CRITERIALearning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be ableto

Performance criteria

1 Apply computer fundamentals 11

12

13

14

Identification of Various connectors and ports

Use of different IO devices

Use of Desktoprsquos elements

Scanning of Viruses in the computer and Different Storages Devices

2Use a current word processing package 21

22

23

24

25

56

Text formatting

Table creation and editing

Text Editing

Printing

Saving

Inserting of header Footer and footnotes

3 Use current spreadsheet package 31

32

Using of basic excel tasks

Managing of Sheets in excel workbook

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33

34

35

Formatting of cells and their contents

Using of functions and perform mathematical operations

Excel worksheet Printing

4Use current Power Point Presentations 41

42

43

44

45

46

47

Creating a new presentation

Creating Inserting a slide

Inserting of Graphics

Converting word documents to PowerPoint presentation

Animation

Using Different Presentation view

Printing a presentation

5Use InternetIntranet (Outlook) 51

52

53

54

55

56

Defining and explaining a website

Interacting through instant messaging (Chatting)

Using search Engines (example Google)

Creating Managing favorites using internet explorer

Browsing the internet using the hyperlinks

Downloading and Uploading files using internet

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COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Apply computer fundamentals Learning hours10

Learning outcomes Contents Learning activities Resources

11 Apply Computerbasics

bull Computer Definition

bull Types of computers

Laptops

Desktops

Palm tops

PDA (Personnal Digital assistance)

bull Computer HardwareMemorybull Definition

bull Role of Memory

bull Features

- Capacity

- Speed

- Non Volativitybull Types of Memory

- ROM (Read only memory)

- RAM (Random access memory)

- ExternalInternal memories (Hard

diskdisketteCDFlash disketc)

-Open a computer case andObserve different types ofmemory-Group Discussion on each type ofmemory

-Computer Lab-Computer Tool Kit-CD DVDs Diskettes-White Board-Markers

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12Identify Variousconnectors and ports

bull Connectors and ports

- Definition

bull IO (Input and Output) Ports andconnectors

- Serial ports

- Parallel ports

- USB

- Keyboard Mouse connectors

- VGA Connectors

-Observe different connectors aswell as input and output ports

-Exercises on ports identifications

-Computer Lab-Computer Tool Kit

-CD DVDs Diskettes-Different types of CablesDifferent types Connectors-White Board-Markers

13Use different IOdevices

bull Peripherals

- Definition

- Categories IO devices

Input devices (mouse Keyboard

scanner CDDVD-ROM and

diskettes drivers etc)

Output devices (Monitor Diskette

CDDVD-ROM Writer Printer etc)

Types of keyboards

- AZERTY

- QWERTY

Practical exercises on connectingthe mouse keyboard Monitor tothe CPU (Central processing unit)

-Computer Lab-Computer Tool Kit-CD DVDs Diskettes-Printer-Scanner

-White Board

14Use Desktoprsquoselements

bull Windows and its components

- Desktop

- Task bar

- Start menu

- Minimize Maximize Close buttons

-Brainstorming on Desktoprsquoselements-Use the desktop the tasks barand the start menu

-Computer Lab-Projector

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- My Computer

15Scan Viruses in thecomputer and DifferentStorages Devices (Flashdisk External Hard disk)

bull Antivirus definitionbull Importance of antivirusbull Functionalitybull Different Types of antivirus- Norton- Kaspersky- Symantecbull Storages to be scanned- Flash disk- External hard disk- Memory card- Computer hard disk

-Brainstorming the use ofantivirus-Practical exercises on Scanningviruses-Compile activities reports

-Computer Lab-Flash disks-External Hard disk-Cds DVDs-Antivirus-White Board-Markers

Learning Unit 2 Use a word processing package Learning hours 5

Learning outcomes Contents Learning activities Resources

21Format a text bull StyleFontSizeColourbull Paragraphbull Columnbull Tabulationbull Paragraph spacingbull Inserting symbolsSpecial

charactersbullet and numberingbull Borders and shadingheader and

footer

-Reproduce document alreadyformatted-Various exercises to familiarizewith formatting a text

-Computer Lab With CurrentWord processing Packageinstalled in each computer-Projector-White Board

-Markers

22Create and edit atable

bull Inserting a tablebull Inserting a columnbull Inserting a row

-Practical exercises on creatingediting and handling a table

-Computer Lab With CurrentWord processing Packageinstalled in each computer

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bull Deleting tablebull Deleting rowbull

Deleting columnbull Merging cellsbull Splitting cellsbull Drawing a tablebull Table auto formatbull Formula

-Projector-White Board

23Edit document

(Text)

bull SearchFindReplace

bull Deleting a range of textbull The undo commandbull Spelling and grammarbull Synonyms

-Brainstorming Editing text

-Perform practical exercises onthe various tips (options)-compile activities reports

-Computer Lab With Current

Word processing Packageinstalled in each computer-Projector-White Board-Markers

24Print document bull Page setupbull Print previewbull

Print dialog boxbull Selecting printer namebull Printer optionsbull Printing one or more copiesbull Printing in blackwhite or colorbull Print page ranges

-Exercises on printing one ormore copies of a colored

document in black and white-printing in landscape portrait

-Computer Lab With CurrentWord processing Package

installed in each computer-Printer-Projector

25Save documents bull File management- Creation of files- Creation of Folders- File Naming- File Formats

-Practical Exercises on creation offiles folders and file Saving

-Compile activities reports

-Computer Lab With CurrentWord processing Package

installed in each computer-Projector

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26Insert HeaderFooter and footnotes

bull Footnotesbull Header and Footer

- Automatic pagenumbering- Total number of pages- Automatic date- Automatic automatic

authors name

-Exercises on footnotes-Create a document containing

several pagesWith elements such as the pagenumber date automation-practical exercises

-Computer Lab With CurrentWord processing Package

installed in each computer-Projector

Learning Unit 3 Use spreadsheet package Learning hours 5

Learning outcomes Contents Learning activities Resources

31Use Some basicexcel tasks

bull Basic excel tasks

- Open

- Close

- New document

- Undo

- Savesave ashellip

- Sheet

- Selecting a cell

- Validating a cell

- Deleting cell contents

- Modifying cell contents- Selecting group of cells

- Increase and reduce the

cell size

- Delete row and column

- Duplicate cell

-Practical exercises on the use ofbasic excel tasks-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer-Projector

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32Manage Sheets inexcel workbook

bull Selecting a sheet

bull Renaming a sheet

bull Insert new sheetsbull Moving a sheet in a workbook

bull Deleting a sheet

-Practical exercisesOn Managing sheets in excel

workbook

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector

33Format cells andtheir contents

bull Formatting text and cells

- Choosing fontsizecolour

- Adjusting Cow height

- Alignment of cell - Number format

- Inserting rows

- Merging cells

- Creating borders

- Patterns

-Practical exercises in groups andindividual homework onformatting cells

-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer

-Projector

34Use some functionsand performmathematical operations

bull Numbers and Mathematicalcalculations

- Addition - Multiplication - Division - Subtraction - AutoSum

- Absolute and relativeReference - Function

Average Minimum Maximum

-Practical exercises in groups andindividual homework onformatting cells-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer-Projector

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35 Print an excelworksheet

bull Page setupbull Print previewbull

Print dialogue boxbull Print optionsbull Print one or more copiesbull Print in blackwhite or colorbull Print page rangesbull Printing a selection

-Print one or more copies of aworksheet

-Print colour or white and blackworksheet-practical exercises (individualand in group)-print horizontallyvertically

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector-Printer

Learning Unit 4 Use Presentation application Learning hours 5

Learning outcomes Learning outcomes Learning outcomes Learning outcomes

41Launch Ms Powerpoint

bull Power point Definition

bull Role

bull Power point environment

- Title Bar

- Menu Bar- Toolbars

- Formatting tool bar

- Title

- Sub title

-Using a power pointpresentation with slide showgetfeedback from learners on thearea of application of Ms powerpoint-Launch powerpoint and observethe screen individual exercises

-Computer Lab With Currentpresentation Software installed in each computer-Projector

42Create a newpresentation

bull Creating new presentation

bull Blank presentation

bull Design template

bull Auto content wizards

-Create presentation using thevarious methods-practical exercises (individualand in groups)

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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43Create Insert a slide bull Creating a slide

bull Inserting a slide

bull Modifying a slide

-Exercises on creating insertingand modifying a slide

-Computer Lab With Currentpresentation Software

installed in each computer-Projector

44Insert Graphics bull GraphicsClip artWord

ArtLibrary ImagesInserting

image from file

Exercises on inserting images inthe slides

-Computer Lab With Currentpresentation Software installed in each computer-Projector

45Convert word

documents toPowerPoint presentation

bull Copy Cut Move

bull Process of conversion

-Practical exercises on File

transformation

-Computer Lab With Current

presentation Software installed in each computer-Projector

46Animate apresentation

bull Animation

bull Custom animation

bull Slide transition

-Familiarize with animation of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

47Use DifferentPresentation view

bull Normal View

bull Slide Sorter view

bull Slide show

-Switch between the views toimprove the presentation-Group discussion andbrainstorming

-Computer Lab With Currentpresentation Software installed in each computer-Projector

48 Print a presentation bull Printing a presentation

bull Print preview

bull Printing a copy or multiple

-Exercises on printing in blackand white or in colour printingone or more copies of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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copies

bull Printing one slide on a page

bull Printing more slides on a page

Learning Unit 5 Use InternetIntranet (Outlook) Learning hours 5

Learning outcomes Contents Learning activities Resources

51 Define and explain awebsite

bull Introduction

World wide web

Web page

Web site

-Visit web sites and browsedifferent pages-Group discussion based onobservation

-Internet Connection-Computer Lab-projector

52Interact throughinstant messaging

(Chatting)

bull Definition

bull Steps to create a chat account

bull Chatting options

Instant messaging with or

no web cam

Calling

Sending files

-Group Discussion on Interactingthrough instant messaging

-Exercises on chatting in groups-Compile activities reports

-Internet Connection-Computer Lab

-projector

53Use search Engines(example Google)bull

Search engines- Definition

- Role

- Some Types of search

engine

wwwGooglecom

-Perform practical exercises onthe use of search engines -Internet Connection-Computer Lab-projector

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wwwYahoocom

54Create Managefavorites using internetexplorer

bull Favorites

- Create Favorites

- Rename Move Favorites

-Practical exercises on creatingmoving and renaming favorites

-Internet Connection-Computer Lab-projector

55Browse the internetusing the hyperlinks

bull Web Browser

- Browser buttons

- Address bar

- Status bar

- Scroll bar

- Home page

- FrontBack arrows

- Refresh button

- Start page

-Open a web using the addressbar-Browse different web pages

-practical exercises On Browsinginternet using hyperlink

-Internet Connection-Computer Lab-projector

56Download andUpload files usinginternet

bull Downloadingbull File attachment

-Practical exercises ondownloading and uploading filesusing internet

-Internet Connection-Computer Lab-projector

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MODULE 6 Mise en place and cooking methods

Competence Organise and cook food

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to use kitchen equipment and tools to prepare mise en place and use basic cookingmethods

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 hygiene and food safety

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be ableto

Performance criteria

1 Select and use cooking equipment andtechnology

11 Appropriate equipment and technology is selected for particular cookingmethods

12 Equipment is used hygienically safely and according to manufacturerinstructions

2 Prepare mise en place 21 Ingredients are identified and obtained according to standards recipe

22 Ingredients are prepared according to the correct quantity type and quality

3 Prepare and cook food using basic methods ofcooking

31 Various cooking methods are used to prepare dishes to enterprise standard

32 Correct quantities and ratios of commodities for specific cooking methods arecalculated

33 Cooking process is completed in a logical and safe manner

34 Problems with the cooking process are identified promptly and take correctiveaction

35 Dishes are prepared using a range of methods and current technology withinacceptable enterprise and customer timeframes

36 Work cooperatively with kitchen and front-of-house colleagues to ensure timelypreparation of dishes

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and use cooking equipment and technology Learning hours 20

Learning outcomes Content Leaning activities Resources

11 Identify kitchenequipment and tools

bull Specification of Kitchenequipment amp tools

bull Kitchen orientation

o Group discussiono Researcho Role Playo

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

12 Use and maintain Kitchenequipment and tools

bull

Hand tools

bull Electrical toolsbull Heavy equipment

o Group discussiono Researcho Role Play

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

Learning unit 2 Prepare mise en place Learning hours 20

Learning outcomes Content Leaning activities Resources

21 Identify ingredients for arecipe

bull Types of food itemsbull Characteristics and uses of food

items

o Group discussiono Researcho Role Play

983085 Recipe book983085 Reference Books983085 Flipchart markers-

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bull Contents of recipebull Quantities in function of

number of customers to be

servedbull Quality of ingredients

983085 Projectors983085 Board983085 Laptops

22 Prepare ingredients bull Cleaning techniquesbull Pealing and cutting techniquesbull Measuring and weighingbull Storage for different type of

ingredients

o Demonstrationo Individual practice

983085 Kitchen equipment Kitchentools

23 Apply checklist procedures bull FIFObull LIFObull Verification of quality product

o Group discussiono Demonstrationo Individual practiceo Role Play

983085 Recipe book Flipchart

983085 Markers983085 Tags983085 Products983085 Bin cards983085 Checklist

Learning unit 3 Prepare and cook food using basic methods of cooking Learning hours 20

Learning outcomes Content Leaning activities Resources

31 Identify the differentcooking methods

bull Types of cooking methods Boiling Deep frying Stir-frying

Baking Steaming Simmering skimming grilling roasting broiling

o Small group discussiono Demonstrationo Individual practice

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smoking poaching

bull Characteristics of different

foods and appropriate cookingmethods

bull Underlying principles of all basiccooking methods

bull Effect of different cookingmethods on the nutritionalvalue of food

32 Cook basic dishes using arange of methods

bull Basic dishes o Demonstrationo Individual practice

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MODULE 7 Salads and Sandwiches

Competence Prepare salads and sandwiches

RTQF LEVEL CREDITS 4 LEARNING HOURS 40

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present different sorts of salads and sandwiches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare and present a variety of salads anddressings

11 Suitable ingredients are chosen

12 Salads are prepared using fresh ingredients and respecting nutritional valueeating characteristics and taste

13 Suitable sauces and dressings are prepared and incorporated into or servedwith salad

14 Salads are presented attractively

2 Prepare and present sandwiches 21 Suitable bases are selected from a range of bread types

22 A variety of sandwich types are prepared using a range of appropriate

techniques

23 Appropriate equipment is selected for toasting and heating sandwiches andused correctly and safely

24 Sandwiches are present in an attractive manner using suitable garnishesand serviceware

3 Store salads and sandwiches 31 Store salads and sandwiches hygienically at the correct temperature in

appropriate conditions and containers to maintain freshness taste andquality

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare and present a variety of salad and dressings Learning hours 20

Learning Outcome Content Learning Activities Resources

11 Identify ingredients for

salads

bull Commodities and food

combinations for use in salads

o Researcho Presentationo Group work

983085 Salad recipes

12 Prepare salads bull Types of salads Simple Compound

bull Components of salads Base Body Dressing Garnish

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls

983085 Knife sets

983085 Required ingredients983085 Cutting Board

13 Prepare dressings bull Types of salad dressing French dressing

Italian dressing Dijon dressing Vinaigrette Thousand Island dressing

bull Compatibility of dressings withdifferent types of salads

o Researcho Presentationo Demonstrationo Individual practice

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14 Present salads bull Methods of attractivepresentation for salads anddressings

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 2 Prepare Sandwiches Learning hours 15

Learning outcome Content Learning Activity Resources

21 Identify ingredients forsandwiches

bull Suitable breads White bread Wheat bread Buns Baguette

bull Suitable filling Cheese Ham Fried eggs Vegetables Cooked meat

o Presentationo Research

983085 Sandwiches recipes

22 Prepare sandwiches bull Types of Sandwiches Hot Cold

bull Food combinations forsandwiches

bull Preparation techniques spreading layering portioning moulding cutting garnishing

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls983085 Knife sets983085 Required ingredients983085 Salamander983085 Cutting Board

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toasting

23 Present sandwiches bull Methods of attractivepresentation for sandwiches

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 3 Store salads and sandwiches Learning hours 5

Learning outcome Content Learning Activity Resources

31 Store salads andsandwiches

bull Suitable storage techniques tomaintain optimum quality ofingredients

bull Types of containers

o Presentationo Demonstrationo Individual practice

983085 Containers983085 Fridge

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MODULE 9 Pasta and starches

Competence Cook pasta and starches

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present pastas and starches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare pasta 11 The different types of pasta are identified

12 Various pasta are prepared using appropriate methods to ensure optimumquality

13 Appropriate sauces and accompaniments are selected

2 Prepare starches 21 The different types of starches are identified

22 Various starches are prepared using appropriate methods to ensureoptimum quality

Appropriate sauces and accompaniments are selected

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare Pasta Learning hours 30

Learning outcome Content Learning Activities Resources

11 identify the different types

of pasta

bull Types of Pasta amp their products

Egg Pasta Noodles

Egg less pasta Spaghetti

White pasta Lasagna

Green Pasta Green lasagna

Stuffed Past Ravioli Cannelloni Lunette

Dessert Pasta Poppy seed pasta Cinnamon pasta

Dumpling Pasta Gnocchi

Whole wheat

o Researcho Presentation

983085 Reference books

983085 recipes

12 Prepare pasta dishes bull Cooking methods Boiling Stir-frying Baking

o Demonstrationo Researcho Individual practiceso Presentation

983085 Recipes983085 Baking trays983085 Baking Ovens983085 Required ingredients

S C k

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Steaming 983085 Cooking pans983085 Pasta roller983085 Flip chart

983085 Markers

983085 Boards983085 Tongs983085 Forks983085 Plates

13 Present pasta dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

Learning Unit 2 Prepare Starches Learning hours 30

Learning outcome Content Learning Activities Resources

21 Identify the differenttypes of pasta

bull Starch products Cassava Yams Sweet potatoes Rice Maize meal

o Researcho Presentation

983085 Reference books983085 recipes

21 Prepare starch products bull Cooking methods Boiling Deep frying Stir-frying Baking Steaming

o Demonstrationo Individual practices

983085 Baking trays983085 Baking Ovens983085 Required ingredients983085 Cooking pans983085 Steaming Machine983085 Flip chart

983085 Markers

983085 Boards983085 Forks983085 Spoons983085 Plates

23 Present starch dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

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MODULE 10 Stocks sauces and soups

Competence Prepare stocks sauces and soups

RTQF LEVEL CREDITS 10 LEARNING HOURS 100

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare different types of stocks soups and sauces

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplace

Module 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare stocks required for menu items 11 Ingredients and flavouring agents are uses according to standard recipes

12 A variety of stocks are produced

2 Prepare sauces required for menu items 21 A variety of hot and cold sauces are produced from classical andcontemporary recipes

22 A variety of thickening agents and convenience products are usedappropriately

23 Sauces are evaluated for flavour colour and consistency and any problemsare rectified

3 Prepare soups 31 The correct ingredients are selected and assembled to produce soupsincluding stocks and prepared garnishes

32 A variety of soups is produced

33Clarifying and thickening agents and methods are used where appropriate

34 Soups are evaluated for flavour colour consistency and temperature and anyproblems are rectified

35 Soups are presented at the right temperature in clean serviceware withoutdrips and spills using suitable garnishes and accompaniments

4 St d tit t t k d 4 1

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4 Store and reconstitute stocks sauces and soups 41 Store stocks sauces and soups to maintain optimum freshness and quality

42 Reconstitute stocks sauces and soups to appropriate standards ofconsistency

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Prepare stocks required for menu items Learning hours 30

Learning outcomes Content Learning activities Resources

11 Identify the ingredients

for different types of stocks

bull Types of stocks

Vegetable stock Beef stock Chicken stock Fish stock

bull Ingredients

o Group discussion

o Presentationo research

983085 reference books

983085 recipes

12 Cook various stocks bull Cooking methods Boiling Simmering Skimming Cooling Straining

o Applicationo Exerciseo Demonstration

983085 Equipments983085 Tools

983085 CLeaning products

983085 Cleaning materials983085 Stock pots983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

Learning unit 2 Prepare sauces required for menu items Learning hours 30

Learning outcomes Content Leaning activities Resources

21 Identify the ingredientsfor different types of sauces

bull Types of sauces Cold sauces Hot sauces

o Demonstrationo Individual practiceo Presentation

983085 Books983085 Flipchart983085 Markers Projectors

Mother sauces 983085 White board Laptops

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Mother sauces Basic Derivations Special sauces

White board Laptops983085 Recipe books

22 Identify equipments bull Identification of Tools andequipments sauce pots blender strainer sauce ladles knife set spatulas

cutting boards lighter stove

o Explanationo Demonstrationo Individual practice

983085 Books

983085 Flipchart Markers983085 Projectors983085 White board983085 Laptops983085 Recipe books983085 Menu

23 Prepare sauces bull Methods of cooking Boiling Simmering

bull Thickening agents Roux Cornflour Modified starch Liaison

o Explanationo Demonstrationo Individual practice

983085 Equipments983085 Tools983085 Cleaning products983085 Cleaning materials

983085 Stock pots

983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

24 Evaluate the quality ofsauces and rectify thembull Common problems in saucesbull Techniques to rectify sauces

o Observationo Group worko Individual practice

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Learning unit 3 Prepare soup Learning hours 30

Learning outcomes Content Leaning activities Resources

31 Identify the ingredientsfor different types of sauces

bull Types of soup Clear soups Pureacutee soups Cream soups

bull Ingredients

o Researcho Brainstorming

983085 Recipe guide983085 Cooking books

32 Prepare different types of

soup

bull Method of cooking Boiling

bull Thickening agents

o Demonstrationo Individual practiceo Presentation

983085 Note book

983085 pens

983085 Board983085 Markers983085 Fish stock983085 Beef stock983085 Vegetable stock983085 Strainers

33 Evaluate the quality ofsoups and rectify them

bull Common problems in soupsbull Techniques to rectify soups

o Observationo Group worko Individual practice

34 Present soup bull Presentation techniquesbull Garnishing techniquesbull Soup accompaniments

o Observationo Individual practice

983085 Plates983085 Bowls

Learning unit 4 Store and reconstitute stocks sauces and soups Learning hours 10

Learning outcomes Content Leaning activities Resources41 Store stocks sauces andsoups

bull Storage techniques andprocedures

bull Labelling

o Demonstrationo Explanationo Individual practice

983085 Pots983085 Fridge983085 Freezer983085 Labelling cards

42 Reconstitute stockssauces and soups

bull Reheating techniquesbull Principles of hygiene

983085 Equipment

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MODULE 11 Meat poultry and fish

Competence Select prepare and cook meat poultry and fish

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safety

Module 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unit Performance criteria

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gBy the end of the module the trainee will be able to

1 Select and purchase poultry meat and fish11 Poultry is selected and purchased according to quantity and quality required

12 Primary secondary and portioned cuts of pork goat beef and veal are selectedaccording to quantity and quality required

13 Fish is selected according to quality according to quantity and quality required

14 Low-cost cuts and meat products are selected when and where appropriate

15 The best supplier for quality and price is selected

2 Handle and store meat poultry and fish 21 Suitable knives and equipment for poultry meat and fish handling is selected andused

22 Poultry meat and fish are handled and portioned according to menu requirementsand hygienically to minimise risk of food spoilage or cross-contamination

23 Poultry meat and fish are stored hygienically ensuring optimal storage conditions andappropriate temperature are maintained

24 Frozen poultry meat and fish are thawed correctly to ensure maximum qualityhygiene and nutrition

3 Cook basic poultry meat and fish dishes 31 Suitable equipment for poultry meat and fish preparation and cooking is selected andused

32 Suitable marinades are prepared and used where appropriate for a variety of poultrymeat and fish cuts

33 A variety of appropriate cooking methods are used for basic poultry meat and fishdishes

34 A variety basic poultry meat and fish dishes are cooked and presented to standardrecipe specifications

35 Poultry meat and fish dishes are presented using suitable sauces garnishes andaccompaniments

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and purchase poultry meat and fish Learning hours 10

Learning outcomes Content Leaning activities Resources

11 Identify different types of

poultry meat and fish

bull Types of poultry

Chicken Turkey Duck

bull Types of meat Beef Veal Lamb Goat

Porkbull Types of fish

White fish Oily fish Shellfish

o Research

o Brainstormingo Group worko Presentationo

983085 Resource books

12 Select poultry meat andfish

bull Chicken meat and fish cutsbull Processed productsbull Quality criteria for selecting

fresh and healthy chicken meatand fish Quality points for poultry- Smell- Skin- Colour

o Visit of butcheryo Group worko Researcho Presentation

983085 Resource books

- Flexible breastboneUnbroken bones

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- Unbroken bones

Quality points for meat

- Smell- Colour- Compact structure- Texture and colour of fat- Kidney covered with fat

Quality points for Fish- Eyes- Gills- Fresh

- Scales- Skin- Smell- Guts

Learning unit 2 Handle and store meat poultry and fish Learning hours 40

Learning outcomes Content Leaning activities Resources

11 Handle and portionchickenbull

Techniques De-boning Filleting

bull Appropriate equipment andknives

o

Explanation-Demonstrationo Group discussiono Individual Practice

983085

Knife set983085 Cutting Board983085 Reference books983085 Flip chart983085 Markers983085 Board983085 Meat Tag983085 Weighing

983085 Scales

12 Handle and portion meat bull Preparation of butcherrsquos meatDeboning

o Demonstrationindividual practice

983085 Weighing scaleKnife Set

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- Deboning- Portioning

- Cutting- Trimming

- Mincing bull Appropriate equipment and

knives

o individual practice 983085 Knife Set983085 Cutting boards

983085 Slicing machine

983085 Flip Chart983085 Boards983085 Markers

13 Handle and portion fish bull Preparation of fish Gutting portioning Scaling Filleting Skinning

o Demonstrationo Individual practice

983085 Flip chat983085 Markers983085 Board983085

Laptop983085 Projector983085 Cutting board983085 Knife set983085 weighing scale

14 Store chicken meat andfish

bull Storage standards Chemical Store Dry Store

Perishable Freezer Quality and Quantity

bull Preservation methods Salting Smoking Drying Canning

Freezing Marinating

bull Orderingbull Receivingbull Issuing

o Demonstrationo Individual practice

983085 Freezer983085 Fridge983085 Reference Books

983085 Flip chart

983085 Markers983085 Board983085 Scale983085 Shelves983085 Containers983085 Trolley983085 Probe Thermometer

983085 Purchasing order

983085 Receiving form983085 Requisition form

15 Thaw chicken meat andfish

bull Defrosting techniquesbull Health and hygiene regulations

o Demonstrationo Individual practice

983085 drip tray

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Learning unit 3 Cook and present basic poultry meat and fish dishes Learning hours 70

Learning outcomes Content Leaning activities Resources

21 Cook and present basicpoultry dishes

bull Marinating Herbs Oil spices

bull Cooking method

steaming grilling roasting boiling baking broiling smoking poaching

bull Seasoning salt black pepper or white

pepper

bull Presentation techniques

o Demonstrationo Individual practice

983085 Recipes983085 Heavy pans983085 Frying pans983085 Chopping board983085 Knives

983085 Flip chat

983085 Markers983085 Board983085 Laptop983085 Projector983085 Cutting board983085 Knife set983085 Weighing scale

983085 Oil

983085 Onions983085 Garlic983085 Rose mary983085 Salt983085 Light soya sauce

22 Cook and present basicmeat dishes 23 Cook and present basic

fish dishes

MODULE 12 Basic pastries and cakes

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MODULE 12 Basic pastries and cakes

Competence Make basic pastries and cakes

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

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

1 Prepare basic pastries and cakes 11 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are prepared

12 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are decorated

13 Suitable equipment safely and efficiently selected and used

2 Prepare and produce bakery products 21 A range of yeast-based doughs are prepared to standard recipes

22 Suitable equipment safely and efficiently selected and used

3 Portion and store pastries cakes and yeast goods 31 Portion control is applied to minimise wastage

32 Cakes pastry and bakery products Store to minimise spoilage and wastage

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare basic pastries and cakes Credit6

Learning Outcome Content Learning Activities Resources11 Identify different types ofpastries and cakes

bull Types of Pastry Products Sponge cakes Choux paste Sugar paste Sweet bread Cookies

o Researcho Presentationo Brainstorming

983085 Reference books

Mousses Ice cream

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doughnuts

12 Prepare basic pastryproducts

bull Sponge cakes Preparation techniques Baking techniques

bull Doughnuts Preparation techniques Baking techniques

bull Cookies Preparation techniques Baking techniques

o Demonstrationo Individual practices

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons13 Decorate pastries and

cakesbull Fillings

Butter cream Fruit Jam

bull Sauces Chocolate sauce Custard Sauce Strawberry Vanilla

o Demonstrationo Individual practiceso

Learning Unit 2 Prepare and produce bakery products

Learning outcomes Content Leaning activities Resources21 Identify different types ofbakery products

bull Types of bakery Products Yeast products

White Bread French Bread Croissant Rolls

o Researcho Presentationo Brainstorming

983085 Reference books

Chapatti Samosa dough

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Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

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MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

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bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

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Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

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Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

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76

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

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Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

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78

Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 5: Curriculum Cooker

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5

Learning unit 1 Manage money 70

Learning unit 2 Keep record and budget 71

Learning unit 3 Manage a small business

72

Learning unit 4 Prepare a business plan for a micro business 73

MODULE 14 INTERNSHIP 74

Learning unit 1 Apply for internship employment 76

Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes 77

Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities 78

Learning unit 4 Organise and evaluate onersquos internship 79

Learning unit 5 Develop onersquos competences on the workplace 79

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6

SECTION 1 GENERAL INTRODUCTION

The curriculum presents a coherent and significant set of competences to acquire in order to perform the occupation of a cook The

curriculum design approach has taken into account the training needs the work situation as well as the goals and the means to

implement training

At the end of the training programme the learners will be able to

1 Understand the occupation and the learning process

2 Apply health safety and security procedures on the workplace

3 Apply hygiene and food safety

4 Communicate effectively on the workplace

5 Apply computer literacy

6 Organise and cook food7 Prepare salads and sandwiches

8 Cook vegetable fruit and egg dishes

9 Cook pasta and starches

10 Prepare stocks sauces and soups

11 Select prepare and cook meat poultry and fish

12 Make basic pastries and cakes13 Create and manage a small business

14 Integrate the workplace

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The modules of the curriculum include a description of the expected results at the end of training They have a direct influence onthe choice of the theoretical and practical learning activities The competences 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 present curriculum consists of two parts The first part is of general interest and shows the nature and goals of a program andthe key concepts and definitions used in the document The second part deals with the training package It includes the list of

modules 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 competence is performed the prerequisite competences the learning units and the

performance criteria

In each module a course structure is provided The course structure describes the learning outcomes (knowledge and skills) and

the learning contents related to each learning unit Also the learning activities and resources for learning are suggested

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CONCEPTS AND DEFINITIONS

Assessment the process of gathering and judging evidence in order to decide whether a person has attained a standard of

performance See also competency-based assessment

Competence A competence is the result of a combination of knowledge and skills This integration is demonstrated when the

learner is able to achieve specific results and performances understand what heshe does and do it autonomously

Complementary competences (also known as employability skills or key skills) skills which are not specific to work in a specificoccupation or industry but are important for work education and life generally such as communication skills mathematical skills

organisational skills computer literacy interpersonal competence and analytical skills

Credit the acknowledgement that a person has satisfied the requirements of a module

General competences competences 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 tomany work situations

Internship an opportunity for a learner to integrate career related experience by participating in planned supervised work

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 assumed to be in place a requirement for the attainment of a specific module or modules prior to commencement of

another module

Learning hours amount of hours required to acquire the competence including the time allocated to evaluation which isestimated between 5 and 10 of the total learning time of the competence

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Learning outcomes are 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 elements of the work covered by

the module

Module a unit of education or training which corresponds to one competence and can be completed on its own or as part of a

qualification

Occupation the principal business of onersquos life

Performance criteria are descriptions of the quality requirements of the result obtained in labour performance

Specific competences competences that are directly related to the tasks of the occupation in the workplace context They refer

to concrete practical and focused aspects

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SECTION 2 TRAINING PACKAGE

The training package includes the list of modules the description of each module and the course structure

LIST OF MODULES

ModuleNo

Module title Type Credit Value

1 Occupation and learning process General 2

2 Health safety and security on the workplace Complementary 3

3 Hygiene and food safety General 3

4 Communication on the workplace General 2

5 Computer literacy Complementary 3

6 Mise en place and cooking methods Specific 6

7 Salads and sandwiches Specific 4

8 Vegetable fruit and eggs Specific 10

9 Pasta and starches Specific 6

10 Stocks sauces and soups Specific 10

11 Meat poultry and fish Specific 12

12 Basic pastries and cakes Specific 12

13 Entrepreneurship Complementary 3

14 Internship Specific 30

TOTAL CREDITS 106

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MODULE 1 Occupation and learning process

Competence Understand the occupation and the learning process

RTQF LEVEL CREDITS 2 LEARNING HOURS 20

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module is covered first It allows the trainee to get to know the other participants to the training programme and to understandhimselfherself as part of a team Also the trainee will develop a comprehensive and clear vision of the occupation and the trainingprogramme The module will allow the participant to avoid mistakes of career guidance and confirm or deny hisher choice from the startThe training and learning methods are presented to the trainee This approach encourages greater motivation and subsequently a betterintegration of various learning

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Understand oneself as part of a team and respect the rules ofthe workshop

111213

Know each otherBe part of a team and behave accordinglyRules and requirements are agreed upon and known

2 Learn about the occupation and the training process 212223

The occupation is understoodThe training required is knownThe training organisation is known

5 Reflect upon the teaching and learning methods 3132

The active and participatory learning methods are appliedThe assessment method is understood

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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Understand oneself as part of a team and respect the rules of the workshop Learning hours 6

Learning outcomes Contents Learning activities Resources 11 Introduce oneself and get

to know one another

bull Introductionsbull

Expectations about the training

o Introduction

o Gameo Presentation of traineesrsquo

expectations

12 Work as a team bull Working as a teambull Building trust

o Gameso Group discussions

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Learning outcomes Contents Learning activities Resources 13 Setting rules and

responsibilities

bull Rules of the classroom

bull Group responsibilities

o Brainstorming

o Discussions

983085

Learning unit 2 Learn about the occupation and the training process Learning hours 12

Learning outcomes Contents Learning activities Resources

21 Understand theoccupation

bull Characteristics of theoccupation

bull Working conditions

o Personal researcho Visit of a business in the

neighbourhoodo

983085 Pictures of people inworking situation

983085 Documents describing theoccupation

22 Obtain an understandingof the goals of the trainingprogramme

bull Content of the trainingprogramme (modules)

bull Importance of the initial andcontinuous training

o Presentation by the teachero Research

983085 Overview of the trainingprogramme

983085 Testimonies of peopleperforming the occupation

23 Have a commonunderstanding of the trainingorganisation

bull Presentation of the timetablebull Presentation of the classrooms

and workshops

o Visits of the premises of the school983085 School year calendar

983085 Timetable

Learning unit 3 Reflect upon the teaching and learning methods Learning hours 2

Learning outcomes Contents Learning activities Resources

31 Understand the teachingand learning methods

bull Overview of the active andparticipatory teaching andlearning methods

o Experience sharingo Presentation by the trainer

32 Understand theassessment methodology

bull Assessment methodology andits purpose

o Explanation by the trainer

Reference books

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1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

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MODULE 2 Health safety and security on the workplace

Competence Apply health safety and security procedures on the workplace

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to follow health safety and security procedures identify hazards assess theassociated safety risks and take measures to eliminate or control and minimise the risk

It is an obligation for each employee to participate in the management of their own health and safety and that of their colleagues andanyone else in the workplace They have a duty to cooperate with their employers initiatives to ensure safety at work

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be

able to

Performance criteria

1 Apply good personal care and healthyhabits at work

11 Hands are washes at appropriate times and hand washing procedures are followedcorrectly and consistently according to organisation and legal requirements

12 Clothes are clean required personal protective clothing are worn and onlyorganisation-approved bandages and dressings are used

13 Food is not contaminated with anybody fluids or tobacco product from sneezing coughing blowing nose spittingsmoking

14 Clean materials and clothes are used and safe and hygienic practices are respectedto ensure that no cross-contamination of other items in the workplace occurs

2 Address unsafe situations on the job 21 Appropriate methods are used to identify actual or foreseeable hazards that have thepotential to harm the health and safety of workers or anyone else in the workplace

22 Immediate work area is free from hazards

23 Control measures are implemented according to individual level of responsibility orappropriate personnel is referred to for permission or further action

3 Respond appropriately to emergencies atwork

31 Emergency and potential emergency situations are recognised promptly and requiredactions are determined or taken within the scope of individual responsibility

32 Appropriately response to emergencies is provided

33 Assistance from colleagues or other authorities is sought promptly and when

appropriate

4 Prevent HIVAIDS and sexual violence 41 Reproductive health is understood

42 Transmission prevention and treatment of HIVAIDS and other STIrsquos are understood

43 Sexual violence is understood and can be avoided

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COURSE STRUCTUREThe 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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Apply good personal care and healthy habits at work Learning hours 4

Learning outcomes Contents Learning activities Resources 11 Identify important health

practices in the workplace

bull Healthy habits o Discussiono Individual worko Presentation

983085 List of habits for good

health983085 Health education material

from Ministry of Health orother organisations

983085 Posterspictures of healthhabits

12 Describe the importanceof personal and public

cleanliness

bull Definition of hygienebull Definition of sanitationbull Importance of hygiene and

sanitation at workbull

o Presentation by trainero Group work and discussiono Role play

983085 Handout healthy hygieneand sanitation practices

food sanitation clean waterand toilet facilities

13 Know how to prevent thespread of illness andcontamination at work

bull Sources of germs microbesbull Prevention techniques (Hygiene

and sanitation good practices)

o Brainstorming

11 Identify important healthpractices in the workplace

bull Healthy habits o Discussiono Individual worko Presentation

983085 List of habits for goodhealth

983085 Health education materialfrom Ministry of Health orother organisations

983085 Posterspictures of healthhabits

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Learning unit 2 Address unsafe situations on the job Learning hours 10

Learning outcomes Contents Learning activities Resources 21 Identify the primaryhazards found in workplaces

bull Types of hazards in theworkplace (safety chemicalbiological other health hazards)

o Brainstormingo Group worko Discussion

Pictures

22 Understand why thesituation or substance is

hazardous

bull Hazardous situationsbull Dangerous substances

23 Identify the best ways toaddress specific problemsituations

bull Control methods (removehazard work policies andprocedures protectiveequipment)

o Brainstormingo Discussion

Stories and pictures

Learning unit 3 Respond appropriately to emergencies at work Learning hours 8

Learning outcomes Contents Learning activities Resources 31 Identify emergencies bull Definition of emergency

bull Types of emergencies in aworkplace

o Presentation by the trainero Experience sharing

32 Handle emergencies bull Possible responses toemergencies in the workplace

o Disaster Blaster Game 983085 Disaster Blaster Gameboard paper marker dicegame cards

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Learning unit 4 Prevent HIVAIDS and sexual violence Learning hours 8

Learning outcomes Contents Learning activities Resources 41 Understand reproductivehealth

bull Puberty and body changebull Female reproductionbull Male reproductionbull Consequences of early

pregnancy

o Small group discussionso Pair discussiono

42 Be sensitized to HIV AIDS

bull Definitionbull Transmissionbull Prevention (ABC)bull Treatmentbull Other STIrsquosbull Stigma and VCT

o HIV gameo Questions and answerso True or falseo Group worko Demonstration (condom use)o Role play (condom negotiation)

983085 Scenarios for HIV game983085 True and false statements

43 Be sensitized to sexualviolence

bull Definition of sexual violencebull Definition of rapebull Consequences of sexual

violence

o Story tellingo Group discussiono Large group discussion

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project3 HARE Prevention of HIV and AIDS in Rwanda through education Irish Aid and VSO

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MODULE 4 Communication on the workplace

Competence Communicate effectively on the workplace

RTQF LEVEL CREDITS 2 LEARNING HOURS 20

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to communicate and get along well with others in a variety of settings and for arange of purposes The module will allow the participant to speak and listen actively and appropriately one-on-one and in groups to

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

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Listen and speak effectively 11 Strategies for effective listening are applied

12 Instructions are adequately interpreted and followed

13 Clear and accurate information and instructions are provided to colleagues

2 Cooperate and work as a team member 21 Team objectives are reached through effective cooperation

22 Diversity of team members is respected

23 Lead a team efficiently

24 Demonstrate problem solving and decision making skills

3 Apply customer care 31 Importance and principles of good customer service are understood

32 Quality service is provided

33 Clear verbal information is provided to customers face to face or on thetelephone

34 Conflicts with customers are handled politely and adequately

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COURSE STRUCTUREThe 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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Listen and speak effectively Learning hours 6

Learning outcomes Contents Learning activities Resources

11 Apply effective listen skills

amp strategies

bull Effective listening skills amp

strategiesbull Assess onersquos listening skillsbull Model good listening skills

o Role play

o Observing role playo Feedback from observerso discussion

983085 Role play scenarios

983085 List of effective listening

skills amp strategies983085 Effective Listening

Observation Form

12 Give and receiveinstructions

bull Importance of giving clearconcise instructions

bull Formulation of instructions

bull Strategies to ask questions forclarification

o individual worko group discussion

13 Identify non-verbalcommunication signs and theimpact on peoplersquosperceptions

bull Importance of non-verbalcommunication

bull Impacts of non-verbalcommunication on how we giveinformation and how we listen

o pair worko large group discussion

14 Demonstrate effectivespeaking skills

bull Effective speaking skills andstrategies

o small group worko practice presentationso large group discussion

983085 List of Effective SpeakingSkills amp Strategies

983085 Speaking Scenarios forgroup work

983085 Effective SpeakingObservation Form

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Learning unit 2 Cooperate and work as a team member Learning hours 8

Learning outcomes Contents Learning activities Resources

21 Identify the differentpersonalities

bull Different personalities andapproaches that individualsbring to a group

o Self-assessmento large group activity (innerouter

circles)o Discussion

983085 Working in Groups Self Assessment

983085 Cooperating with OthersRoles

983085

Elements of an Effective ampCooperative TeamMember

22 Handle differentpersonalities in a group

bull Strategies on how to handledifferent personalities in agroup

23 Cooperate with others toreach the same objective

bull Characteristics of an effectiveand cooperative team member

o Large group activityo Large group discussiono Individual reflectionjournal writing

o Pair work

24 Lead a team efficiently bull Qualities of an effective leaderbull Different leadership stylesbull Appropriate leadership style in a

given contextbull Strategies to lead a team

efficiently

o large group discussiono small group worko role playso small group activity

983085 Role play scenarios

25 Demonstrate problemsolving and decision makingskills

bull challenges and dynamicsamongst people during theproblem solving process

bull steps of problem solving towork and community relatedproblems

bull Communication as a tool forproblem solving

o Large group activityo pair sharingo small group worko large group discussiono Task leadership competition

983085 Scenarios for problem

solving activity

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Learning unit 3 Apply customer care Learning hours 6

Learning outcomes Contents Learning activities Resources

31 Understand theimportance of good customercare

bull Definition of customer servicebull Levels of customer servicebull Customer care principlesbull Importance of customer care

o Experience sharingo Brainstorming

Presentation by trainer

-32 Provide exceptionalquality service

bull Basic customer needsbull Service to meet basic customer

needsbull Definition of customerrsquos

perceptionbull Meeting and exceeding

expectationsbull Getting feedback on the

provided service

o individual reflectiono large group discussiono role play

33 Communicate effectivelywith customers by telephoneand face to face

bull Telephone tipsbull Recording a telephone message

o large group discussiono skito pair role plays

983085 Role Play scenarios forCommunicating withCustomers

34 Handle conflict withdifficult customers

bull Definition of conflict conflictresolutionmanagement

bull Steps of conflict management

with difficult customers

o individual reflectiono Brainstormingo large group discussion

o role play

983085

Reference books 3 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project4 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

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MODULE 5 Computer literacy

Competence 5 Apply computer literacy

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to follow health safety and security procedures identifyhazards assess the associated safety risks and take measures to eliminate or control and minimise the risk It isan obligation for each employee to participate in the management of their own health and safety and that oftheir colleagues and anyone else in the workplace They have a duty to cooperate with their employersinitiatives to ensure safety at work

LEARNING ASSUMED TO BE IN PLACE

Not applicable

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LEARNING UNITS AND PERFORMANCE CRITERIALearning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be ableto

Performance criteria

1 Apply computer fundamentals 11

12

13

14

Identification of Various connectors and ports

Use of different IO devices

Use of Desktoprsquos elements

Scanning of Viruses in the computer and Different Storages Devices

2Use a current word processing package 21

22

23

24

25

56

Text formatting

Table creation and editing

Text Editing

Printing

Saving

Inserting of header Footer and footnotes

3 Use current spreadsheet package 31

32

Using of basic excel tasks

Managing of Sheets in excel workbook

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33

34

35

Formatting of cells and their contents

Using of functions and perform mathematical operations

Excel worksheet Printing

4Use current Power Point Presentations 41

42

43

44

45

46

47

Creating a new presentation

Creating Inserting a slide

Inserting of Graphics

Converting word documents to PowerPoint presentation

Animation

Using Different Presentation view

Printing a presentation

5Use InternetIntranet (Outlook) 51

52

53

54

55

56

Defining and explaining a website

Interacting through instant messaging (Chatting)

Using search Engines (example Google)

Creating Managing favorites using internet explorer

Browsing the internet using the hyperlinks

Downloading and Uploading files using internet

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COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Apply computer fundamentals Learning hours10

Learning outcomes Contents Learning activities Resources

11 Apply Computerbasics

bull Computer Definition

bull Types of computers

Laptops

Desktops

Palm tops

PDA (Personnal Digital assistance)

bull Computer HardwareMemorybull Definition

bull Role of Memory

bull Features

- Capacity

- Speed

- Non Volativitybull Types of Memory

- ROM (Read only memory)

- RAM (Random access memory)

- ExternalInternal memories (Hard

diskdisketteCDFlash disketc)

-Open a computer case andObserve different types ofmemory-Group Discussion on each type ofmemory

-Computer Lab-Computer Tool Kit-CD DVDs Diskettes-White Board-Markers

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12Identify Variousconnectors and ports

bull Connectors and ports

- Definition

bull IO (Input and Output) Ports andconnectors

- Serial ports

- Parallel ports

- USB

- Keyboard Mouse connectors

- VGA Connectors

-Observe different connectors aswell as input and output ports

-Exercises on ports identifications

-Computer Lab-Computer Tool Kit

-CD DVDs Diskettes-Different types of CablesDifferent types Connectors-White Board-Markers

13Use different IOdevices

bull Peripherals

- Definition

- Categories IO devices

Input devices (mouse Keyboard

scanner CDDVD-ROM and

diskettes drivers etc)

Output devices (Monitor Diskette

CDDVD-ROM Writer Printer etc)

Types of keyboards

- AZERTY

- QWERTY

Practical exercises on connectingthe mouse keyboard Monitor tothe CPU (Central processing unit)

-Computer Lab-Computer Tool Kit-CD DVDs Diskettes-Printer-Scanner

-White Board

14Use Desktoprsquoselements

bull Windows and its components

- Desktop

- Task bar

- Start menu

- Minimize Maximize Close buttons

-Brainstorming on Desktoprsquoselements-Use the desktop the tasks barand the start menu

-Computer Lab-Projector

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- My Computer

15Scan Viruses in thecomputer and DifferentStorages Devices (Flashdisk External Hard disk)

bull Antivirus definitionbull Importance of antivirusbull Functionalitybull Different Types of antivirus- Norton- Kaspersky- Symantecbull Storages to be scanned- Flash disk- External hard disk- Memory card- Computer hard disk

-Brainstorming the use ofantivirus-Practical exercises on Scanningviruses-Compile activities reports

-Computer Lab-Flash disks-External Hard disk-Cds DVDs-Antivirus-White Board-Markers

Learning Unit 2 Use a word processing package Learning hours 5

Learning outcomes Contents Learning activities Resources

21Format a text bull StyleFontSizeColourbull Paragraphbull Columnbull Tabulationbull Paragraph spacingbull Inserting symbolsSpecial

charactersbullet and numberingbull Borders and shadingheader and

footer

-Reproduce document alreadyformatted-Various exercises to familiarizewith formatting a text

-Computer Lab With CurrentWord processing Packageinstalled in each computer-Projector-White Board

-Markers

22Create and edit atable

bull Inserting a tablebull Inserting a columnbull Inserting a row

-Practical exercises on creatingediting and handling a table

-Computer Lab With CurrentWord processing Packageinstalled in each computer

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bull Deleting tablebull Deleting rowbull

Deleting columnbull Merging cellsbull Splitting cellsbull Drawing a tablebull Table auto formatbull Formula

-Projector-White Board

23Edit document

(Text)

bull SearchFindReplace

bull Deleting a range of textbull The undo commandbull Spelling and grammarbull Synonyms

-Brainstorming Editing text

-Perform practical exercises onthe various tips (options)-compile activities reports

-Computer Lab With Current

Word processing Packageinstalled in each computer-Projector-White Board-Markers

24Print document bull Page setupbull Print previewbull

Print dialog boxbull Selecting printer namebull Printer optionsbull Printing one or more copiesbull Printing in blackwhite or colorbull Print page ranges

-Exercises on printing one ormore copies of a colored

document in black and white-printing in landscape portrait

-Computer Lab With CurrentWord processing Package

installed in each computer-Printer-Projector

25Save documents bull File management- Creation of files- Creation of Folders- File Naming- File Formats

-Practical Exercises on creation offiles folders and file Saving

-Compile activities reports

-Computer Lab With CurrentWord processing Package

installed in each computer-Projector

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26Insert HeaderFooter and footnotes

bull Footnotesbull Header and Footer

- Automatic pagenumbering- Total number of pages- Automatic date- Automatic automatic

authors name

-Exercises on footnotes-Create a document containing

several pagesWith elements such as the pagenumber date automation-practical exercises

-Computer Lab With CurrentWord processing Package

installed in each computer-Projector

Learning Unit 3 Use spreadsheet package Learning hours 5

Learning outcomes Contents Learning activities Resources

31Use Some basicexcel tasks

bull Basic excel tasks

- Open

- Close

- New document

- Undo

- Savesave ashellip

- Sheet

- Selecting a cell

- Validating a cell

- Deleting cell contents

- Modifying cell contents- Selecting group of cells

- Increase and reduce the

cell size

- Delete row and column

- Duplicate cell

-Practical exercises on the use ofbasic excel tasks-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer-Projector

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32Manage Sheets inexcel workbook

bull Selecting a sheet

bull Renaming a sheet

bull Insert new sheetsbull Moving a sheet in a workbook

bull Deleting a sheet

-Practical exercisesOn Managing sheets in excel

workbook

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector

33Format cells andtheir contents

bull Formatting text and cells

- Choosing fontsizecolour

- Adjusting Cow height

- Alignment of cell - Number format

- Inserting rows

- Merging cells

- Creating borders

- Patterns

-Practical exercises in groups andindividual homework onformatting cells

-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer

-Projector

34Use some functionsand performmathematical operations

bull Numbers and Mathematicalcalculations

- Addition - Multiplication - Division - Subtraction - AutoSum

- Absolute and relativeReference - Function

Average Minimum Maximum

-Practical exercises in groups andindividual homework onformatting cells-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer-Projector

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35 Print an excelworksheet

bull Page setupbull Print previewbull

Print dialogue boxbull Print optionsbull Print one or more copiesbull Print in blackwhite or colorbull Print page rangesbull Printing a selection

-Print one or more copies of aworksheet

-Print colour or white and blackworksheet-practical exercises (individualand in group)-print horizontallyvertically

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector-Printer

Learning Unit 4 Use Presentation application Learning hours 5

Learning outcomes Learning outcomes Learning outcomes Learning outcomes

41Launch Ms Powerpoint

bull Power point Definition

bull Role

bull Power point environment

- Title Bar

- Menu Bar- Toolbars

- Formatting tool bar

- Title

- Sub title

-Using a power pointpresentation with slide showgetfeedback from learners on thearea of application of Ms powerpoint-Launch powerpoint and observethe screen individual exercises

-Computer Lab With Currentpresentation Software installed in each computer-Projector

42Create a newpresentation

bull Creating new presentation

bull Blank presentation

bull Design template

bull Auto content wizards

-Create presentation using thevarious methods-practical exercises (individualand in groups)

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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43Create Insert a slide bull Creating a slide

bull Inserting a slide

bull Modifying a slide

-Exercises on creating insertingand modifying a slide

-Computer Lab With Currentpresentation Software

installed in each computer-Projector

44Insert Graphics bull GraphicsClip artWord

ArtLibrary ImagesInserting

image from file

Exercises on inserting images inthe slides

-Computer Lab With Currentpresentation Software installed in each computer-Projector

45Convert word

documents toPowerPoint presentation

bull Copy Cut Move

bull Process of conversion

-Practical exercises on File

transformation

-Computer Lab With Current

presentation Software installed in each computer-Projector

46Animate apresentation

bull Animation

bull Custom animation

bull Slide transition

-Familiarize with animation of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

47Use DifferentPresentation view

bull Normal View

bull Slide Sorter view

bull Slide show

-Switch between the views toimprove the presentation-Group discussion andbrainstorming

-Computer Lab With Currentpresentation Software installed in each computer-Projector

48 Print a presentation bull Printing a presentation

bull Print preview

bull Printing a copy or multiple

-Exercises on printing in blackand white or in colour printingone or more copies of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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copies

bull Printing one slide on a page

bull Printing more slides on a page

Learning Unit 5 Use InternetIntranet (Outlook) Learning hours 5

Learning outcomes Contents Learning activities Resources

51 Define and explain awebsite

bull Introduction

World wide web

Web page

Web site

-Visit web sites and browsedifferent pages-Group discussion based onobservation

-Internet Connection-Computer Lab-projector

52Interact throughinstant messaging

(Chatting)

bull Definition

bull Steps to create a chat account

bull Chatting options

Instant messaging with or

no web cam

Calling

Sending files

-Group Discussion on Interactingthrough instant messaging

-Exercises on chatting in groups-Compile activities reports

-Internet Connection-Computer Lab

-projector

53Use search Engines(example Google)bull

Search engines- Definition

- Role

- Some Types of search

engine

wwwGooglecom

-Perform practical exercises onthe use of search engines -Internet Connection-Computer Lab-projector

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wwwYahoocom

54Create Managefavorites using internetexplorer

bull Favorites

- Create Favorites

- Rename Move Favorites

-Practical exercises on creatingmoving and renaming favorites

-Internet Connection-Computer Lab-projector

55Browse the internetusing the hyperlinks

bull Web Browser

- Browser buttons

- Address bar

- Status bar

- Scroll bar

- Home page

- FrontBack arrows

- Refresh button

- Start page

-Open a web using the addressbar-Browse different web pages

-practical exercises On Browsinginternet using hyperlink

-Internet Connection-Computer Lab-projector

56Download andUpload files usinginternet

bull Downloadingbull File attachment

-Practical exercises ondownloading and uploading filesusing internet

-Internet Connection-Computer Lab-projector

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MODULE 6 Mise en place and cooking methods

Competence Organise and cook food

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to use kitchen equipment and tools to prepare mise en place and use basic cookingmethods

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 hygiene and food safety

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be ableto

Performance criteria

1 Select and use cooking equipment andtechnology

11 Appropriate equipment and technology is selected for particular cookingmethods

12 Equipment is used hygienically safely and according to manufacturerinstructions

2 Prepare mise en place 21 Ingredients are identified and obtained according to standards recipe

22 Ingredients are prepared according to the correct quantity type and quality

3 Prepare and cook food using basic methods ofcooking

31 Various cooking methods are used to prepare dishes to enterprise standard

32 Correct quantities and ratios of commodities for specific cooking methods arecalculated

33 Cooking process is completed in a logical and safe manner

34 Problems with the cooking process are identified promptly and take correctiveaction

35 Dishes are prepared using a range of methods and current technology withinacceptable enterprise and customer timeframes

36 Work cooperatively with kitchen and front-of-house colleagues to ensure timelypreparation of dishes

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and use cooking equipment and technology Learning hours 20

Learning outcomes Content Leaning activities Resources

11 Identify kitchenequipment and tools

bull Specification of Kitchenequipment amp tools

bull Kitchen orientation

o Group discussiono Researcho Role Playo

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

12 Use and maintain Kitchenequipment and tools

bull

Hand tools

bull Electrical toolsbull Heavy equipment

o Group discussiono Researcho Role Play

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

Learning unit 2 Prepare mise en place Learning hours 20

Learning outcomes Content Leaning activities Resources

21 Identify ingredients for arecipe

bull Types of food itemsbull Characteristics and uses of food

items

o Group discussiono Researcho Role Play

983085 Recipe book983085 Reference Books983085 Flipchart markers-

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bull Contents of recipebull Quantities in function of

number of customers to be

servedbull Quality of ingredients

983085 Projectors983085 Board983085 Laptops

22 Prepare ingredients bull Cleaning techniquesbull Pealing and cutting techniquesbull Measuring and weighingbull Storage for different type of

ingredients

o Demonstrationo Individual practice

983085 Kitchen equipment Kitchentools

23 Apply checklist procedures bull FIFObull LIFObull Verification of quality product

o Group discussiono Demonstrationo Individual practiceo Role Play

983085 Recipe book Flipchart

983085 Markers983085 Tags983085 Products983085 Bin cards983085 Checklist

Learning unit 3 Prepare and cook food using basic methods of cooking Learning hours 20

Learning outcomes Content Leaning activities Resources

31 Identify the differentcooking methods

bull Types of cooking methods Boiling Deep frying Stir-frying

Baking Steaming Simmering skimming grilling roasting broiling

o Small group discussiono Demonstrationo Individual practice

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smoking poaching

bull Characteristics of different

foods and appropriate cookingmethods

bull Underlying principles of all basiccooking methods

bull Effect of different cookingmethods on the nutritionalvalue of food

32 Cook basic dishes using arange of methods

bull Basic dishes o Demonstrationo Individual practice

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MODULE 7 Salads and Sandwiches

Competence Prepare salads and sandwiches

RTQF LEVEL CREDITS 4 LEARNING HOURS 40

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present different sorts of salads and sandwiches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare and present a variety of salads anddressings

11 Suitable ingredients are chosen

12 Salads are prepared using fresh ingredients and respecting nutritional valueeating characteristics and taste

13 Suitable sauces and dressings are prepared and incorporated into or servedwith salad

14 Salads are presented attractively

2 Prepare and present sandwiches 21 Suitable bases are selected from a range of bread types

22 A variety of sandwich types are prepared using a range of appropriate

techniques

23 Appropriate equipment is selected for toasting and heating sandwiches andused correctly and safely

24 Sandwiches are present in an attractive manner using suitable garnishesand serviceware

3 Store salads and sandwiches 31 Store salads and sandwiches hygienically at the correct temperature in

appropriate conditions and containers to maintain freshness taste andquality

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare and present a variety of salad and dressings Learning hours 20

Learning Outcome Content Learning Activities Resources

11 Identify ingredients for

salads

bull Commodities and food

combinations for use in salads

o Researcho Presentationo Group work

983085 Salad recipes

12 Prepare salads bull Types of salads Simple Compound

bull Components of salads Base Body Dressing Garnish

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls

983085 Knife sets

983085 Required ingredients983085 Cutting Board

13 Prepare dressings bull Types of salad dressing French dressing

Italian dressing Dijon dressing Vinaigrette Thousand Island dressing

bull Compatibility of dressings withdifferent types of salads

o Researcho Presentationo Demonstrationo Individual practice

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14 Present salads bull Methods of attractivepresentation for salads anddressings

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 2 Prepare Sandwiches Learning hours 15

Learning outcome Content Learning Activity Resources

21 Identify ingredients forsandwiches

bull Suitable breads White bread Wheat bread Buns Baguette

bull Suitable filling Cheese Ham Fried eggs Vegetables Cooked meat

o Presentationo Research

983085 Sandwiches recipes

22 Prepare sandwiches bull Types of Sandwiches Hot Cold

bull Food combinations forsandwiches

bull Preparation techniques spreading layering portioning moulding cutting garnishing

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls983085 Knife sets983085 Required ingredients983085 Salamander983085 Cutting Board

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toasting

23 Present sandwiches bull Methods of attractivepresentation for sandwiches

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 3 Store salads and sandwiches Learning hours 5

Learning outcome Content Learning Activity Resources

31 Store salads andsandwiches

bull Suitable storage techniques tomaintain optimum quality ofingredients

bull Types of containers

o Presentationo Demonstrationo Individual practice

983085 Containers983085 Fridge

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MODULE 9 Pasta and starches

Competence Cook pasta and starches

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present pastas and starches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare pasta 11 The different types of pasta are identified

12 Various pasta are prepared using appropriate methods to ensure optimumquality

13 Appropriate sauces and accompaniments are selected

2 Prepare starches 21 The different types of starches are identified

22 Various starches are prepared using appropriate methods to ensureoptimum quality

Appropriate sauces and accompaniments are selected

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare Pasta Learning hours 30

Learning outcome Content Learning Activities Resources

11 identify the different types

of pasta

bull Types of Pasta amp their products

Egg Pasta Noodles

Egg less pasta Spaghetti

White pasta Lasagna

Green Pasta Green lasagna

Stuffed Past Ravioli Cannelloni Lunette

Dessert Pasta Poppy seed pasta Cinnamon pasta

Dumpling Pasta Gnocchi

Whole wheat

o Researcho Presentation

983085 Reference books

983085 recipes

12 Prepare pasta dishes bull Cooking methods Boiling Stir-frying Baking

o Demonstrationo Researcho Individual practiceso Presentation

983085 Recipes983085 Baking trays983085 Baking Ovens983085 Required ingredients

S C k

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Steaming 983085 Cooking pans983085 Pasta roller983085 Flip chart

983085 Markers

983085 Boards983085 Tongs983085 Forks983085 Plates

13 Present pasta dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

Learning Unit 2 Prepare Starches Learning hours 30

Learning outcome Content Learning Activities Resources

21 Identify the differenttypes of pasta

bull Starch products Cassava Yams Sweet potatoes Rice Maize meal

o Researcho Presentation

983085 Reference books983085 recipes

21 Prepare starch products bull Cooking methods Boiling Deep frying Stir-frying Baking Steaming

o Demonstrationo Individual practices

983085 Baking trays983085 Baking Ovens983085 Required ingredients983085 Cooking pans983085 Steaming Machine983085 Flip chart

983085 Markers

983085 Boards983085 Forks983085 Spoons983085 Plates

23 Present starch dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

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MODULE 10 Stocks sauces and soups

Competence Prepare stocks sauces and soups

RTQF LEVEL CREDITS 10 LEARNING HOURS 100

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare different types of stocks soups and sauces

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplace

Module 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare stocks required for menu items 11 Ingredients and flavouring agents are uses according to standard recipes

12 A variety of stocks are produced

2 Prepare sauces required for menu items 21 A variety of hot and cold sauces are produced from classical andcontemporary recipes

22 A variety of thickening agents and convenience products are usedappropriately

23 Sauces are evaluated for flavour colour and consistency and any problemsare rectified

3 Prepare soups 31 The correct ingredients are selected and assembled to produce soupsincluding stocks and prepared garnishes

32 A variety of soups is produced

33Clarifying and thickening agents and methods are used where appropriate

34 Soups are evaluated for flavour colour consistency and temperature and anyproblems are rectified

35 Soups are presented at the right temperature in clean serviceware withoutdrips and spills using suitable garnishes and accompaniments

4 St d tit t t k d 4 1

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4 Store and reconstitute stocks sauces and soups 41 Store stocks sauces and soups to maintain optimum freshness and quality

42 Reconstitute stocks sauces and soups to appropriate standards ofconsistency

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Prepare stocks required for menu items Learning hours 30

Learning outcomes Content Learning activities Resources

11 Identify the ingredients

for different types of stocks

bull Types of stocks

Vegetable stock Beef stock Chicken stock Fish stock

bull Ingredients

o Group discussion

o Presentationo research

983085 reference books

983085 recipes

12 Cook various stocks bull Cooking methods Boiling Simmering Skimming Cooling Straining

o Applicationo Exerciseo Demonstration

983085 Equipments983085 Tools

983085 CLeaning products

983085 Cleaning materials983085 Stock pots983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

Learning unit 2 Prepare sauces required for menu items Learning hours 30

Learning outcomes Content Leaning activities Resources

21 Identify the ingredientsfor different types of sauces

bull Types of sauces Cold sauces Hot sauces

o Demonstrationo Individual practiceo Presentation

983085 Books983085 Flipchart983085 Markers Projectors

Mother sauces 983085 White board Laptops

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Mother sauces Basic Derivations Special sauces

White board Laptops983085 Recipe books

22 Identify equipments bull Identification of Tools andequipments sauce pots blender strainer sauce ladles knife set spatulas

cutting boards lighter stove

o Explanationo Demonstrationo Individual practice

983085 Books

983085 Flipchart Markers983085 Projectors983085 White board983085 Laptops983085 Recipe books983085 Menu

23 Prepare sauces bull Methods of cooking Boiling Simmering

bull Thickening agents Roux Cornflour Modified starch Liaison

o Explanationo Demonstrationo Individual practice

983085 Equipments983085 Tools983085 Cleaning products983085 Cleaning materials

983085 Stock pots

983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

24 Evaluate the quality ofsauces and rectify thembull Common problems in saucesbull Techniques to rectify sauces

o Observationo Group worko Individual practice

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Learning unit 3 Prepare soup Learning hours 30

Learning outcomes Content Leaning activities Resources

31 Identify the ingredientsfor different types of sauces

bull Types of soup Clear soups Pureacutee soups Cream soups

bull Ingredients

o Researcho Brainstorming

983085 Recipe guide983085 Cooking books

32 Prepare different types of

soup

bull Method of cooking Boiling

bull Thickening agents

o Demonstrationo Individual practiceo Presentation

983085 Note book

983085 pens

983085 Board983085 Markers983085 Fish stock983085 Beef stock983085 Vegetable stock983085 Strainers

33 Evaluate the quality ofsoups and rectify them

bull Common problems in soupsbull Techniques to rectify soups

o Observationo Group worko Individual practice

34 Present soup bull Presentation techniquesbull Garnishing techniquesbull Soup accompaniments

o Observationo Individual practice

983085 Plates983085 Bowls

Learning unit 4 Store and reconstitute stocks sauces and soups Learning hours 10

Learning outcomes Content Leaning activities Resources41 Store stocks sauces andsoups

bull Storage techniques andprocedures

bull Labelling

o Demonstrationo Explanationo Individual practice

983085 Pots983085 Fridge983085 Freezer983085 Labelling cards

42 Reconstitute stockssauces and soups

bull Reheating techniquesbull Principles of hygiene

983085 Equipment

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MODULE 11 Meat poultry and fish

Competence Select prepare and cook meat poultry and fish

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safety

Module 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unit Performance criteria

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gBy the end of the module the trainee will be able to

1 Select and purchase poultry meat and fish11 Poultry is selected and purchased according to quantity and quality required

12 Primary secondary and portioned cuts of pork goat beef and veal are selectedaccording to quantity and quality required

13 Fish is selected according to quality according to quantity and quality required

14 Low-cost cuts and meat products are selected when and where appropriate

15 The best supplier for quality and price is selected

2 Handle and store meat poultry and fish 21 Suitable knives and equipment for poultry meat and fish handling is selected andused

22 Poultry meat and fish are handled and portioned according to menu requirementsand hygienically to minimise risk of food spoilage or cross-contamination

23 Poultry meat and fish are stored hygienically ensuring optimal storage conditions andappropriate temperature are maintained

24 Frozen poultry meat and fish are thawed correctly to ensure maximum qualityhygiene and nutrition

3 Cook basic poultry meat and fish dishes 31 Suitable equipment for poultry meat and fish preparation and cooking is selected andused

32 Suitable marinades are prepared and used where appropriate for a variety of poultrymeat and fish cuts

33 A variety of appropriate cooking methods are used for basic poultry meat and fishdishes

34 A variety basic poultry meat and fish dishes are cooked and presented to standardrecipe specifications

35 Poultry meat and fish dishes are presented using suitable sauces garnishes andaccompaniments

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and purchase poultry meat and fish Learning hours 10

Learning outcomes Content Leaning activities Resources

11 Identify different types of

poultry meat and fish

bull Types of poultry

Chicken Turkey Duck

bull Types of meat Beef Veal Lamb Goat

Porkbull Types of fish

White fish Oily fish Shellfish

o Research

o Brainstormingo Group worko Presentationo

983085 Resource books

12 Select poultry meat andfish

bull Chicken meat and fish cutsbull Processed productsbull Quality criteria for selecting

fresh and healthy chicken meatand fish Quality points for poultry- Smell- Skin- Colour

o Visit of butcheryo Group worko Researcho Presentation

983085 Resource books

- Flexible breastboneUnbroken bones

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- Unbroken bones

Quality points for meat

- Smell- Colour- Compact structure- Texture and colour of fat- Kidney covered with fat

Quality points for Fish- Eyes- Gills- Fresh

- Scales- Skin- Smell- Guts

Learning unit 2 Handle and store meat poultry and fish Learning hours 40

Learning outcomes Content Leaning activities Resources

11 Handle and portionchickenbull

Techniques De-boning Filleting

bull Appropriate equipment andknives

o

Explanation-Demonstrationo Group discussiono Individual Practice

983085

Knife set983085 Cutting Board983085 Reference books983085 Flip chart983085 Markers983085 Board983085 Meat Tag983085 Weighing

983085 Scales

12 Handle and portion meat bull Preparation of butcherrsquos meatDeboning

o Demonstrationindividual practice

983085 Weighing scaleKnife Set

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- Deboning- Portioning

- Cutting- Trimming

- Mincing bull Appropriate equipment and

knives

o individual practice 983085 Knife Set983085 Cutting boards

983085 Slicing machine

983085 Flip Chart983085 Boards983085 Markers

13 Handle and portion fish bull Preparation of fish Gutting portioning Scaling Filleting Skinning

o Demonstrationo Individual practice

983085 Flip chat983085 Markers983085 Board983085

Laptop983085 Projector983085 Cutting board983085 Knife set983085 weighing scale

14 Store chicken meat andfish

bull Storage standards Chemical Store Dry Store

Perishable Freezer Quality and Quantity

bull Preservation methods Salting Smoking Drying Canning

Freezing Marinating

bull Orderingbull Receivingbull Issuing

o Demonstrationo Individual practice

983085 Freezer983085 Fridge983085 Reference Books

983085 Flip chart

983085 Markers983085 Board983085 Scale983085 Shelves983085 Containers983085 Trolley983085 Probe Thermometer

983085 Purchasing order

983085 Receiving form983085 Requisition form

15 Thaw chicken meat andfish

bull Defrosting techniquesbull Health and hygiene regulations

o Demonstrationo Individual practice

983085 drip tray

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Learning unit 3 Cook and present basic poultry meat and fish dishes Learning hours 70

Learning outcomes Content Leaning activities Resources

21 Cook and present basicpoultry dishes

bull Marinating Herbs Oil spices

bull Cooking method

steaming grilling roasting boiling baking broiling smoking poaching

bull Seasoning salt black pepper or white

pepper

bull Presentation techniques

o Demonstrationo Individual practice

983085 Recipes983085 Heavy pans983085 Frying pans983085 Chopping board983085 Knives

983085 Flip chat

983085 Markers983085 Board983085 Laptop983085 Projector983085 Cutting board983085 Knife set983085 Weighing scale

983085 Oil

983085 Onions983085 Garlic983085 Rose mary983085 Salt983085 Light soya sauce

22 Cook and present basicmeat dishes 23 Cook and present basic

fish dishes

MODULE 12 Basic pastries and cakes

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MODULE 12 Basic pastries and cakes

Competence Make basic pastries and cakes

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

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

1 Prepare basic pastries and cakes 11 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are prepared

12 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are decorated

13 Suitable equipment safely and efficiently selected and used

2 Prepare and produce bakery products 21 A range of yeast-based doughs are prepared to standard recipes

22 Suitable equipment safely and efficiently selected and used

3 Portion and store pastries cakes and yeast goods 31 Portion control is applied to minimise wastage

32 Cakes pastry and bakery products Store to minimise spoilage and wastage

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare basic pastries and cakes Credit6

Learning Outcome Content Learning Activities Resources11 Identify different types ofpastries and cakes

bull Types of Pastry Products Sponge cakes Choux paste Sugar paste Sweet bread Cookies

o Researcho Presentationo Brainstorming

983085 Reference books

Mousses Ice cream

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doughnuts

12 Prepare basic pastryproducts

bull Sponge cakes Preparation techniques Baking techniques

bull Doughnuts Preparation techniques Baking techniques

bull Cookies Preparation techniques Baking techniques

o Demonstrationo Individual practices

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons13 Decorate pastries and

cakesbull Fillings

Butter cream Fruit Jam

bull Sauces Chocolate sauce Custard Sauce Strawberry Vanilla

o Demonstrationo Individual practiceso

Learning Unit 2 Prepare and produce bakery products

Learning outcomes Content Leaning activities Resources21 Identify different types ofbakery products

bull Types of bakery Products Yeast products

White Bread French Bread Croissant Rolls

o Researcho Presentationo Brainstorming

983085 Reference books

Chapatti Samosa dough

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Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

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MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

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bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

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Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

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Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

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76

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

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Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

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78

Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 6: Curriculum Cooker

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6

SECTION 1 GENERAL INTRODUCTION

The curriculum presents a coherent and significant set of competences to acquire in order to perform the occupation of a cook The

curriculum design approach has taken into account the training needs the work situation as well as the goals and the means to

implement training

At the end of the training programme the learners will be able to

1 Understand the occupation and the learning process

2 Apply health safety and security procedures on the workplace

3 Apply hygiene and food safety

4 Communicate effectively on the workplace

5 Apply computer literacy

6 Organise and cook food7 Prepare salads and sandwiches

8 Cook vegetable fruit and egg dishes

9 Cook pasta and starches

10 Prepare stocks sauces and soups

11 Select prepare and cook meat poultry and fish

12 Make basic pastries and cakes13 Create and manage a small business

14 Integrate the workplace

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The modules of the curriculum include a description of the expected results at the end of training They have a direct influence onthe choice of the theoretical and practical learning activities The competences 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 present curriculum consists of two parts The first part is of general interest and shows the nature and goals of a program andthe key concepts and definitions used in the document The second part deals with the training package It includes the list of

modules 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 competence is performed the prerequisite competences the learning units and the

performance criteria

In each module a course structure is provided The course structure describes the learning outcomes (knowledge and skills) and

the learning contents related to each learning unit Also the learning activities and resources for learning are suggested

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8

CONCEPTS AND DEFINITIONS

Assessment the process of gathering and judging evidence in order to decide whether a person has attained a standard of

performance See also competency-based assessment

Competence A competence is the result of a combination of knowledge and skills This integration is demonstrated when the

learner is able to achieve specific results and performances understand what heshe does and do it autonomously

Complementary competences (also known as employability skills or key skills) skills which are not specific to work in a specificoccupation or industry but are important for work education and life generally such as communication skills mathematical skills

organisational skills computer literacy interpersonal competence and analytical skills

Credit the acknowledgement that a person has satisfied the requirements of a module

General competences competences 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 tomany work situations

Internship an opportunity for a learner to integrate career related experience by participating in planned supervised work

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 assumed to be in place a requirement for the attainment of a specific module or modules prior to commencement of

another module

Learning hours amount of hours required to acquire the competence including the time allocated to evaluation which isestimated between 5 and 10 of the total learning time of the competence

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9

Learning outcomes are 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 elements of the work covered by

the module

Module a unit of education or training which corresponds to one competence and can be completed on its own or as part of a

qualification

Occupation the principal business of onersquos life

Performance criteria are descriptions of the quality requirements of the result obtained in labour performance

Specific competences competences that are directly related to the tasks of the occupation in the workplace context They refer

to concrete practical and focused aspects

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10

SECTION 2 TRAINING PACKAGE

The training package includes the list of modules the description of each module and the course structure

LIST OF MODULES

ModuleNo

Module title Type Credit Value

1 Occupation and learning process General 2

2 Health safety and security on the workplace Complementary 3

3 Hygiene and food safety General 3

4 Communication on the workplace General 2

5 Computer literacy Complementary 3

6 Mise en place and cooking methods Specific 6

7 Salads and sandwiches Specific 4

8 Vegetable fruit and eggs Specific 10

9 Pasta and starches Specific 6

10 Stocks sauces and soups Specific 10

11 Meat poultry and fish Specific 12

12 Basic pastries and cakes Specific 12

13 Entrepreneurship Complementary 3

14 Internship Specific 30

TOTAL CREDITS 106

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11

MODULE 1 Occupation and learning process

Competence Understand the occupation and the learning process

RTQF LEVEL CREDITS 2 LEARNING HOURS 20

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module is covered first It allows the trainee to get to know the other participants to the training programme and to understandhimselfherself as part of a team Also the trainee will develop a comprehensive and clear vision of the occupation and the trainingprogramme The module will allow the participant to avoid mistakes of career guidance and confirm or deny hisher choice from the startThe training and learning methods are presented to the trainee This approach encourages greater motivation and subsequently a betterintegration of various learning

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

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12

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Understand oneself as part of a team and respect the rules ofthe workshop

111213

Know each otherBe part of a team and behave accordinglyRules and requirements are agreed upon and known

2 Learn about the occupation and the training process 212223

The occupation is understoodThe training required is knownThe training organisation is known

5 Reflect upon the teaching and learning methods 3132

The active and participatory learning methods are appliedThe assessment method is understood

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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Understand oneself as part of a team and respect the rules of the workshop Learning hours 6

Learning outcomes Contents Learning activities Resources 11 Introduce oneself and get

to know one another

bull Introductionsbull

Expectations about the training

o Introduction

o Gameo Presentation of traineesrsquo

expectations

12 Work as a team bull Working as a teambull Building trust

o Gameso Group discussions

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13

Learning outcomes Contents Learning activities Resources 13 Setting rules and

responsibilities

bull Rules of the classroom

bull Group responsibilities

o Brainstorming

o Discussions

983085

Learning unit 2 Learn about the occupation and the training process Learning hours 12

Learning outcomes Contents Learning activities Resources

21 Understand theoccupation

bull Characteristics of theoccupation

bull Working conditions

o Personal researcho Visit of a business in the

neighbourhoodo

983085 Pictures of people inworking situation

983085 Documents describing theoccupation

22 Obtain an understandingof the goals of the trainingprogramme

bull Content of the trainingprogramme (modules)

bull Importance of the initial andcontinuous training

o Presentation by the teachero Research

983085 Overview of the trainingprogramme

983085 Testimonies of peopleperforming the occupation

23 Have a commonunderstanding of the trainingorganisation

bull Presentation of the timetablebull Presentation of the classrooms

and workshops

o Visits of the premises of the school983085 School year calendar

983085 Timetable

Learning unit 3 Reflect upon the teaching and learning methods Learning hours 2

Learning outcomes Contents Learning activities Resources

31 Understand the teachingand learning methods

bull Overview of the active andparticipatory teaching andlearning methods

o Experience sharingo Presentation by the trainer

32 Understand theassessment methodology

bull Assessment methodology andits purpose

o Explanation by the trainer

Reference books

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14

1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

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15

MODULE 2 Health safety and security on the workplace

Competence Apply health safety and security procedures on the workplace

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to follow health safety and security procedures identify hazards assess theassociated safety risks and take measures to eliminate or control and minimise the risk

It is an obligation for each employee to participate in the management of their own health and safety and that of their colleagues andanyone else in the workplace They have a duty to cooperate with their employers initiatives to ensure safety at work

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be

able to

Performance criteria

1 Apply good personal care and healthyhabits at work

11 Hands are washes at appropriate times and hand washing procedures are followedcorrectly and consistently according to organisation and legal requirements

12 Clothes are clean required personal protective clothing are worn and onlyorganisation-approved bandages and dressings are used

13 Food is not contaminated with anybody fluids or tobacco product from sneezing coughing blowing nose spittingsmoking

14 Clean materials and clothes are used and safe and hygienic practices are respectedto ensure that no cross-contamination of other items in the workplace occurs

2 Address unsafe situations on the job 21 Appropriate methods are used to identify actual or foreseeable hazards that have thepotential to harm the health and safety of workers or anyone else in the workplace

22 Immediate work area is free from hazards

23 Control measures are implemented according to individual level of responsibility orappropriate personnel is referred to for permission or further action

3 Respond appropriately to emergencies atwork

31 Emergency and potential emergency situations are recognised promptly and requiredactions are determined or taken within the scope of individual responsibility

32 Appropriately response to emergencies is provided

33 Assistance from colleagues or other authorities is sought promptly and when

appropriate

4 Prevent HIVAIDS and sexual violence 41 Reproductive health is understood

42 Transmission prevention and treatment of HIVAIDS and other STIrsquos are understood

43 Sexual violence is understood and can be avoided

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COURSE STRUCTUREThe 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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Apply good personal care and healthy habits at work Learning hours 4

Learning outcomes Contents Learning activities Resources 11 Identify important health

practices in the workplace

bull Healthy habits o Discussiono Individual worko Presentation

983085 List of habits for good

health983085 Health education material

from Ministry of Health orother organisations

983085 Posterspictures of healthhabits

12 Describe the importanceof personal and public

cleanliness

bull Definition of hygienebull Definition of sanitationbull Importance of hygiene and

sanitation at workbull

o Presentation by trainero Group work and discussiono Role play

983085 Handout healthy hygieneand sanitation practices

food sanitation clean waterand toilet facilities

13 Know how to prevent thespread of illness andcontamination at work

bull Sources of germs microbesbull Prevention techniques (Hygiene

and sanitation good practices)

o Brainstorming

11 Identify important healthpractices in the workplace

bull Healthy habits o Discussiono Individual worko Presentation

983085 List of habits for goodhealth

983085 Health education materialfrom Ministry of Health orother organisations

983085 Posterspictures of healthhabits

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Learning unit 2 Address unsafe situations on the job Learning hours 10

Learning outcomes Contents Learning activities Resources 21 Identify the primaryhazards found in workplaces

bull Types of hazards in theworkplace (safety chemicalbiological other health hazards)

o Brainstormingo Group worko Discussion

Pictures

22 Understand why thesituation or substance is

hazardous

bull Hazardous situationsbull Dangerous substances

23 Identify the best ways toaddress specific problemsituations

bull Control methods (removehazard work policies andprocedures protectiveequipment)

o Brainstormingo Discussion

Stories and pictures

Learning unit 3 Respond appropriately to emergencies at work Learning hours 8

Learning outcomes Contents Learning activities Resources 31 Identify emergencies bull Definition of emergency

bull Types of emergencies in aworkplace

o Presentation by the trainero Experience sharing

32 Handle emergencies bull Possible responses toemergencies in the workplace

o Disaster Blaster Game 983085 Disaster Blaster Gameboard paper marker dicegame cards

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Learning unit 4 Prevent HIVAIDS and sexual violence Learning hours 8

Learning outcomes Contents Learning activities Resources 41 Understand reproductivehealth

bull Puberty and body changebull Female reproductionbull Male reproductionbull Consequences of early

pregnancy

o Small group discussionso Pair discussiono

42 Be sensitized to HIV AIDS

bull Definitionbull Transmissionbull Prevention (ABC)bull Treatmentbull Other STIrsquosbull Stigma and VCT

o HIV gameo Questions and answerso True or falseo Group worko Demonstration (condom use)o Role play (condom negotiation)

983085 Scenarios for HIV game983085 True and false statements

43 Be sensitized to sexualviolence

bull Definition of sexual violencebull Definition of rapebull Consequences of sexual

violence

o Story tellingo Group discussiono Large group discussion

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project3 HARE Prevention of HIV and AIDS in Rwanda through education Irish Aid and VSO

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MODULE 4 Communication on the workplace

Competence Communicate effectively on the workplace

RTQF LEVEL CREDITS 2 LEARNING HOURS 20

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to communicate and get along well with others in a variety of settings and for arange of purposes The module will allow the participant to speak and listen actively and appropriately one-on-one and in groups to

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

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Listen and speak effectively 11 Strategies for effective listening are applied

12 Instructions are adequately interpreted and followed

13 Clear and accurate information and instructions are provided to colleagues

2 Cooperate and work as a team member 21 Team objectives are reached through effective cooperation

22 Diversity of team members is respected

23 Lead a team efficiently

24 Demonstrate problem solving and decision making skills

3 Apply customer care 31 Importance and principles of good customer service are understood

32 Quality service is provided

33 Clear verbal information is provided to customers face to face or on thetelephone

34 Conflicts with customers are handled politely and adequately

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COURSE STRUCTUREThe 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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Listen and speak effectively Learning hours 6

Learning outcomes Contents Learning activities Resources

11 Apply effective listen skills

amp strategies

bull Effective listening skills amp

strategiesbull Assess onersquos listening skillsbull Model good listening skills

o Role play

o Observing role playo Feedback from observerso discussion

983085 Role play scenarios

983085 List of effective listening

skills amp strategies983085 Effective Listening

Observation Form

12 Give and receiveinstructions

bull Importance of giving clearconcise instructions

bull Formulation of instructions

bull Strategies to ask questions forclarification

o individual worko group discussion

13 Identify non-verbalcommunication signs and theimpact on peoplersquosperceptions

bull Importance of non-verbalcommunication

bull Impacts of non-verbalcommunication on how we giveinformation and how we listen

o pair worko large group discussion

14 Demonstrate effectivespeaking skills

bull Effective speaking skills andstrategies

o small group worko practice presentationso large group discussion

983085 List of Effective SpeakingSkills amp Strategies

983085 Speaking Scenarios forgroup work

983085 Effective SpeakingObservation Form

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Learning unit 2 Cooperate and work as a team member Learning hours 8

Learning outcomes Contents Learning activities Resources

21 Identify the differentpersonalities

bull Different personalities andapproaches that individualsbring to a group

o Self-assessmento large group activity (innerouter

circles)o Discussion

983085 Working in Groups Self Assessment

983085 Cooperating with OthersRoles

983085

Elements of an Effective ampCooperative TeamMember

22 Handle differentpersonalities in a group

bull Strategies on how to handledifferent personalities in agroup

23 Cooperate with others toreach the same objective

bull Characteristics of an effectiveand cooperative team member

o Large group activityo Large group discussiono Individual reflectionjournal writing

o Pair work

24 Lead a team efficiently bull Qualities of an effective leaderbull Different leadership stylesbull Appropriate leadership style in a

given contextbull Strategies to lead a team

efficiently

o large group discussiono small group worko role playso small group activity

983085 Role play scenarios

25 Demonstrate problemsolving and decision makingskills

bull challenges and dynamicsamongst people during theproblem solving process

bull steps of problem solving towork and community relatedproblems

bull Communication as a tool forproblem solving

o Large group activityo pair sharingo small group worko large group discussiono Task leadership competition

983085 Scenarios for problem

solving activity

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Learning unit 3 Apply customer care Learning hours 6

Learning outcomes Contents Learning activities Resources

31 Understand theimportance of good customercare

bull Definition of customer servicebull Levels of customer servicebull Customer care principlesbull Importance of customer care

o Experience sharingo Brainstorming

Presentation by trainer

-32 Provide exceptionalquality service

bull Basic customer needsbull Service to meet basic customer

needsbull Definition of customerrsquos

perceptionbull Meeting and exceeding

expectationsbull Getting feedback on the

provided service

o individual reflectiono large group discussiono role play

33 Communicate effectivelywith customers by telephoneand face to face

bull Telephone tipsbull Recording a telephone message

o large group discussiono skito pair role plays

983085 Role Play scenarios forCommunicating withCustomers

34 Handle conflict withdifficult customers

bull Definition of conflict conflictresolutionmanagement

bull Steps of conflict management

with difficult customers

o individual reflectiono Brainstormingo large group discussion

o role play

983085

Reference books 3 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project4 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

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MODULE 5 Computer literacy

Competence 5 Apply computer literacy

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to follow health safety and security procedures identifyhazards assess the associated safety risks and take measures to eliminate or control and minimise the risk It isan obligation for each employee to participate in the management of their own health and safety and that oftheir colleagues and anyone else in the workplace They have a duty to cooperate with their employersinitiatives to ensure safety at work

LEARNING ASSUMED TO BE IN PLACE

Not applicable

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LEARNING UNITS AND PERFORMANCE CRITERIALearning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be ableto

Performance criteria

1 Apply computer fundamentals 11

12

13

14

Identification of Various connectors and ports

Use of different IO devices

Use of Desktoprsquos elements

Scanning of Viruses in the computer and Different Storages Devices

2Use a current word processing package 21

22

23

24

25

56

Text formatting

Table creation and editing

Text Editing

Printing

Saving

Inserting of header Footer and footnotes

3 Use current spreadsheet package 31

32

Using of basic excel tasks

Managing of Sheets in excel workbook

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33

34

35

Formatting of cells and their contents

Using of functions and perform mathematical operations

Excel worksheet Printing

4Use current Power Point Presentations 41

42

43

44

45

46

47

Creating a new presentation

Creating Inserting a slide

Inserting of Graphics

Converting word documents to PowerPoint presentation

Animation

Using Different Presentation view

Printing a presentation

5Use InternetIntranet (Outlook) 51

52

53

54

55

56

Defining and explaining a website

Interacting through instant messaging (Chatting)

Using search Engines (example Google)

Creating Managing favorites using internet explorer

Browsing the internet using the hyperlinks

Downloading and Uploading files using internet

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COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Apply computer fundamentals Learning hours10

Learning outcomes Contents Learning activities Resources

11 Apply Computerbasics

bull Computer Definition

bull Types of computers

Laptops

Desktops

Palm tops

PDA (Personnal Digital assistance)

bull Computer HardwareMemorybull Definition

bull Role of Memory

bull Features

- Capacity

- Speed

- Non Volativitybull Types of Memory

- ROM (Read only memory)

- RAM (Random access memory)

- ExternalInternal memories (Hard

diskdisketteCDFlash disketc)

-Open a computer case andObserve different types ofmemory-Group Discussion on each type ofmemory

-Computer Lab-Computer Tool Kit-CD DVDs Diskettes-White Board-Markers

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12Identify Variousconnectors and ports

bull Connectors and ports

- Definition

bull IO (Input and Output) Ports andconnectors

- Serial ports

- Parallel ports

- USB

- Keyboard Mouse connectors

- VGA Connectors

-Observe different connectors aswell as input and output ports

-Exercises on ports identifications

-Computer Lab-Computer Tool Kit

-CD DVDs Diskettes-Different types of CablesDifferent types Connectors-White Board-Markers

13Use different IOdevices

bull Peripherals

- Definition

- Categories IO devices

Input devices (mouse Keyboard

scanner CDDVD-ROM and

diskettes drivers etc)

Output devices (Monitor Diskette

CDDVD-ROM Writer Printer etc)

Types of keyboards

- AZERTY

- QWERTY

Practical exercises on connectingthe mouse keyboard Monitor tothe CPU (Central processing unit)

-Computer Lab-Computer Tool Kit-CD DVDs Diskettes-Printer-Scanner

-White Board

14Use Desktoprsquoselements

bull Windows and its components

- Desktop

- Task bar

- Start menu

- Minimize Maximize Close buttons

-Brainstorming on Desktoprsquoselements-Use the desktop the tasks barand the start menu

-Computer Lab-Projector

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- My Computer

15Scan Viruses in thecomputer and DifferentStorages Devices (Flashdisk External Hard disk)

bull Antivirus definitionbull Importance of antivirusbull Functionalitybull Different Types of antivirus- Norton- Kaspersky- Symantecbull Storages to be scanned- Flash disk- External hard disk- Memory card- Computer hard disk

-Brainstorming the use ofantivirus-Practical exercises on Scanningviruses-Compile activities reports

-Computer Lab-Flash disks-External Hard disk-Cds DVDs-Antivirus-White Board-Markers

Learning Unit 2 Use a word processing package Learning hours 5

Learning outcomes Contents Learning activities Resources

21Format a text bull StyleFontSizeColourbull Paragraphbull Columnbull Tabulationbull Paragraph spacingbull Inserting symbolsSpecial

charactersbullet and numberingbull Borders and shadingheader and

footer

-Reproduce document alreadyformatted-Various exercises to familiarizewith formatting a text

-Computer Lab With CurrentWord processing Packageinstalled in each computer-Projector-White Board

-Markers

22Create and edit atable

bull Inserting a tablebull Inserting a columnbull Inserting a row

-Practical exercises on creatingediting and handling a table

-Computer Lab With CurrentWord processing Packageinstalled in each computer

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bull Deleting tablebull Deleting rowbull

Deleting columnbull Merging cellsbull Splitting cellsbull Drawing a tablebull Table auto formatbull Formula

-Projector-White Board

23Edit document

(Text)

bull SearchFindReplace

bull Deleting a range of textbull The undo commandbull Spelling and grammarbull Synonyms

-Brainstorming Editing text

-Perform practical exercises onthe various tips (options)-compile activities reports

-Computer Lab With Current

Word processing Packageinstalled in each computer-Projector-White Board-Markers

24Print document bull Page setupbull Print previewbull

Print dialog boxbull Selecting printer namebull Printer optionsbull Printing one or more copiesbull Printing in blackwhite or colorbull Print page ranges

-Exercises on printing one ormore copies of a colored

document in black and white-printing in landscape portrait

-Computer Lab With CurrentWord processing Package

installed in each computer-Printer-Projector

25Save documents bull File management- Creation of files- Creation of Folders- File Naming- File Formats

-Practical Exercises on creation offiles folders and file Saving

-Compile activities reports

-Computer Lab With CurrentWord processing Package

installed in each computer-Projector

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26Insert HeaderFooter and footnotes

bull Footnotesbull Header and Footer

- Automatic pagenumbering- Total number of pages- Automatic date- Automatic automatic

authors name

-Exercises on footnotes-Create a document containing

several pagesWith elements such as the pagenumber date automation-practical exercises

-Computer Lab With CurrentWord processing Package

installed in each computer-Projector

Learning Unit 3 Use spreadsheet package Learning hours 5

Learning outcomes Contents Learning activities Resources

31Use Some basicexcel tasks

bull Basic excel tasks

- Open

- Close

- New document

- Undo

- Savesave ashellip

- Sheet

- Selecting a cell

- Validating a cell

- Deleting cell contents

- Modifying cell contents- Selecting group of cells

- Increase and reduce the

cell size

- Delete row and column

- Duplicate cell

-Practical exercises on the use ofbasic excel tasks-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer-Projector

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32Manage Sheets inexcel workbook

bull Selecting a sheet

bull Renaming a sheet

bull Insert new sheetsbull Moving a sheet in a workbook

bull Deleting a sheet

-Practical exercisesOn Managing sheets in excel

workbook

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector

33Format cells andtheir contents

bull Formatting text and cells

- Choosing fontsizecolour

- Adjusting Cow height

- Alignment of cell - Number format

- Inserting rows

- Merging cells

- Creating borders

- Patterns

-Practical exercises in groups andindividual homework onformatting cells

-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer

-Projector

34Use some functionsand performmathematical operations

bull Numbers and Mathematicalcalculations

- Addition - Multiplication - Division - Subtraction - AutoSum

- Absolute and relativeReference - Function

Average Minimum Maximum

-Practical exercises in groups andindividual homework onformatting cells-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer-Projector

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35 Print an excelworksheet

bull Page setupbull Print previewbull

Print dialogue boxbull Print optionsbull Print one or more copiesbull Print in blackwhite or colorbull Print page rangesbull Printing a selection

-Print one or more copies of aworksheet

-Print colour or white and blackworksheet-practical exercises (individualand in group)-print horizontallyvertically

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector-Printer

Learning Unit 4 Use Presentation application Learning hours 5

Learning outcomes Learning outcomes Learning outcomes Learning outcomes

41Launch Ms Powerpoint

bull Power point Definition

bull Role

bull Power point environment

- Title Bar

- Menu Bar- Toolbars

- Formatting tool bar

- Title

- Sub title

-Using a power pointpresentation with slide showgetfeedback from learners on thearea of application of Ms powerpoint-Launch powerpoint and observethe screen individual exercises

-Computer Lab With Currentpresentation Software installed in each computer-Projector

42Create a newpresentation

bull Creating new presentation

bull Blank presentation

bull Design template

bull Auto content wizards

-Create presentation using thevarious methods-practical exercises (individualand in groups)

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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43Create Insert a slide bull Creating a slide

bull Inserting a slide

bull Modifying a slide

-Exercises on creating insertingand modifying a slide

-Computer Lab With Currentpresentation Software

installed in each computer-Projector

44Insert Graphics bull GraphicsClip artWord

ArtLibrary ImagesInserting

image from file

Exercises on inserting images inthe slides

-Computer Lab With Currentpresentation Software installed in each computer-Projector

45Convert word

documents toPowerPoint presentation

bull Copy Cut Move

bull Process of conversion

-Practical exercises on File

transformation

-Computer Lab With Current

presentation Software installed in each computer-Projector

46Animate apresentation

bull Animation

bull Custom animation

bull Slide transition

-Familiarize with animation of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

47Use DifferentPresentation view

bull Normal View

bull Slide Sorter view

bull Slide show

-Switch between the views toimprove the presentation-Group discussion andbrainstorming

-Computer Lab With Currentpresentation Software installed in each computer-Projector

48 Print a presentation bull Printing a presentation

bull Print preview

bull Printing a copy or multiple

-Exercises on printing in blackand white or in colour printingone or more copies of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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copies

bull Printing one slide on a page

bull Printing more slides on a page

Learning Unit 5 Use InternetIntranet (Outlook) Learning hours 5

Learning outcomes Contents Learning activities Resources

51 Define and explain awebsite

bull Introduction

World wide web

Web page

Web site

-Visit web sites and browsedifferent pages-Group discussion based onobservation

-Internet Connection-Computer Lab-projector

52Interact throughinstant messaging

(Chatting)

bull Definition

bull Steps to create a chat account

bull Chatting options

Instant messaging with or

no web cam

Calling

Sending files

-Group Discussion on Interactingthrough instant messaging

-Exercises on chatting in groups-Compile activities reports

-Internet Connection-Computer Lab

-projector

53Use search Engines(example Google)bull

Search engines- Definition

- Role

- Some Types of search

engine

wwwGooglecom

-Perform practical exercises onthe use of search engines -Internet Connection-Computer Lab-projector

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wwwYahoocom

54Create Managefavorites using internetexplorer

bull Favorites

- Create Favorites

- Rename Move Favorites

-Practical exercises on creatingmoving and renaming favorites

-Internet Connection-Computer Lab-projector

55Browse the internetusing the hyperlinks

bull Web Browser

- Browser buttons

- Address bar

- Status bar

- Scroll bar

- Home page

- FrontBack arrows

- Refresh button

- Start page

-Open a web using the addressbar-Browse different web pages

-practical exercises On Browsinginternet using hyperlink

-Internet Connection-Computer Lab-projector

56Download andUpload files usinginternet

bull Downloadingbull File attachment

-Practical exercises ondownloading and uploading filesusing internet

-Internet Connection-Computer Lab-projector

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MODULE 6 Mise en place and cooking methods

Competence Organise and cook food

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to use kitchen equipment and tools to prepare mise en place and use basic cookingmethods

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 hygiene and food safety

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be ableto

Performance criteria

1 Select and use cooking equipment andtechnology

11 Appropriate equipment and technology is selected for particular cookingmethods

12 Equipment is used hygienically safely and according to manufacturerinstructions

2 Prepare mise en place 21 Ingredients are identified and obtained according to standards recipe

22 Ingredients are prepared according to the correct quantity type and quality

3 Prepare and cook food using basic methods ofcooking

31 Various cooking methods are used to prepare dishes to enterprise standard

32 Correct quantities and ratios of commodities for specific cooking methods arecalculated

33 Cooking process is completed in a logical and safe manner

34 Problems with the cooking process are identified promptly and take correctiveaction

35 Dishes are prepared using a range of methods and current technology withinacceptable enterprise and customer timeframes

36 Work cooperatively with kitchen and front-of-house colleagues to ensure timelypreparation of dishes

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and use cooking equipment and technology Learning hours 20

Learning outcomes Content Leaning activities Resources

11 Identify kitchenequipment and tools

bull Specification of Kitchenequipment amp tools

bull Kitchen orientation

o Group discussiono Researcho Role Playo

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

12 Use and maintain Kitchenequipment and tools

bull

Hand tools

bull Electrical toolsbull Heavy equipment

o Group discussiono Researcho Role Play

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

Learning unit 2 Prepare mise en place Learning hours 20

Learning outcomes Content Leaning activities Resources

21 Identify ingredients for arecipe

bull Types of food itemsbull Characteristics and uses of food

items

o Group discussiono Researcho Role Play

983085 Recipe book983085 Reference Books983085 Flipchart markers-

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bull Contents of recipebull Quantities in function of

number of customers to be

servedbull Quality of ingredients

983085 Projectors983085 Board983085 Laptops

22 Prepare ingredients bull Cleaning techniquesbull Pealing and cutting techniquesbull Measuring and weighingbull Storage for different type of

ingredients

o Demonstrationo Individual practice

983085 Kitchen equipment Kitchentools

23 Apply checklist procedures bull FIFObull LIFObull Verification of quality product

o Group discussiono Demonstrationo Individual practiceo Role Play

983085 Recipe book Flipchart

983085 Markers983085 Tags983085 Products983085 Bin cards983085 Checklist

Learning unit 3 Prepare and cook food using basic methods of cooking Learning hours 20

Learning outcomes Content Leaning activities Resources

31 Identify the differentcooking methods

bull Types of cooking methods Boiling Deep frying Stir-frying

Baking Steaming Simmering skimming grilling roasting broiling

o Small group discussiono Demonstrationo Individual practice

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smoking poaching

bull Characteristics of different

foods and appropriate cookingmethods

bull Underlying principles of all basiccooking methods

bull Effect of different cookingmethods on the nutritionalvalue of food

32 Cook basic dishes using arange of methods

bull Basic dishes o Demonstrationo Individual practice

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MODULE 7 Salads and Sandwiches

Competence Prepare salads and sandwiches

RTQF LEVEL CREDITS 4 LEARNING HOURS 40

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present different sorts of salads and sandwiches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare and present a variety of salads anddressings

11 Suitable ingredients are chosen

12 Salads are prepared using fresh ingredients and respecting nutritional valueeating characteristics and taste

13 Suitable sauces and dressings are prepared and incorporated into or servedwith salad

14 Salads are presented attractively

2 Prepare and present sandwiches 21 Suitable bases are selected from a range of bread types

22 A variety of sandwich types are prepared using a range of appropriate

techniques

23 Appropriate equipment is selected for toasting and heating sandwiches andused correctly and safely

24 Sandwiches are present in an attractive manner using suitable garnishesand serviceware

3 Store salads and sandwiches 31 Store salads and sandwiches hygienically at the correct temperature in

appropriate conditions and containers to maintain freshness taste andquality

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare and present a variety of salad and dressings Learning hours 20

Learning Outcome Content Learning Activities Resources

11 Identify ingredients for

salads

bull Commodities and food

combinations for use in salads

o Researcho Presentationo Group work

983085 Salad recipes

12 Prepare salads bull Types of salads Simple Compound

bull Components of salads Base Body Dressing Garnish

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls

983085 Knife sets

983085 Required ingredients983085 Cutting Board

13 Prepare dressings bull Types of salad dressing French dressing

Italian dressing Dijon dressing Vinaigrette Thousand Island dressing

bull Compatibility of dressings withdifferent types of salads

o Researcho Presentationo Demonstrationo Individual practice

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14 Present salads bull Methods of attractivepresentation for salads anddressings

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 2 Prepare Sandwiches Learning hours 15

Learning outcome Content Learning Activity Resources

21 Identify ingredients forsandwiches

bull Suitable breads White bread Wheat bread Buns Baguette

bull Suitable filling Cheese Ham Fried eggs Vegetables Cooked meat

o Presentationo Research

983085 Sandwiches recipes

22 Prepare sandwiches bull Types of Sandwiches Hot Cold

bull Food combinations forsandwiches

bull Preparation techniques spreading layering portioning moulding cutting garnishing

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls983085 Knife sets983085 Required ingredients983085 Salamander983085 Cutting Board

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toasting

23 Present sandwiches bull Methods of attractivepresentation for sandwiches

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 3 Store salads and sandwiches Learning hours 5

Learning outcome Content Learning Activity Resources

31 Store salads andsandwiches

bull Suitable storage techniques tomaintain optimum quality ofingredients

bull Types of containers

o Presentationo Demonstrationo Individual practice

983085 Containers983085 Fridge

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MODULE 9 Pasta and starches

Competence Cook pasta and starches

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present pastas and starches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare pasta 11 The different types of pasta are identified

12 Various pasta are prepared using appropriate methods to ensure optimumquality

13 Appropriate sauces and accompaniments are selected

2 Prepare starches 21 The different types of starches are identified

22 Various starches are prepared using appropriate methods to ensureoptimum quality

Appropriate sauces and accompaniments are selected

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare Pasta Learning hours 30

Learning outcome Content Learning Activities Resources

11 identify the different types

of pasta

bull Types of Pasta amp their products

Egg Pasta Noodles

Egg less pasta Spaghetti

White pasta Lasagna

Green Pasta Green lasagna

Stuffed Past Ravioli Cannelloni Lunette

Dessert Pasta Poppy seed pasta Cinnamon pasta

Dumpling Pasta Gnocchi

Whole wheat

o Researcho Presentation

983085 Reference books

983085 recipes

12 Prepare pasta dishes bull Cooking methods Boiling Stir-frying Baking

o Demonstrationo Researcho Individual practiceso Presentation

983085 Recipes983085 Baking trays983085 Baking Ovens983085 Required ingredients

S C k

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Steaming 983085 Cooking pans983085 Pasta roller983085 Flip chart

983085 Markers

983085 Boards983085 Tongs983085 Forks983085 Plates

13 Present pasta dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

Learning Unit 2 Prepare Starches Learning hours 30

Learning outcome Content Learning Activities Resources

21 Identify the differenttypes of pasta

bull Starch products Cassava Yams Sweet potatoes Rice Maize meal

o Researcho Presentation

983085 Reference books983085 recipes

21 Prepare starch products bull Cooking methods Boiling Deep frying Stir-frying Baking Steaming

o Demonstrationo Individual practices

983085 Baking trays983085 Baking Ovens983085 Required ingredients983085 Cooking pans983085 Steaming Machine983085 Flip chart

983085 Markers

983085 Boards983085 Forks983085 Spoons983085 Plates

23 Present starch dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

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MODULE 10 Stocks sauces and soups

Competence Prepare stocks sauces and soups

RTQF LEVEL CREDITS 10 LEARNING HOURS 100

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare different types of stocks soups and sauces

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplace

Module 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare stocks required for menu items 11 Ingredients and flavouring agents are uses according to standard recipes

12 A variety of stocks are produced

2 Prepare sauces required for menu items 21 A variety of hot and cold sauces are produced from classical andcontemporary recipes

22 A variety of thickening agents and convenience products are usedappropriately

23 Sauces are evaluated for flavour colour and consistency and any problemsare rectified

3 Prepare soups 31 The correct ingredients are selected and assembled to produce soupsincluding stocks and prepared garnishes

32 A variety of soups is produced

33Clarifying and thickening agents and methods are used where appropriate

34 Soups are evaluated for flavour colour consistency and temperature and anyproblems are rectified

35 Soups are presented at the right temperature in clean serviceware withoutdrips and spills using suitable garnishes and accompaniments

4 St d tit t t k d 4 1

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4 Store and reconstitute stocks sauces and soups 41 Store stocks sauces and soups to maintain optimum freshness and quality

42 Reconstitute stocks sauces and soups to appropriate standards ofconsistency

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Prepare stocks required for menu items Learning hours 30

Learning outcomes Content Learning activities Resources

11 Identify the ingredients

for different types of stocks

bull Types of stocks

Vegetable stock Beef stock Chicken stock Fish stock

bull Ingredients

o Group discussion

o Presentationo research

983085 reference books

983085 recipes

12 Cook various stocks bull Cooking methods Boiling Simmering Skimming Cooling Straining

o Applicationo Exerciseo Demonstration

983085 Equipments983085 Tools

983085 CLeaning products

983085 Cleaning materials983085 Stock pots983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

Learning unit 2 Prepare sauces required for menu items Learning hours 30

Learning outcomes Content Leaning activities Resources

21 Identify the ingredientsfor different types of sauces

bull Types of sauces Cold sauces Hot sauces

o Demonstrationo Individual practiceo Presentation

983085 Books983085 Flipchart983085 Markers Projectors

Mother sauces 983085 White board Laptops

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Mother sauces Basic Derivations Special sauces

White board Laptops983085 Recipe books

22 Identify equipments bull Identification of Tools andequipments sauce pots blender strainer sauce ladles knife set spatulas

cutting boards lighter stove

o Explanationo Demonstrationo Individual practice

983085 Books

983085 Flipchart Markers983085 Projectors983085 White board983085 Laptops983085 Recipe books983085 Menu

23 Prepare sauces bull Methods of cooking Boiling Simmering

bull Thickening agents Roux Cornflour Modified starch Liaison

o Explanationo Demonstrationo Individual practice

983085 Equipments983085 Tools983085 Cleaning products983085 Cleaning materials

983085 Stock pots

983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

24 Evaluate the quality ofsauces and rectify thembull Common problems in saucesbull Techniques to rectify sauces

o Observationo Group worko Individual practice

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Learning unit 3 Prepare soup Learning hours 30

Learning outcomes Content Leaning activities Resources

31 Identify the ingredientsfor different types of sauces

bull Types of soup Clear soups Pureacutee soups Cream soups

bull Ingredients

o Researcho Brainstorming

983085 Recipe guide983085 Cooking books

32 Prepare different types of

soup

bull Method of cooking Boiling

bull Thickening agents

o Demonstrationo Individual practiceo Presentation

983085 Note book

983085 pens

983085 Board983085 Markers983085 Fish stock983085 Beef stock983085 Vegetable stock983085 Strainers

33 Evaluate the quality ofsoups and rectify them

bull Common problems in soupsbull Techniques to rectify soups

o Observationo Group worko Individual practice

34 Present soup bull Presentation techniquesbull Garnishing techniquesbull Soup accompaniments

o Observationo Individual practice

983085 Plates983085 Bowls

Learning unit 4 Store and reconstitute stocks sauces and soups Learning hours 10

Learning outcomes Content Leaning activities Resources41 Store stocks sauces andsoups

bull Storage techniques andprocedures

bull Labelling

o Demonstrationo Explanationo Individual practice

983085 Pots983085 Fridge983085 Freezer983085 Labelling cards

42 Reconstitute stockssauces and soups

bull Reheating techniquesbull Principles of hygiene

983085 Equipment

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MODULE 11 Meat poultry and fish

Competence Select prepare and cook meat poultry and fish

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safety

Module 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unit Performance criteria

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gBy the end of the module the trainee will be able to

1 Select and purchase poultry meat and fish11 Poultry is selected and purchased according to quantity and quality required

12 Primary secondary and portioned cuts of pork goat beef and veal are selectedaccording to quantity and quality required

13 Fish is selected according to quality according to quantity and quality required

14 Low-cost cuts and meat products are selected when and where appropriate

15 The best supplier for quality and price is selected

2 Handle and store meat poultry and fish 21 Suitable knives and equipment for poultry meat and fish handling is selected andused

22 Poultry meat and fish are handled and portioned according to menu requirementsand hygienically to minimise risk of food spoilage or cross-contamination

23 Poultry meat and fish are stored hygienically ensuring optimal storage conditions andappropriate temperature are maintained

24 Frozen poultry meat and fish are thawed correctly to ensure maximum qualityhygiene and nutrition

3 Cook basic poultry meat and fish dishes 31 Suitable equipment for poultry meat and fish preparation and cooking is selected andused

32 Suitable marinades are prepared and used where appropriate for a variety of poultrymeat and fish cuts

33 A variety of appropriate cooking methods are used for basic poultry meat and fishdishes

34 A variety basic poultry meat and fish dishes are cooked and presented to standardrecipe specifications

35 Poultry meat and fish dishes are presented using suitable sauces garnishes andaccompaniments

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and purchase poultry meat and fish Learning hours 10

Learning outcomes Content Leaning activities Resources

11 Identify different types of

poultry meat and fish

bull Types of poultry

Chicken Turkey Duck

bull Types of meat Beef Veal Lamb Goat

Porkbull Types of fish

White fish Oily fish Shellfish

o Research

o Brainstormingo Group worko Presentationo

983085 Resource books

12 Select poultry meat andfish

bull Chicken meat and fish cutsbull Processed productsbull Quality criteria for selecting

fresh and healthy chicken meatand fish Quality points for poultry- Smell- Skin- Colour

o Visit of butcheryo Group worko Researcho Presentation

983085 Resource books

- Flexible breastboneUnbroken bones

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- Unbroken bones

Quality points for meat

- Smell- Colour- Compact structure- Texture and colour of fat- Kidney covered with fat

Quality points for Fish- Eyes- Gills- Fresh

- Scales- Skin- Smell- Guts

Learning unit 2 Handle and store meat poultry and fish Learning hours 40

Learning outcomes Content Leaning activities Resources

11 Handle and portionchickenbull

Techniques De-boning Filleting

bull Appropriate equipment andknives

o

Explanation-Demonstrationo Group discussiono Individual Practice

983085

Knife set983085 Cutting Board983085 Reference books983085 Flip chart983085 Markers983085 Board983085 Meat Tag983085 Weighing

983085 Scales

12 Handle and portion meat bull Preparation of butcherrsquos meatDeboning

o Demonstrationindividual practice

983085 Weighing scaleKnife Set

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- Deboning- Portioning

- Cutting- Trimming

- Mincing bull Appropriate equipment and

knives

o individual practice 983085 Knife Set983085 Cutting boards

983085 Slicing machine

983085 Flip Chart983085 Boards983085 Markers

13 Handle and portion fish bull Preparation of fish Gutting portioning Scaling Filleting Skinning

o Demonstrationo Individual practice

983085 Flip chat983085 Markers983085 Board983085

Laptop983085 Projector983085 Cutting board983085 Knife set983085 weighing scale

14 Store chicken meat andfish

bull Storage standards Chemical Store Dry Store

Perishable Freezer Quality and Quantity

bull Preservation methods Salting Smoking Drying Canning

Freezing Marinating

bull Orderingbull Receivingbull Issuing

o Demonstrationo Individual practice

983085 Freezer983085 Fridge983085 Reference Books

983085 Flip chart

983085 Markers983085 Board983085 Scale983085 Shelves983085 Containers983085 Trolley983085 Probe Thermometer

983085 Purchasing order

983085 Receiving form983085 Requisition form

15 Thaw chicken meat andfish

bull Defrosting techniquesbull Health and hygiene regulations

o Demonstrationo Individual practice

983085 drip tray

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Learning unit 3 Cook and present basic poultry meat and fish dishes Learning hours 70

Learning outcomes Content Leaning activities Resources

21 Cook and present basicpoultry dishes

bull Marinating Herbs Oil spices

bull Cooking method

steaming grilling roasting boiling baking broiling smoking poaching

bull Seasoning salt black pepper or white

pepper

bull Presentation techniques

o Demonstrationo Individual practice

983085 Recipes983085 Heavy pans983085 Frying pans983085 Chopping board983085 Knives

983085 Flip chat

983085 Markers983085 Board983085 Laptop983085 Projector983085 Cutting board983085 Knife set983085 Weighing scale

983085 Oil

983085 Onions983085 Garlic983085 Rose mary983085 Salt983085 Light soya sauce

22 Cook and present basicmeat dishes 23 Cook and present basic

fish dishes

MODULE 12 Basic pastries and cakes

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MODULE 12 Basic pastries and cakes

Competence Make basic pastries and cakes

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

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

1 Prepare basic pastries and cakes 11 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are prepared

12 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are decorated

13 Suitable equipment safely and efficiently selected and used

2 Prepare and produce bakery products 21 A range of yeast-based doughs are prepared to standard recipes

22 Suitable equipment safely and efficiently selected and used

3 Portion and store pastries cakes and yeast goods 31 Portion control is applied to minimise wastage

32 Cakes pastry and bakery products Store to minimise spoilage and wastage

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare basic pastries and cakes Credit6

Learning Outcome Content Learning Activities Resources11 Identify different types ofpastries and cakes

bull Types of Pastry Products Sponge cakes Choux paste Sugar paste Sweet bread Cookies

o Researcho Presentationo Brainstorming

983085 Reference books

Mousses Ice cream

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doughnuts

12 Prepare basic pastryproducts

bull Sponge cakes Preparation techniques Baking techniques

bull Doughnuts Preparation techniques Baking techniques

bull Cookies Preparation techniques Baking techniques

o Demonstrationo Individual practices

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons13 Decorate pastries and

cakesbull Fillings

Butter cream Fruit Jam

bull Sauces Chocolate sauce Custard Sauce Strawberry Vanilla

o Demonstrationo Individual practiceso

Learning Unit 2 Prepare and produce bakery products

Learning outcomes Content Leaning activities Resources21 Identify different types ofbakery products

bull Types of bakery Products Yeast products

White Bread French Bread Croissant Rolls

o Researcho Presentationo Brainstorming

983085 Reference books

Chapatti Samosa dough

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Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

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MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

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bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

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Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

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Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

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Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

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78

Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 7: Curriculum Cooker

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7

The modules of the curriculum include a description of the expected results at the end of training They have a direct influence onthe choice of the theoretical and practical learning activities The competences 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 present curriculum consists of two parts The first part is of general interest and shows the nature and goals of a program andthe key concepts and definitions used in the document The second part deals with the training package It includes the list of

modules 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 competence is performed the prerequisite competences the learning units and the

performance criteria

In each module a course structure is provided The course structure describes the learning outcomes (knowledge and skills) and

the learning contents related to each learning unit Also the learning activities and resources for learning are suggested

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CONCEPTS AND DEFINITIONS

Assessment the process of gathering and judging evidence in order to decide whether a person has attained a standard of

performance See also competency-based assessment

Competence A competence is the result of a combination of knowledge and skills This integration is demonstrated when the

learner is able to achieve specific results and performances understand what heshe does and do it autonomously

Complementary competences (also known as employability skills or key skills) skills which are not specific to work in a specificoccupation or industry but are important for work education and life generally such as communication skills mathematical skills

organisational skills computer literacy interpersonal competence and analytical skills

Credit the acknowledgement that a person has satisfied the requirements of a module

General competences competences 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 tomany work situations

Internship an opportunity for a learner to integrate career related experience by participating in planned supervised work

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 assumed to be in place a requirement for the attainment of a specific module or modules prior to commencement of

another module

Learning hours amount of hours required to acquire the competence including the time allocated to evaluation which isestimated between 5 and 10 of the total learning time of the competence

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Learning outcomes are 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 elements of the work covered by

the module

Module a unit of education or training which corresponds to one competence and can be completed on its own or as part of a

qualification

Occupation the principal business of onersquos life

Performance criteria are descriptions of the quality requirements of the result obtained in labour performance

Specific competences competences that are directly related to the tasks of the occupation in the workplace context They refer

to concrete practical and focused aspects

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SECTION 2 TRAINING PACKAGE

The training package includes the list of modules the description of each module and the course structure

LIST OF MODULES

ModuleNo

Module title Type Credit Value

1 Occupation and learning process General 2

2 Health safety and security on the workplace Complementary 3

3 Hygiene and food safety General 3

4 Communication on the workplace General 2

5 Computer literacy Complementary 3

6 Mise en place and cooking methods Specific 6

7 Salads and sandwiches Specific 4

8 Vegetable fruit and eggs Specific 10

9 Pasta and starches Specific 6

10 Stocks sauces and soups Specific 10

11 Meat poultry and fish Specific 12

12 Basic pastries and cakes Specific 12

13 Entrepreneurship Complementary 3

14 Internship Specific 30

TOTAL CREDITS 106

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MODULE 1 Occupation and learning process

Competence Understand the occupation and the learning process

RTQF LEVEL CREDITS 2 LEARNING HOURS 20

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module is covered first It allows the trainee to get to know the other participants to the training programme and to understandhimselfherself as part of a team Also the trainee will develop a comprehensive and clear vision of the occupation and the trainingprogramme The module will allow the participant to avoid mistakes of career guidance and confirm or deny hisher choice from the startThe training and learning methods are presented to the trainee This approach encourages greater motivation and subsequently a betterintegration of various learning

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Understand oneself as part of a team and respect the rules ofthe workshop

111213

Know each otherBe part of a team and behave accordinglyRules and requirements are agreed upon and known

2 Learn about the occupation and the training process 212223

The occupation is understoodThe training required is knownThe training organisation is known

5 Reflect upon the teaching and learning methods 3132

The active and participatory learning methods are appliedThe assessment method is understood

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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Understand oneself as part of a team and respect the rules of the workshop Learning hours 6

Learning outcomes Contents Learning activities Resources 11 Introduce oneself and get

to know one another

bull Introductionsbull

Expectations about the training

o Introduction

o Gameo Presentation of traineesrsquo

expectations

12 Work as a team bull Working as a teambull Building trust

o Gameso Group discussions

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Learning outcomes Contents Learning activities Resources 13 Setting rules and

responsibilities

bull Rules of the classroom

bull Group responsibilities

o Brainstorming

o Discussions

983085

Learning unit 2 Learn about the occupation and the training process Learning hours 12

Learning outcomes Contents Learning activities Resources

21 Understand theoccupation

bull Characteristics of theoccupation

bull Working conditions

o Personal researcho Visit of a business in the

neighbourhoodo

983085 Pictures of people inworking situation

983085 Documents describing theoccupation

22 Obtain an understandingof the goals of the trainingprogramme

bull Content of the trainingprogramme (modules)

bull Importance of the initial andcontinuous training

o Presentation by the teachero Research

983085 Overview of the trainingprogramme

983085 Testimonies of peopleperforming the occupation

23 Have a commonunderstanding of the trainingorganisation

bull Presentation of the timetablebull Presentation of the classrooms

and workshops

o Visits of the premises of the school983085 School year calendar

983085 Timetable

Learning unit 3 Reflect upon the teaching and learning methods Learning hours 2

Learning outcomes Contents Learning activities Resources

31 Understand the teachingand learning methods

bull Overview of the active andparticipatory teaching andlearning methods

o Experience sharingo Presentation by the trainer

32 Understand theassessment methodology

bull Assessment methodology andits purpose

o Explanation by the trainer

Reference books

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14

1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

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MODULE 2 Health safety and security on the workplace

Competence Apply health safety and security procedures on the workplace

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to follow health safety and security procedures identify hazards assess theassociated safety risks and take measures to eliminate or control and minimise the risk

It is an obligation for each employee to participate in the management of their own health and safety and that of their colleagues andanyone else in the workplace They have a duty to cooperate with their employers initiatives to ensure safety at work

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be

able to

Performance criteria

1 Apply good personal care and healthyhabits at work

11 Hands are washes at appropriate times and hand washing procedures are followedcorrectly and consistently according to organisation and legal requirements

12 Clothes are clean required personal protective clothing are worn and onlyorganisation-approved bandages and dressings are used

13 Food is not contaminated with anybody fluids or tobacco product from sneezing coughing blowing nose spittingsmoking

14 Clean materials and clothes are used and safe and hygienic practices are respectedto ensure that no cross-contamination of other items in the workplace occurs

2 Address unsafe situations on the job 21 Appropriate methods are used to identify actual or foreseeable hazards that have thepotential to harm the health and safety of workers or anyone else in the workplace

22 Immediate work area is free from hazards

23 Control measures are implemented according to individual level of responsibility orappropriate personnel is referred to for permission or further action

3 Respond appropriately to emergencies atwork

31 Emergency and potential emergency situations are recognised promptly and requiredactions are determined or taken within the scope of individual responsibility

32 Appropriately response to emergencies is provided

33 Assistance from colleagues or other authorities is sought promptly and when

appropriate

4 Prevent HIVAIDS and sexual violence 41 Reproductive health is understood

42 Transmission prevention and treatment of HIVAIDS and other STIrsquos are understood

43 Sexual violence is understood and can be avoided

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COURSE STRUCTUREThe 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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Apply good personal care and healthy habits at work Learning hours 4

Learning outcomes Contents Learning activities Resources 11 Identify important health

practices in the workplace

bull Healthy habits o Discussiono Individual worko Presentation

983085 List of habits for good

health983085 Health education material

from Ministry of Health orother organisations

983085 Posterspictures of healthhabits

12 Describe the importanceof personal and public

cleanliness

bull Definition of hygienebull Definition of sanitationbull Importance of hygiene and

sanitation at workbull

o Presentation by trainero Group work and discussiono Role play

983085 Handout healthy hygieneand sanitation practices

food sanitation clean waterand toilet facilities

13 Know how to prevent thespread of illness andcontamination at work

bull Sources of germs microbesbull Prevention techniques (Hygiene

and sanitation good practices)

o Brainstorming

11 Identify important healthpractices in the workplace

bull Healthy habits o Discussiono Individual worko Presentation

983085 List of habits for goodhealth

983085 Health education materialfrom Ministry of Health orother organisations

983085 Posterspictures of healthhabits

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Learning unit 2 Address unsafe situations on the job Learning hours 10

Learning outcomes Contents Learning activities Resources 21 Identify the primaryhazards found in workplaces

bull Types of hazards in theworkplace (safety chemicalbiological other health hazards)

o Brainstormingo Group worko Discussion

Pictures

22 Understand why thesituation or substance is

hazardous

bull Hazardous situationsbull Dangerous substances

23 Identify the best ways toaddress specific problemsituations

bull Control methods (removehazard work policies andprocedures protectiveequipment)

o Brainstormingo Discussion

Stories and pictures

Learning unit 3 Respond appropriately to emergencies at work Learning hours 8

Learning outcomes Contents Learning activities Resources 31 Identify emergencies bull Definition of emergency

bull Types of emergencies in aworkplace

o Presentation by the trainero Experience sharing

32 Handle emergencies bull Possible responses toemergencies in the workplace

o Disaster Blaster Game 983085 Disaster Blaster Gameboard paper marker dicegame cards

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Learning unit 4 Prevent HIVAIDS and sexual violence Learning hours 8

Learning outcomes Contents Learning activities Resources 41 Understand reproductivehealth

bull Puberty and body changebull Female reproductionbull Male reproductionbull Consequences of early

pregnancy

o Small group discussionso Pair discussiono

42 Be sensitized to HIV AIDS

bull Definitionbull Transmissionbull Prevention (ABC)bull Treatmentbull Other STIrsquosbull Stigma and VCT

o HIV gameo Questions and answerso True or falseo Group worko Demonstration (condom use)o Role play (condom negotiation)

983085 Scenarios for HIV game983085 True and false statements

43 Be sensitized to sexualviolence

bull Definition of sexual violencebull Definition of rapebull Consequences of sexual

violence

o Story tellingo Group discussiono Large group discussion

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project3 HARE Prevention of HIV and AIDS in Rwanda through education Irish Aid and VSO

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MODULE 4 Communication on the workplace

Competence Communicate effectively on the workplace

RTQF LEVEL CREDITS 2 LEARNING HOURS 20

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to communicate and get along well with others in a variety of settings and for arange of purposes The module will allow the participant to speak and listen actively and appropriately one-on-one and in groups to

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

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Listen and speak effectively 11 Strategies for effective listening are applied

12 Instructions are adequately interpreted and followed

13 Clear and accurate information and instructions are provided to colleagues

2 Cooperate and work as a team member 21 Team objectives are reached through effective cooperation

22 Diversity of team members is respected

23 Lead a team efficiently

24 Demonstrate problem solving and decision making skills

3 Apply customer care 31 Importance and principles of good customer service are understood

32 Quality service is provided

33 Clear verbal information is provided to customers face to face or on thetelephone

34 Conflicts with customers are handled politely and adequately

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COURSE STRUCTUREThe 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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Listen and speak effectively Learning hours 6

Learning outcomes Contents Learning activities Resources

11 Apply effective listen skills

amp strategies

bull Effective listening skills amp

strategiesbull Assess onersquos listening skillsbull Model good listening skills

o Role play

o Observing role playo Feedback from observerso discussion

983085 Role play scenarios

983085 List of effective listening

skills amp strategies983085 Effective Listening

Observation Form

12 Give and receiveinstructions

bull Importance of giving clearconcise instructions

bull Formulation of instructions

bull Strategies to ask questions forclarification

o individual worko group discussion

13 Identify non-verbalcommunication signs and theimpact on peoplersquosperceptions

bull Importance of non-verbalcommunication

bull Impacts of non-verbalcommunication on how we giveinformation and how we listen

o pair worko large group discussion

14 Demonstrate effectivespeaking skills

bull Effective speaking skills andstrategies

o small group worko practice presentationso large group discussion

983085 List of Effective SpeakingSkills amp Strategies

983085 Speaking Scenarios forgroup work

983085 Effective SpeakingObservation Form

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Learning unit 2 Cooperate and work as a team member Learning hours 8

Learning outcomes Contents Learning activities Resources

21 Identify the differentpersonalities

bull Different personalities andapproaches that individualsbring to a group

o Self-assessmento large group activity (innerouter

circles)o Discussion

983085 Working in Groups Self Assessment

983085 Cooperating with OthersRoles

983085

Elements of an Effective ampCooperative TeamMember

22 Handle differentpersonalities in a group

bull Strategies on how to handledifferent personalities in agroup

23 Cooperate with others toreach the same objective

bull Characteristics of an effectiveand cooperative team member

o Large group activityo Large group discussiono Individual reflectionjournal writing

o Pair work

24 Lead a team efficiently bull Qualities of an effective leaderbull Different leadership stylesbull Appropriate leadership style in a

given contextbull Strategies to lead a team

efficiently

o large group discussiono small group worko role playso small group activity

983085 Role play scenarios

25 Demonstrate problemsolving and decision makingskills

bull challenges and dynamicsamongst people during theproblem solving process

bull steps of problem solving towork and community relatedproblems

bull Communication as a tool forproblem solving

o Large group activityo pair sharingo small group worko large group discussiono Task leadership competition

983085 Scenarios for problem

solving activity

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Learning unit 3 Apply customer care Learning hours 6

Learning outcomes Contents Learning activities Resources

31 Understand theimportance of good customercare

bull Definition of customer servicebull Levels of customer servicebull Customer care principlesbull Importance of customer care

o Experience sharingo Brainstorming

Presentation by trainer

-32 Provide exceptionalquality service

bull Basic customer needsbull Service to meet basic customer

needsbull Definition of customerrsquos

perceptionbull Meeting and exceeding

expectationsbull Getting feedback on the

provided service

o individual reflectiono large group discussiono role play

33 Communicate effectivelywith customers by telephoneand face to face

bull Telephone tipsbull Recording a telephone message

o large group discussiono skito pair role plays

983085 Role Play scenarios forCommunicating withCustomers

34 Handle conflict withdifficult customers

bull Definition of conflict conflictresolutionmanagement

bull Steps of conflict management

with difficult customers

o individual reflectiono Brainstormingo large group discussion

o role play

983085

Reference books 3 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project4 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

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MODULE 5 Computer literacy

Competence 5 Apply computer literacy

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to follow health safety and security procedures identifyhazards assess the associated safety risks and take measures to eliminate or control and minimise the risk It isan obligation for each employee to participate in the management of their own health and safety and that oftheir colleagues and anyone else in the workplace They have a duty to cooperate with their employersinitiatives to ensure safety at work

LEARNING ASSUMED TO BE IN PLACE

Not applicable

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LEARNING UNITS AND PERFORMANCE CRITERIALearning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be ableto

Performance criteria

1 Apply computer fundamentals 11

12

13

14

Identification of Various connectors and ports

Use of different IO devices

Use of Desktoprsquos elements

Scanning of Viruses in the computer and Different Storages Devices

2Use a current word processing package 21

22

23

24

25

56

Text formatting

Table creation and editing

Text Editing

Printing

Saving

Inserting of header Footer and footnotes

3 Use current spreadsheet package 31

32

Using of basic excel tasks

Managing of Sheets in excel workbook

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33

34

35

Formatting of cells and their contents

Using of functions and perform mathematical operations

Excel worksheet Printing

4Use current Power Point Presentations 41

42

43

44

45

46

47

Creating a new presentation

Creating Inserting a slide

Inserting of Graphics

Converting word documents to PowerPoint presentation

Animation

Using Different Presentation view

Printing a presentation

5Use InternetIntranet (Outlook) 51

52

53

54

55

56

Defining and explaining a website

Interacting through instant messaging (Chatting)

Using search Engines (example Google)

Creating Managing favorites using internet explorer

Browsing the internet using the hyperlinks

Downloading and Uploading files using internet

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COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Apply computer fundamentals Learning hours10

Learning outcomes Contents Learning activities Resources

11 Apply Computerbasics

bull Computer Definition

bull Types of computers

Laptops

Desktops

Palm tops

PDA (Personnal Digital assistance)

bull Computer HardwareMemorybull Definition

bull Role of Memory

bull Features

- Capacity

- Speed

- Non Volativitybull Types of Memory

- ROM (Read only memory)

- RAM (Random access memory)

- ExternalInternal memories (Hard

diskdisketteCDFlash disketc)

-Open a computer case andObserve different types ofmemory-Group Discussion on each type ofmemory

-Computer Lab-Computer Tool Kit-CD DVDs Diskettes-White Board-Markers

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12Identify Variousconnectors and ports

bull Connectors and ports

- Definition

bull IO (Input and Output) Ports andconnectors

- Serial ports

- Parallel ports

- USB

- Keyboard Mouse connectors

- VGA Connectors

-Observe different connectors aswell as input and output ports

-Exercises on ports identifications

-Computer Lab-Computer Tool Kit

-CD DVDs Diskettes-Different types of CablesDifferent types Connectors-White Board-Markers

13Use different IOdevices

bull Peripherals

- Definition

- Categories IO devices

Input devices (mouse Keyboard

scanner CDDVD-ROM and

diskettes drivers etc)

Output devices (Monitor Diskette

CDDVD-ROM Writer Printer etc)

Types of keyboards

- AZERTY

- QWERTY

Practical exercises on connectingthe mouse keyboard Monitor tothe CPU (Central processing unit)

-Computer Lab-Computer Tool Kit-CD DVDs Diskettes-Printer-Scanner

-White Board

14Use Desktoprsquoselements

bull Windows and its components

- Desktop

- Task bar

- Start menu

- Minimize Maximize Close buttons

-Brainstorming on Desktoprsquoselements-Use the desktop the tasks barand the start menu

-Computer Lab-Projector

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- My Computer

15Scan Viruses in thecomputer and DifferentStorages Devices (Flashdisk External Hard disk)

bull Antivirus definitionbull Importance of antivirusbull Functionalitybull Different Types of antivirus- Norton- Kaspersky- Symantecbull Storages to be scanned- Flash disk- External hard disk- Memory card- Computer hard disk

-Brainstorming the use ofantivirus-Practical exercises on Scanningviruses-Compile activities reports

-Computer Lab-Flash disks-External Hard disk-Cds DVDs-Antivirus-White Board-Markers

Learning Unit 2 Use a word processing package Learning hours 5

Learning outcomes Contents Learning activities Resources

21Format a text bull StyleFontSizeColourbull Paragraphbull Columnbull Tabulationbull Paragraph spacingbull Inserting symbolsSpecial

charactersbullet and numberingbull Borders and shadingheader and

footer

-Reproduce document alreadyformatted-Various exercises to familiarizewith formatting a text

-Computer Lab With CurrentWord processing Packageinstalled in each computer-Projector-White Board

-Markers

22Create and edit atable

bull Inserting a tablebull Inserting a columnbull Inserting a row

-Practical exercises on creatingediting and handling a table

-Computer Lab With CurrentWord processing Packageinstalled in each computer

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bull Deleting tablebull Deleting rowbull

Deleting columnbull Merging cellsbull Splitting cellsbull Drawing a tablebull Table auto formatbull Formula

-Projector-White Board

23Edit document

(Text)

bull SearchFindReplace

bull Deleting a range of textbull The undo commandbull Spelling and grammarbull Synonyms

-Brainstorming Editing text

-Perform practical exercises onthe various tips (options)-compile activities reports

-Computer Lab With Current

Word processing Packageinstalled in each computer-Projector-White Board-Markers

24Print document bull Page setupbull Print previewbull

Print dialog boxbull Selecting printer namebull Printer optionsbull Printing one or more copiesbull Printing in blackwhite or colorbull Print page ranges

-Exercises on printing one ormore copies of a colored

document in black and white-printing in landscape portrait

-Computer Lab With CurrentWord processing Package

installed in each computer-Printer-Projector

25Save documents bull File management- Creation of files- Creation of Folders- File Naming- File Formats

-Practical Exercises on creation offiles folders and file Saving

-Compile activities reports

-Computer Lab With CurrentWord processing Package

installed in each computer-Projector

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26Insert HeaderFooter and footnotes

bull Footnotesbull Header and Footer

- Automatic pagenumbering- Total number of pages- Automatic date- Automatic automatic

authors name

-Exercises on footnotes-Create a document containing

several pagesWith elements such as the pagenumber date automation-practical exercises

-Computer Lab With CurrentWord processing Package

installed in each computer-Projector

Learning Unit 3 Use spreadsheet package Learning hours 5

Learning outcomes Contents Learning activities Resources

31Use Some basicexcel tasks

bull Basic excel tasks

- Open

- Close

- New document

- Undo

- Savesave ashellip

- Sheet

- Selecting a cell

- Validating a cell

- Deleting cell contents

- Modifying cell contents- Selecting group of cells

- Increase and reduce the

cell size

- Delete row and column

- Duplicate cell

-Practical exercises on the use ofbasic excel tasks-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer-Projector

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32Manage Sheets inexcel workbook

bull Selecting a sheet

bull Renaming a sheet

bull Insert new sheetsbull Moving a sheet in a workbook

bull Deleting a sheet

-Practical exercisesOn Managing sheets in excel

workbook

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector

33Format cells andtheir contents

bull Formatting text and cells

- Choosing fontsizecolour

- Adjusting Cow height

- Alignment of cell - Number format

- Inserting rows

- Merging cells

- Creating borders

- Patterns

-Practical exercises in groups andindividual homework onformatting cells

-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer

-Projector

34Use some functionsand performmathematical operations

bull Numbers and Mathematicalcalculations

- Addition - Multiplication - Division - Subtraction - AutoSum

- Absolute and relativeReference - Function

Average Minimum Maximum

-Practical exercises in groups andindividual homework onformatting cells-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer-Projector

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35 Print an excelworksheet

bull Page setupbull Print previewbull

Print dialogue boxbull Print optionsbull Print one or more copiesbull Print in blackwhite or colorbull Print page rangesbull Printing a selection

-Print one or more copies of aworksheet

-Print colour or white and blackworksheet-practical exercises (individualand in group)-print horizontallyvertically

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector-Printer

Learning Unit 4 Use Presentation application Learning hours 5

Learning outcomes Learning outcomes Learning outcomes Learning outcomes

41Launch Ms Powerpoint

bull Power point Definition

bull Role

bull Power point environment

- Title Bar

- Menu Bar- Toolbars

- Formatting tool bar

- Title

- Sub title

-Using a power pointpresentation with slide showgetfeedback from learners on thearea of application of Ms powerpoint-Launch powerpoint and observethe screen individual exercises

-Computer Lab With Currentpresentation Software installed in each computer-Projector

42Create a newpresentation

bull Creating new presentation

bull Blank presentation

bull Design template

bull Auto content wizards

-Create presentation using thevarious methods-practical exercises (individualand in groups)

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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43Create Insert a slide bull Creating a slide

bull Inserting a slide

bull Modifying a slide

-Exercises on creating insertingand modifying a slide

-Computer Lab With Currentpresentation Software

installed in each computer-Projector

44Insert Graphics bull GraphicsClip artWord

ArtLibrary ImagesInserting

image from file

Exercises on inserting images inthe slides

-Computer Lab With Currentpresentation Software installed in each computer-Projector

45Convert word

documents toPowerPoint presentation

bull Copy Cut Move

bull Process of conversion

-Practical exercises on File

transformation

-Computer Lab With Current

presentation Software installed in each computer-Projector

46Animate apresentation

bull Animation

bull Custom animation

bull Slide transition

-Familiarize with animation of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

47Use DifferentPresentation view

bull Normal View

bull Slide Sorter view

bull Slide show

-Switch between the views toimprove the presentation-Group discussion andbrainstorming

-Computer Lab With Currentpresentation Software installed in each computer-Projector

48 Print a presentation bull Printing a presentation

bull Print preview

bull Printing a copy or multiple

-Exercises on printing in blackand white or in colour printingone or more copies of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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copies

bull Printing one slide on a page

bull Printing more slides on a page

Learning Unit 5 Use InternetIntranet (Outlook) Learning hours 5

Learning outcomes Contents Learning activities Resources

51 Define and explain awebsite

bull Introduction

World wide web

Web page

Web site

-Visit web sites and browsedifferent pages-Group discussion based onobservation

-Internet Connection-Computer Lab-projector

52Interact throughinstant messaging

(Chatting)

bull Definition

bull Steps to create a chat account

bull Chatting options

Instant messaging with or

no web cam

Calling

Sending files

-Group Discussion on Interactingthrough instant messaging

-Exercises on chatting in groups-Compile activities reports

-Internet Connection-Computer Lab

-projector

53Use search Engines(example Google)bull

Search engines- Definition

- Role

- Some Types of search

engine

wwwGooglecom

-Perform practical exercises onthe use of search engines -Internet Connection-Computer Lab-projector

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wwwYahoocom

54Create Managefavorites using internetexplorer

bull Favorites

- Create Favorites

- Rename Move Favorites

-Practical exercises on creatingmoving and renaming favorites

-Internet Connection-Computer Lab-projector

55Browse the internetusing the hyperlinks

bull Web Browser

- Browser buttons

- Address bar

- Status bar

- Scroll bar

- Home page

- FrontBack arrows

- Refresh button

- Start page

-Open a web using the addressbar-Browse different web pages

-practical exercises On Browsinginternet using hyperlink

-Internet Connection-Computer Lab-projector

56Download andUpload files usinginternet

bull Downloadingbull File attachment

-Practical exercises ondownloading and uploading filesusing internet

-Internet Connection-Computer Lab-projector

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MODULE 6 Mise en place and cooking methods

Competence Organise and cook food

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to use kitchen equipment and tools to prepare mise en place and use basic cookingmethods

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 hygiene and food safety

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be ableto

Performance criteria

1 Select and use cooking equipment andtechnology

11 Appropriate equipment and technology is selected for particular cookingmethods

12 Equipment is used hygienically safely and according to manufacturerinstructions

2 Prepare mise en place 21 Ingredients are identified and obtained according to standards recipe

22 Ingredients are prepared according to the correct quantity type and quality

3 Prepare and cook food using basic methods ofcooking

31 Various cooking methods are used to prepare dishes to enterprise standard

32 Correct quantities and ratios of commodities for specific cooking methods arecalculated

33 Cooking process is completed in a logical and safe manner

34 Problems with the cooking process are identified promptly and take correctiveaction

35 Dishes are prepared using a range of methods and current technology withinacceptable enterprise and customer timeframes

36 Work cooperatively with kitchen and front-of-house colleagues to ensure timelypreparation of dishes

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and use cooking equipment and technology Learning hours 20

Learning outcomes Content Leaning activities Resources

11 Identify kitchenequipment and tools

bull Specification of Kitchenequipment amp tools

bull Kitchen orientation

o Group discussiono Researcho Role Playo

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

12 Use and maintain Kitchenequipment and tools

bull

Hand tools

bull Electrical toolsbull Heavy equipment

o Group discussiono Researcho Role Play

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

Learning unit 2 Prepare mise en place Learning hours 20

Learning outcomes Content Leaning activities Resources

21 Identify ingredients for arecipe

bull Types of food itemsbull Characteristics and uses of food

items

o Group discussiono Researcho Role Play

983085 Recipe book983085 Reference Books983085 Flipchart markers-

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bull Contents of recipebull Quantities in function of

number of customers to be

servedbull Quality of ingredients

983085 Projectors983085 Board983085 Laptops

22 Prepare ingredients bull Cleaning techniquesbull Pealing and cutting techniquesbull Measuring and weighingbull Storage for different type of

ingredients

o Demonstrationo Individual practice

983085 Kitchen equipment Kitchentools

23 Apply checklist procedures bull FIFObull LIFObull Verification of quality product

o Group discussiono Demonstrationo Individual practiceo Role Play

983085 Recipe book Flipchart

983085 Markers983085 Tags983085 Products983085 Bin cards983085 Checklist

Learning unit 3 Prepare and cook food using basic methods of cooking Learning hours 20

Learning outcomes Content Leaning activities Resources

31 Identify the differentcooking methods

bull Types of cooking methods Boiling Deep frying Stir-frying

Baking Steaming Simmering skimming grilling roasting broiling

o Small group discussiono Demonstrationo Individual practice

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smoking poaching

bull Characteristics of different

foods and appropriate cookingmethods

bull Underlying principles of all basiccooking methods

bull Effect of different cookingmethods on the nutritionalvalue of food

32 Cook basic dishes using arange of methods

bull Basic dishes o Demonstrationo Individual practice

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MODULE 7 Salads and Sandwiches

Competence Prepare salads and sandwiches

RTQF LEVEL CREDITS 4 LEARNING HOURS 40

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present different sorts of salads and sandwiches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare and present a variety of salads anddressings

11 Suitable ingredients are chosen

12 Salads are prepared using fresh ingredients and respecting nutritional valueeating characteristics and taste

13 Suitable sauces and dressings are prepared and incorporated into or servedwith salad

14 Salads are presented attractively

2 Prepare and present sandwiches 21 Suitable bases are selected from a range of bread types

22 A variety of sandwich types are prepared using a range of appropriate

techniques

23 Appropriate equipment is selected for toasting and heating sandwiches andused correctly and safely

24 Sandwiches are present in an attractive manner using suitable garnishesand serviceware

3 Store salads and sandwiches 31 Store salads and sandwiches hygienically at the correct temperature in

appropriate conditions and containers to maintain freshness taste andquality

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare and present a variety of salad and dressings Learning hours 20

Learning Outcome Content Learning Activities Resources

11 Identify ingredients for

salads

bull Commodities and food

combinations for use in salads

o Researcho Presentationo Group work

983085 Salad recipes

12 Prepare salads bull Types of salads Simple Compound

bull Components of salads Base Body Dressing Garnish

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls

983085 Knife sets

983085 Required ingredients983085 Cutting Board

13 Prepare dressings bull Types of salad dressing French dressing

Italian dressing Dijon dressing Vinaigrette Thousand Island dressing

bull Compatibility of dressings withdifferent types of salads

o Researcho Presentationo Demonstrationo Individual practice

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14 Present salads bull Methods of attractivepresentation for salads anddressings

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 2 Prepare Sandwiches Learning hours 15

Learning outcome Content Learning Activity Resources

21 Identify ingredients forsandwiches

bull Suitable breads White bread Wheat bread Buns Baguette

bull Suitable filling Cheese Ham Fried eggs Vegetables Cooked meat

o Presentationo Research

983085 Sandwiches recipes

22 Prepare sandwiches bull Types of Sandwiches Hot Cold

bull Food combinations forsandwiches

bull Preparation techniques spreading layering portioning moulding cutting garnishing

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls983085 Knife sets983085 Required ingredients983085 Salamander983085 Cutting Board

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toasting

23 Present sandwiches bull Methods of attractivepresentation for sandwiches

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 3 Store salads and sandwiches Learning hours 5

Learning outcome Content Learning Activity Resources

31 Store salads andsandwiches

bull Suitable storage techniques tomaintain optimum quality ofingredients

bull Types of containers

o Presentationo Demonstrationo Individual practice

983085 Containers983085 Fridge

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MODULE 9 Pasta and starches

Competence Cook pasta and starches

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present pastas and starches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare pasta 11 The different types of pasta are identified

12 Various pasta are prepared using appropriate methods to ensure optimumquality

13 Appropriate sauces and accompaniments are selected

2 Prepare starches 21 The different types of starches are identified

22 Various starches are prepared using appropriate methods to ensureoptimum quality

Appropriate sauces and accompaniments are selected

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare Pasta Learning hours 30

Learning outcome Content Learning Activities Resources

11 identify the different types

of pasta

bull Types of Pasta amp their products

Egg Pasta Noodles

Egg less pasta Spaghetti

White pasta Lasagna

Green Pasta Green lasagna

Stuffed Past Ravioli Cannelloni Lunette

Dessert Pasta Poppy seed pasta Cinnamon pasta

Dumpling Pasta Gnocchi

Whole wheat

o Researcho Presentation

983085 Reference books

983085 recipes

12 Prepare pasta dishes bull Cooking methods Boiling Stir-frying Baking

o Demonstrationo Researcho Individual practiceso Presentation

983085 Recipes983085 Baking trays983085 Baking Ovens983085 Required ingredients

S C k

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Steaming 983085 Cooking pans983085 Pasta roller983085 Flip chart

983085 Markers

983085 Boards983085 Tongs983085 Forks983085 Plates

13 Present pasta dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

Learning Unit 2 Prepare Starches Learning hours 30

Learning outcome Content Learning Activities Resources

21 Identify the differenttypes of pasta

bull Starch products Cassava Yams Sweet potatoes Rice Maize meal

o Researcho Presentation

983085 Reference books983085 recipes

21 Prepare starch products bull Cooking methods Boiling Deep frying Stir-frying Baking Steaming

o Demonstrationo Individual practices

983085 Baking trays983085 Baking Ovens983085 Required ingredients983085 Cooking pans983085 Steaming Machine983085 Flip chart

983085 Markers

983085 Boards983085 Forks983085 Spoons983085 Plates

23 Present starch dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

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MODULE 10 Stocks sauces and soups

Competence Prepare stocks sauces and soups

RTQF LEVEL CREDITS 10 LEARNING HOURS 100

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare different types of stocks soups and sauces

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplace

Module 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare stocks required for menu items 11 Ingredients and flavouring agents are uses according to standard recipes

12 A variety of stocks are produced

2 Prepare sauces required for menu items 21 A variety of hot and cold sauces are produced from classical andcontemporary recipes

22 A variety of thickening agents and convenience products are usedappropriately

23 Sauces are evaluated for flavour colour and consistency and any problemsare rectified

3 Prepare soups 31 The correct ingredients are selected and assembled to produce soupsincluding stocks and prepared garnishes

32 A variety of soups is produced

33Clarifying and thickening agents and methods are used where appropriate

34 Soups are evaluated for flavour colour consistency and temperature and anyproblems are rectified

35 Soups are presented at the right temperature in clean serviceware withoutdrips and spills using suitable garnishes and accompaniments

4 St d tit t t k d 4 1

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4 Store and reconstitute stocks sauces and soups 41 Store stocks sauces and soups to maintain optimum freshness and quality

42 Reconstitute stocks sauces and soups to appropriate standards ofconsistency

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Prepare stocks required for menu items Learning hours 30

Learning outcomes Content Learning activities Resources

11 Identify the ingredients

for different types of stocks

bull Types of stocks

Vegetable stock Beef stock Chicken stock Fish stock

bull Ingredients

o Group discussion

o Presentationo research

983085 reference books

983085 recipes

12 Cook various stocks bull Cooking methods Boiling Simmering Skimming Cooling Straining

o Applicationo Exerciseo Demonstration

983085 Equipments983085 Tools

983085 CLeaning products

983085 Cleaning materials983085 Stock pots983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

Learning unit 2 Prepare sauces required for menu items Learning hours 30

Learning outcomes Content Leaning activities Resources

21 Identify the ingredientsfor different types of sauces

bull Types of sauces Cold sauces Hot sauces

o Demonstrationo Individual practiceo Presentation

983085 Books983085 Flipchart983085 Markers Projectors

Mother sauces 983085 White board Laptops

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Mother sauces Basic Derivations Special sauces

White board Laptops983085 Recipe books

22 Identify equipments bull Identification of Tools andequipments sauce pots blender strainer sauce ladles knife set spatulas

cutting boards lighter stove

o Explanationo Demonstrationo Individual practice

983085 Books

983085 Flipchart Markers983085 Projectors983085 White board983085 Laptops983085 Recipe books983085 Menu

23 Prepare sauces bull Methods of cooking Boiling Simmering

bull Thickening agents Roux Cornflour Modified starch Liaison

o Explanationo Demonstrationo Individual practice

983085 Equipments983085 Tools983085 Cleaning products983085 Cleaning materials

983085 Stock pots

983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

24 Evaluate the quality ofsauces and rectify thembull Common problems in saucesbull Techniques to rectify sauces

o Observationo Group worko Individual practice

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Learning unit 3 Prepare soup Learning hours 30

Learning outcomes Content Leaning activities Resources

31 Identify the ingredientsfor different types of sauces

bull Types of soup Clear soups Pureacutee soups Cream soups

bull Ingredients

o Researcho Brainstorming

983085 Recipe guide983085 Cooking books

32 Prepare different types of

soup

bull Method of cooking Boiling

bull Thickening agents

o Demonstrationo Individual practiceo Presentation

983085 Note book

983085 pens

983085 Board983085 Markers983085 Fish stock983085 Beef stock983085 Vegetable stock983085 Strainers

33 Evaluate the quality ofsoups and rectify them

bull Common problems in soupsbull Techniques to rectify soups

o Observationo Group worko Individual practice

34 Present soup bull Presentation techniquesbull Garnishing techniquesbull Soup accompaniments

o Observationo Individual practice

983085 Plates983085 Bowls

Learning unit 4 Store and reconstitute stocks sauces and soups Learning hours 10

Learning outcomes Content Leaning activities Resources41 Store stocks sauces andsoups

bull Storage techniques andprocedures

bull Labelling

o Demonstrationo Explanationo Individual practice

983085 Pots983085 Fridge983085 Freezer983085 Labelling cards

42 Reconstitute stockssauces and soups

bull Reheating techniquesbull Principles of hygiene

983085 Equipment

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MODULE 11 Meat poultry and fish

Competence Select prepare and cook meat poultry and fish

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safety

Module 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unit Performance criteria

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gBy the end of the module the trainee will be able to

1 Select and purchase poultry meat and fish11 Poultry is selected and purchased according to quantity and quality required

12 Primary secondary and portioned cuts of pork goat beef and veal are selectedaccording to quantity and quality required

13 Fish is selected according to quality according to quantity and quality required

14 Low-cost cuts and meat products are selected when and where appropriate

15 The best supplier for quality and price is selected

2 Handle and store meat poultry and fish 21 Suitable knives and equipment for poultry meat and fish handling is selected andused

22 Poultry meat and fish are handled and portioned according to menu requirementsand hygienically to minimise risk of food spoilage or cross-contamination

23 Poultry meat and fish are stored hygienically ensuring optimal storage conditions andappropriate temperature are maintained

24 Frozen poultry meat and fish are thawed correctly to ensure maximum qualityhygiene and nutrition

3 Cook basic poultry meat and fish dishes 31 Suitable equipment for poultry meat and fish preparation and cooking is selected andused

32 Suitable marinades are prepared and used where appropriate for a variety of poultrymeat and fish cuts

33 A variety of appropriate cooking methods are used for basic poultry meat and fishdishes

34 A variety basic poultry meat and fish dishes are cooked and presented to standardrecipe specifications

35 Poultry meat and fish dishes are presented using suitable sauces garnishes andaccompaniments

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and purchase poultry meat and fish Learning hours 10

Learning outcomes Content Leaning activities Resources

11 Identify different types of

poultry meat and fish

bull Types of poultry

Chicken Turkey Duck

bull Types of meat Beef Veal Lamb Goat

Porkbull Types of fish

White fish Oily fish Shellfish

o Research

o Brainstormingo Group worko Presentationo

983085 Resource books

12 Select poultry meat andfish

bull Chicken meat and fish cutsbull Processed productsbull Quality criteria for selecting

fresh and healthy chicken meatand fish Quality points for poultry- Smell- Skin- Colour

o Visit of butcheryo Group worko Researcho Presentation

983085 Resource books

- Flexible breastboneUnbroken bones

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- Unbroken bones

Quality points for meat

- Smell- Colour- Compact structure- Texture and colour of fat- Kidney covered with fat

Quality points for Fish- Eyes- Gills- Fresh

- Scales- Skin- Smell- Guts

Learning unit 2 Handle and store meat poultry and fish Learning hours 40

Learning outcomes Content Leaning activities Resources

11 Handle and portionchickenbull

Techniques De-boning Filleting

bull Appropriate equipment andknives

o

Explanation-Demonstrationo Group discussiono Individual Practice

983085

Knife set983085 Cutting Board983085 Reference books983085 Flip chart983085 Markers983085 Board983085 Meat Tag983085 Weighing

983085 Scales

12 Handle and portion meat bull Preparation of butcherrsquos meatDeboning

o Demonstrationindividual practice

983085 Weighing scaleKnife Set

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- Deboning- Portioning

- Cutting- Trimming

- Mincing bull Appropriate equipment and

knives

o individual practice 983085 Knife Set983085 Cutting boards

983085 Slicing machine

983085 Flip Chart983085 Boards983085 Markers

13 Handle and portion fish bull Preparation of fish Gutting portioning Scaling Filleting Skinning

o Demonstrationo Individual practice

983085 Flip chat983085 Markers983085 Board983085

Laptop983085 Projector983085 Cutting board983085 Knife set983085 weighing scale

14 Store chicken meat andfish

bull Storage standards Chemical Store Dry Store

Perishable Freezer Quality and Quantity

bull Preservation methods Salting Smoking Drying Canning

Freezing Marinating

bull Orderingbull Receivingbull Issuing

o Demonstrationo Individual practice

983085 Freezer983085 Fridge983085 Reference Books

983085 Flip chart

983085 Markers983085 Board983085 Scale983085 Shelves983085 Containers983085 Trolley983085 Probe Thermometer

983085 Purchasing order

983085 Receiving form983085 Requisition form

15 Thaw chicken meat andfish

bull Defrosting techniquesbull Health and hygiene regulations

o Demonstrationo Individual practice

983085 drip tray

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Learning unit 3 Cook and present basic poultry meat and fish dishes Learning hours 70

Learning outcomes Content Leaning activities Resources

21 Cook and present basicpoultry dishes

bull Marinating Herbs Oil spices

bull Cooking method

steaming grilling roasting boiling baking broiling smoking poaching

bull Seasoning salt black pepper or white

pepper

bull Presentation techniques

o Demonstrationo Individual practice

983085 Recipes983085 Heavy pans983085 Frying pans983085 Chopping board983085 Knives

983085 Flip chat

983085 Markers983085 Board983085 Laptop983085 Projector983085 Cutting board983085 Knife set983085 Weighing scale

983085 Oil

983085 Onions983085 Garlic983085 Rose mary983085 Salt983085 Light soya sauce

22 Cook and present basicmeat dishes 23 Cook and present basic

fish dishes

MODULE 12 Basic pastries and cakes

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MODULE 12 Basic pastries and cakes

Competence Make basic pastries and cakes

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

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

1 Prepare basic pastries and cakes 11 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are prepared

12 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are decorated

13 Suitable equipment safely and efficiently selected and used

2 Prepare and produce bakery products 21 A range of yeast-based doughs are prepared to standard recipes

22 Suitable equipment safely and efficiently selected and used

3 Portion and store pastries cakes and yeast goods 31 Portion control is applied to minimise wastage

32 Cakes pastry and bakery products Store to minimise spoilage and wastage

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare basic pastries and cakes Credit6

Learning Outcome Content Learning Activities Resources11 Identify different types ofpastries and cakes

bull Types of Pastry Products Sponge cakes Choux paste Sugar paste Sweet bread Cookies

o Researcho Presentationo Brainstorming

983085 Reference books

Mousses Ice cream

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doughnuts

12 Prepare basic pastryproducts

bull Sponge cakes Preparation techniques Baking techniques

bull Doughnuts Preparation techniques Baking techniques

bull Cookies Preparation techniques Baking techniques

o Demonstrationo Individual practices

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons13 Decorate pastries and

cakesbull Fillings

Butter cream Fruit Jam

bull Sauces Chocolate sauce Custard Sauce Strawberry Vanilla

o Demonstrationo Individual practiceso

Learning Unit 2 Prepare and produce bakery products

Learning outcomes Content Leaning activities Resources21 Identify different types ofbakery products

bull Types of bakery Products Yeast products

White Bread French Bread Croissant Rolls

o Researcho Presentationo Brainstorming

983085 Reference books

Chapatti Samosa dough

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Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

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MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

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71

bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

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Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

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Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

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76

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

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Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

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78

Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 8: Curriculum Cooker

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8

CONCEPTS AND DEFINITIONS

Assessment the process of gathering and judging evidence in order to decide whether a person has attained a standard of

performance See also competency-based assessment

Competence A competence is the result of a combination of knowledge and skills This integration is demonstrated when the

learner is able to achieve specific results and performances understand what heshe does and do it autonomously

Complementary competences (also known as employability skills or key skills) skills which are not specific to work in a specificoccupation or industry but are important for work education and life generally such as communication skills mathematical skills

organisational skills computer literacy interpersonal competence and analytical skills

Credit the acknowledgement that a person has satisfied the requirements of a module

General competences competences 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 tomany work situations

Internship an opportunity for a learner to integrate career related experience by participating in planned supervised work

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 assumed to be in place a requirement for the attainment of a specific module or modules prior to commencement of

another module

Learning hours amount of hours required to acquire the competence including the time allocated to evaluation which isestimated between 5 and 10 of the total learning time of the competence

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Learning outcomes are 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 elements of the work covered by

the module

Module a unit of education or training which corresponds to one competence and can be completed on its own or as part of a

qualification

Occupation the principal business of onersquos life

Performance criteria are descriptions of the quality requirements of the result obtained in labour performance

Specific competences competences that are directly related to the tasks of the occupation in the workplace context They refer

to concrete practical and focused aspects

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10

SECTION 2 TRAINING PACKAGE

The training package includes the list of modules the description of each module and the course structure

LIST OF MODULES

ModuleNo

Module title Type Credit Value

1 Occupation and learning process General 2

2 Health safety and security on the workplace Complementary 3

3 Hygiene and food safety General 3

4 Communication on the workplace General 2

5 Computer literacy Complementary 3

6 Mise en place and cooking methods Specific 6

7 Salads and sandwiches Specific 4

8 Vegetable fruit and eggs Specific 10

9 Pasta and starches Specific 6

10 Stocks sauces and soups Specific 10

11 Meat poultry and fish Specific 12

12 Basic pastries and cakes Specific 12

13 Entrepreneurship Complementary 3

14 Internship Specific 30

TOTAL CREDITS 106

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11

MODULE 1 Occupation and learning process

Competence Understand the occupation and the learning process

RTQF LEVEL CREDITS 2 LEARNING HOURS 20

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module is covered first It allows the trainee to get to know the other participants to the training programme and to understandhimselfherself as part of a team Also the trainee will develop a comprehensive and clear vision of the occupation and the trainingprogramme The module will allow the participant to avoid mistakes of career guidance and confirm or deny hisher choice from the startThe training and learning methods are presented to the trainee This approach encourages greater motivation and subsequently a betterintegration of various learning

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Understand oneself as part of a team and respect the rules ofthe workshop

111213

Know each otherBe part of a team and behave accordinglyRules and requirements are agreed upon and known

2 Learn about the occupation and the training process 212223

The occupation is understoodThe training required is knownThe training organisation is known

5 Reflect upon the teaching and learning methods 3132

The active and participatory learning methods are appliedThe assessment method is understood

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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Understand oneself as part of a team and respect the rules of the workshop Learning hours 6

Learning outcomes Contents Learning activities Resources 11 Introduce oneself and get

to know one another

bull Introductionsbull

Expectations about the training

o Introduction

o Gameo Presentation of traineesrsquo

expectations

12 Work as a team bull Working as a teambull Building trust

o Gameso Group discussions

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13

Learning outcomes Contents Learning activities Resources 13 Setting rules and

responsibilities

bull Rules of the classroom

bull Group responsibilities

o Brainstorming

o Discussions

983085

Learning unit 2 Learn about the occupation and the training process Learning hours 12

Learning outcomes Contents Learning activities Resources

21 Understand theoccupation

bull Characteristics of theoccupation

bull Working conditions

o Personal researcho Visit of a business in the

neighbourhoodo

983085 Pictures of people inworking situation

983085 Documents describing theoccupation

22 Obtain an understandingof the goals of the trainingprogramme

bull Content of the trainingprogramme (modules)

bull Importance of the initial andcontinuous training

o Presentation by the teachero Research

983085 Overview of the trainingprogramme

983085 Testimonies of peopleperforming the occupation

23 Have a commonunderstanding of the trainingorganisation

bull Presentation of the timetablebull Presentation of the classrooms

and workshops

o Visits of the premises of the school983085 School year calendar

983085 Timetable

Learning unit 3 Reflect upon the teaching and learning methods Learning hours 2

Learning outcomes Contents Learning activities Resources

31 Understand the teachingand learning methods

bull Overview of the active andparticipatory teaching andlearning methods

o Experience sharingo Presentation by the trainer

32 Understand theassessment methodology

bull Assessment methodology andits purpose

o Explanation by the trainer

Reference books

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14

1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

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15

MODULE 2 Health safety and security on the workplace

Competence Apply health safety and security procedures on the workplace

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to follow health safety and security procedures identify hazards assess theassociated safety risks and take measures to eliminate or control and minimise the risk

It is an obligation for each employee to participate in the management of their own health and safety and that of their colleagues andanyone else in the workplace They have a duty to cooperate with their employers initiatives to ensure safety at work

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be

able to

Performance criteria

1 Apply good personal care and healthyhabits at work

11 Hands are washes at appropriate times and hand washing procedures are followedcorrectly and consistently according to organisation and legal requirements

12 Clothes are clean required personal protective clothing are worn and onlyorganisation-approved bandages and dressings are used

13 Food is not contaminated with anybody fluids or tobacco product from sneezing coughing blowing nose spittingsmoking

14 Clean materials and clothes are used and safe and hygienic practices are respectedto ensure that no cross-contamination of other items in the workplace occurs

2 Address unsafe situations on the job 21 Appropriate methods are used to identify actual or foreseeable hazards that have thepotential to harm the health and safety of workers or anyone else in the workplace

22 Immediate work area is free from hazards

23 Control measures are implemented according to individual level of responsibility orappropriate personnel is referred to for permission or further action

3 Respond appropriately to emergencies atwork

31 Emergency and potential emergency situations are recognised promptly and requiredactions are determined or taken within the scope of individual responsibility

32 Appropriately response to emergencies is provided

33 Assistance from colleagues or other authorities is sought promptly and when

appropriate

4 Prevent HIVAIDS and sexual violence 41 Reproductive health is understood

42 Transmission prevention and treatment of HIVAIDS and other STIrsquos are understood

43 Sexual violence is understood and can be avoided

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COURSE STRUCTUREThe 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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Apply good personal care and healthy habits at work Learning hours 4

Learning outcomes Contents Learning activities Resources 11 Identify important health

practices in the workplace

bull Healthy habits o Discussiono Individual worko Presentation

983085 List of habits for good

health983085 Health education material

from Ministry of Health orother organisations

983085 Posterspictures of healthhabits

12 Describe the importanceof personal and public

cleanliness

bull Definition of hygienebull Definition of sanitationbull Importance of hygiene and

sanitation at workbull

o Presentation by trainero Group work and discussiono Role play

983085 Handout healthy hygieneand sanitation practices

food sanitation clean waterand toilet facilities

13 Know how to prevent thespread of illness andcontamination at work

bull Sources of germs microbesbull Prevention techniques (Hygiene

and sanitation good practices)

o Brainstorming

11 Identify important healthpractices in the workplace

bull Healthy habits o Discussiono Individual worko Presentation

983085 List of habits for goodhealth

983085 Health education materialfrom Ministry of Health orother organisations

983085 Posterspictures of healthhabits

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Learning unit 2 Address unsafe situations on the job Learning hours 10

Learning outcomes Contents Learning activities Resources 21 Identify the primaryhazards found in workplaces

bull Types of hazards in theworkplace (safety chemicalbiological other health hazards)

o Brainstormingo Group worko Discussion

Pictures

22 Understand why thesituation or substance is

hazardous

bull Hazardous situationsbull Dangerous substances

23 Identify the best ways toaddress specific problemsituations

bull Control methods (removehazard work policies andprocedures protectiveequipment)

o Brainstormingo Discussion

Stories and pictures

Learning unit 3 Respond appropriately to emergencies at work Learning hours 8

Learning outcomes Contents Learning activities Resources 31 Identify emergencies bull Definition of emergency

bull Types of emergencies in aworkplace

o Presentation by the trainero Experience sharing

32 Handle emergencies bull Possible responses toemergencies in the workplace

o Disaster Blaster Game 983085 Disaster Blaster Gameboard paper marker dicegame cards

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Learning unit 4 Prevent HIVAIDS and sexual violence Learning hours 8

Learning outcomes Contents Learning activities Resources 41 Understand reproductivehealth

bull Puberty and body changebull Female reproductionbull Male reproductionbull Consequences of early

pregnancy

o Small group discussionso Pair discussiono

42 Be sensitized to HIV AIDS

bull Definitionbull Transmissionbull Prevention (ABC)bull Treatmentbull Other STIrsquosbull Stigma and VCT

o HIV gameo Questions and answerso True or falseo Group worko Demonstration (condom use)o Role play (condom negotiation)

983085 Scenarios for HIV game983085 True and false statements

43 Be sensitized to sexualviolence

bull Definition of sexual violencebull Definition of rapebull Consequences of sexual

violence

o Story tellingo Group discussiono Large group discussion

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project3 HARE Prevention of HIV and AIDS in Rwanda through education Irish Aid and VSO

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MODULE 4 Communication on the workplace

Competence Communicate effectively on the workplace

RTQF LEVEL CREDITS 2 LEARNING HOURS 20

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to communicate and get along well with others in a variety of settings and for arange of purposes The module will allow the participant to speak and listen actively and appropriately one-on-one and in groups to

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

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Listen and speak effectively 11 Strategies for effective listening are applied

12 Instructions are adequately interpreted and followed

13 Clear and accurate information and instructions are provided to colleagues

2 Cooperate and work as a team member 21 Team objectives are reached through effective cooperation

22 Diversity of team members is respected

23 Lead a team efficiently

24 Demonstrate problem solving and decision making skills

3 Apply customer care 31 Importance and principles of good customer service are understood

32 Quality service is provided

33 Clear verbal information is provided to customers face to face or on thetelephone

34 Conflicts with customers are handled politely and adequately

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COURSE STRUCTUREThe 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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Listen and speak effectively Learning hours 6

Learning outcomes Contents Learning activities Resources

11 Apply effective listen skills

amp strategies

bull Effective listening skills amp

strategiesbull Assess onersquos listening skillsbull Model good listening skills

o Role play

o Observing role playo Feedback from observerso discussion

983085 Role play scenarios

983085 List of effective listening

skills amp strategies983085 Effective Listening

Observation Form

12 Give and receiveinstructions

bull Importance of giving clearconcise instructions

bull Formulation of instructions

bull Strategies to ask questions forclarification

o individual worko group discussion

13 Identify non-verbalcommunication signs and theimpact on peoplersquosperceptions

bull Importance of non-verbalcommunication

bull Impacts of non-verbalcommunication on how we giveinformation and how we listen

o pair worko large group discussion

14 Demonstrate effectivespeaking skills

bull Effective speaking skills andstrategies

o small group worko practice presentationso large group discussion

983085 List of Effective SpeakingSkills amp Strategies

983085 Speaking Scenarios forgroup work

983085 Effective SpeakingObservation Form

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Learning unit 2 Cooperate and work as a team member Learning hours 8

Learning outcomes Contents Learning activities Resources

21 Identify the differentpersonalities

bull Different personalities andapproaches that individualsbring to a group

o Self-assessmento large group activity (innerouter

circles)o Discussion

983085 Working in Groups Self Assessment

983085 Cooperating with OthersRoles

983085

Elements of an Effective ampCooperative TeamMember

22 Handle differentpersonalities in a group

bull Strategies on how to handledifferent personalities in agroup

23 Cooperate with others toreach the same objective

bull Characteristics of an effectiveand cooperative team member

o Large group activityo Large group discussiono Individual reflectionjournal writing

o Pair work

24 Lead a team efficiently bull Qualities of an effective leaderbull Different leadership stylesbull Appropriate leadership style in a

given contextbull Strategies to lead a team

efficiently

o large group discussiono small group worko role playso small group activity

983085 Role play scenarios

25 Demonstrate problemsolving and decision makingskills

bull challenges and dynamicsamongst people during theproblem solving process

bull steps of problem solving towork and community relatedproblems

bull Communication as a tool forproblem solving

o Large group activityo pair sharingo small group worko large group discussiono Task leadership competition

983085 Scenarios for problem

solving activity

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Learning unit 3 Apply customer care Learning hours 6

Learning outcomes Contents Learning activities Resources

31 Understand theimportance of good customercare

bull Definition of customer servicebull Levels of customer servicebull Customer care principlesbull Importance of customer care

o Experience sharingo Brainstorming

Presentation by trainer

-32 Provide exceptionalquality service

bull Basic customer needsbull Service to meet basic customer

needsbull Definition of customerrsquos

perceptionbull Meeting and exceeding

expectationsbull Getting feedback on the

provided service

o individual reflectiono large group discussiono role play

33 Communicate effectivelywith customers by telephoneand face to face

bull Telephone tipsbull Recording a telephone message

o large group discussiono skito pair role plays

983085 Role Play scenarios forCommunicating withCustomers

34 Handle conflict withdifficult customers

bull Definition of conflict conflictresolutionmanagement

bull Steps of conflict management

with difficult customers

o individual reflectiono Brainstormingo large group discussion

o role play

983085

Reference books 3 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project4 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

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MODULE 5 Computer literacy

Competence 5 Apply computer literacy

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to follow health safety and security procedures identifyhazards assess the associated safety risks and take measures to eliminate or control and minimise the risk It isan obligation for each employee to participate in the management of their own health and safety and that oftheir colleagues and anyone else in the workplace They have a duty to cooperate with their employersinitiatives to ensure safety at work

LEARNING ASSUMED TO BE IN PLACE

Not applicable

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LEARNING UNITS AND PERFORMANCE CRITERIALearning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be ableto

Performance criteria

1 Apply computer fundamentals 11

12

13

14

Identification of Various connectors and ports

Use of different IO devices

Use of Desktoprsquos elements

Scanning of Viruses in the computer and Different Storages Devices

2Use a current word processing package 21

22

23

24

25

56

Text formatting

Table creation and editing

Text Editing

Printing

Saving

Inserting of header Footer and footnotes

3 Use current spreadsheet package 31

32

Using of basic excel tasks

Managing of Sheets in excel workbook

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33

34

35

Formatting of cells and their contents

Using of functions and perform mathematical operations

Excel worksheet Printing

4Use current Power Point Presentations 41

42

43

44

45

46

47

Creating a new presentation

Creating Inserting a slide

Inserting of Graphics

Converting word documents to PowerPoint presentation

Animation

Using Different Presentation view

Printing a presentation

5Use InternetIntranet (Outlook) 51

52

53

54

55

56

Defining and explaining a website

Interacting through instant messaging (Chatting)

Using search Engines (example Google)

Creating Managing favorites using internet explorer

Browsing the internet using the hyperlinks

Downloading and Uploading files using internet

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COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Apply computer fundamentals Learning hours10

Learning outcomes Contents Learning activities Resources

11 Apply Computerbasics

bull Computer Definition

bull Types of computers

Laptops

Desktops

Palm tops

PDA (Personnal Digital assistance)

bull Computer HardwareMemorybull Definition

bull Role of Memory

bull Features

- Capacity

- Speed

- Non Volativitybull Types of Memory

- ROM (Read only memory)

- RAM (Random access memory)

- ExternalInternal memories (Hard

diskdisketteCDFlash disketc)

-Open a computer case andObserve different types ofmemory-Group Discussion on each type ofmemory

-Computer Lab-Computer Tool Kit-CD DVDs Diskettes-White Board-Markers

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12Identify Variousconnectors and ports

bull Connectors and ports

- Definition

bull IO (Input and Output) Ports andconnectors

- Serial ports

- Parallel ports

- USB

- Keyboard Mouse connectors

- VGA Connectors

-Observe different connectors aswell as input and output ports

-Exercises on ports identifications

-Computer Lab-Computer Tool Kit

-CD DVDs Diskettes-Different types of CablesDifferent types Connectors-White Board-Markers

13Use different IOdevices

bull Peripherals

- Definition

- Categories IO devices

Input devices (mouse Keyboard

scanner CDDVD-ROM and

diskettes drivers etc)

Output devices (Monitor Diskette

CDDVD-ROM Writer Printer etc)

Types of keyboards

- AZERTY

- QWERTY

Practical exercises on connectingthe mouse keyboard Monitor tothe CPU (Central processing unit)

-Computer Lab-Computer Tool Kit-CD DVDs Diskettes-Printer-Scanner

-White Board

14Use Desktoprsquoselements

bull Windows and its components

- Desktop

- Task bar

- Start menu

- Minimize Maximize Close buttons

-Brainstorming on Desktoprsquoselements-Use the desktop the tasks barand the start menu

-Computer Lab-Projector

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- My Computer

15Scan Viruses in thecomputer and DifferentStorages Devices (Flashdisk External Hard disk)

bull Antivirus definitionbull Importance of antivirusbull Functionalitybull Different Types of antivirus- Norton- Kaspersky- Symantecbull Storages to be scanned- Flash disk- External hard disk- Memory card- Computer hard disk

-Brainstorming the use ofantivirus-Practical exercises on Scanningviruses-Compile activities reports

-Computer Lab-Flash disks-External Hard disk-Cds DVDs-Antivirus-White Board-Markers

Learning Unit 2 Use a word processing package Learning hours 5

Learning outcomes Contents Learning activities Resources

21Format a text bull StyleFontSizeColourbull Paragraphbull Columnbull Tabulationbull Paragraph spacingbull Inserting symbolsSpecial

charactersbullet and numberingbull Borders and shadingheader and

footer

-Reproduce document alreadyformatted-Various exercises to familiarizewith formatting a text

-Computer Lab With CurrentWord processing Packageinstalled in each computer-Projector-White Board

-Markers

22Create and edit atable

bull Inserting a tablebull Inserting a columnbull Inserting a row

-Practical exercises on creatingediting and handling a table

-Computer Lab With CurrentWord processing Packageinstalled in each computer

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bull Deleting tablebull Deleting rowbull

Deleting columnbull Merging cellsbull Splitting cellsbull Drawing a tablebull Table auto formatbull Formula

-Projector-White Board

23Edit document

(Text)

bull SearchFindReplace

bull Deleting a range of textbull The undo commandbull Spelling and grammarbull Synonyms

-Brainstorming Editing text

-Perform practical exercises onthe various tips (options)-compile activities reports

-Computer Lab With Current

Word processing Packageinstalled in each computer-Projector-White Board-Markers

24Print document bull Page setupbull Print previewbull

Print dialog boxbull Selecting printer namebull Printer optionsbull Printing one or more copiesbull Printing in blackwhite or colorbull Print page ranges

-Exercises on printing one ormore copies of a colored

document in black and white-printing in landscape portrait

-Computer Lab With CurrentWord processing Package

installed in each computer-Printer-Projector

25Save documents bull File management- Creation of files- Creation of Folders- File Naming- File Formats

-Practical Exercises on creation offiles folders and file Saving

-Compile activities reports

-Computer Lab With CurrentWord processing Package

installed in each computer-Projector

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26Insert HeaderFooter and footnotes

bull Footnotesbull Header and Footer

- Automatic pagenumbering- Total number of pages- Automatic date- Automatic automatic

authors name

-Exercises on footnotes-Create a document containing

several pagesWith elements such as the pagenumber date automation-practical exercises

-Computer Lab With CurrentWord processing Package

installed in each computer-Projector

Learning Unit 3 Use spreadsheet package Learning hours 5

Learning outcomes Contents Learning activities Resources

31Use Some basicexcel tasks

bull Basic excel tasks

- Open

- Close

- New document

- Undo

- Savesave ashellip

- Sheet

- Selecting a cell

- Validating a cell

- Deleting cell contents

- Modifying cell contents- Selecting group of cells

- Increase and reduce the

cell size

- Delete row and column

- Duplicate cell

-Practical exercises on the use ofbasic excel tasks-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer-Projector

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32Manage Sheets inexcel workbook

bull Selecting a sheet

bull Renaming a sheet

bull Insert new sheetsbull Moving a sheet in a workbook

bull Deleting a sheet

-Practical exercisesOn Managing sheets in excel

workbook

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector

33Format cells andtheir contents

bull Formatting text and cells

- Choosing fontsizecolour

- Adjusting Cow height

- Alignment of cell - Number format

- Inserting rows

- Merging cells

- Creating borders

- Patterns

-Practical exercises in groups andindividual homework onformatting cells

-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer

-Projector

34Use some functionsand performmathematical operations

bull Numbers and Mathematicalcalculations

- Addition - Multiplication - Division - Subtraction - AutoSum

- Absolute and relativeReference - Function

Average Minimum Maximum

-Practical exercises in groups andindividual homework onformatting cells-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer-Projector

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35 Print an excelworksheet

bull Page setupbull Print previewbull

Print dialogue boxbull Print optionsbull Print one or more copiesbull Print in blackwhite or colorbull Print page rangesbull Printing a selection

-Print one or more copies of aworksheet

-Print colour or white and blackworksheet-practical exercises (individualand in group)-print horizontallyvertically

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector-Printer

Learning Unit 4 Use Presentation application Learning hours 5

Learning outcomes Learning outcomes Learning outcomes Learning outcomes

41Launch Ms Powerpoint

bull Power point Definition

bull Role

bull Power point environment

- Title Bar

- Menu Bar- Toolbars

- Formatting tool bar

- Title

- Sub title

-Using a power pointpresentation with slide showgetfeedback from learners on thearea of application of Ms powerpoint-Launch powerpoint and observethe screen individual exercises

-Computer Lab With Currentpresentation Software installed in each computer-Projector

42Create a newpresentation

bull Creating new presentation

bull Blank presentation

bull Design template

bull Auto content wizards

-Create presentation using thevarious methods-practical exercises (individualand in groups)

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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43Create Insert a slide bull Creating a slide

bull Inserting a slide

bull Modifying a slide

-Exercises on creating insertingand modifying a slide

-Computer Lab With Currentpresentation Software

installed in each computer-Projector

44Insert Graphics bull GraphicsClip artWord

ArtLibrary ImagesInserting

image from file

Exercises on inserting images inthe slides

-Computer Lab With Currentpresentation Software installed in each computer-Projector

45Convert word

documents toPowerPoint presentation

bull Copy Cut Move

bull Process of conversion

-Practical exercises on File

transformation

-Computer Lab With Current

presentation Software installed in each computer-Projector

46Animate apresentation

bull Animation

bull Custom animation

bull Slide transition

-Familiarize with animation of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

47Use DifferentPresentation view

bull Normal View

bull Slide Sorter view

bull Slide show

-Switch between the views toimprove the presentation-Group discussion andbrainstorming

-Computer Lab With Currentpresentation Software installed in each computer-Projector

48 Print a presentation bull Printing a presentation

bull Print preview

bull Printing a copy or multiple

-Exercises on printing in blackand white or in colour printingone or more copies of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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copies

bull Printing one slide on a page

bull Printing more slides on a page

Learning Unit 5 Use InternetIntranet (Outlook) Learning hours 5

Learning outcomes Contents Learning activities Resources

51 Define and explain awebsite

bull Introduction

World wide web

Web page

Web site

-Visit web sites and browsedifferent pages-Group discussion based onobservation

-Internet Connection-Computer Lab-projector

52Interact throughinstant messaging

(Chatting)

bull Definition

bull Steps to create a chat account

bull Chatting options

Instant messaging with or

no web cam

Calling

Sending files

-Group Discussion on Interactingthrough instant messaging

-Exercises on chatting in groups-Compile activities reports

-Internet Connection-Computer Lab

-projector

53Use search Engines(example Google)bull

Search engines- Definition

- Role

- Some Types of search

engine

wwwGooglecom

-Perform practical exercises onthe use of search engines -Internet Connection-Computer Lab-projector

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wwwYahoocom

54Create Managefavorites using internetexplorer

bull Favorites

- Create Favorites

- Rename Move Favorites

-Practical exercises on creatingmoving and renaming favorites

-Internet Connection-Computer Lab-projector

55Browse the internetusing the hyperlinks

bull Web Browser

- Browser buttons

- Address bar

- Status bar

- Scroll bar

- Home page

- FrontBack arrows

- Refresh button

- Start page

-Open a web using the addressbar-Browse different web pages

-practical exercises On Browsinginternet using hyperlink

-Internet Connection-Computer Lab-projector

56Download andUpload files usinginternet

bull Downloadingbull File attachment

-Practical exercises ondownloading and uploading filesusing internet

-Internet Connection-Computer Lab-projector

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MODULE 6 Mise en place and cooking methods

Competence Organise and cook food

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to use kitchen equipment and tools to prepare mise en place and use basic cookingmethods

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 hygiene and food safety

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be ableto

Performance criteria

1 Select and use cooking equipment andtechnology

11 Appropriate equipment and technology is selected for particular cookingmethods

12 Equipment is used hygienically safely and according to manufacturerinstructions

2 Prepare mise en place 21 Ingredients are identified and obtained according to standards recipe

22 Ingredients are prepared according to the correct quantity type and quality

3 Prepare and cook food using basic methods ofcooking

31 Various cooking methods are used to prepare dishes to enterprise standard

32 Correct quantities and ratios of commodities for specific cooking methods arecalculated

33 Cooking process is completed in a logical and safe manner

34 Problems with the cooking process are identified promptly and take correctiveaction

35 Dishes are prepared using a range of methods and current technology withinacceptable enterprise and customer timeframes

36 Work cooperatively with kitchen and front-of-house colleagues to ensure timelypreparation of dishes

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and use cooking equipment and technology Learning hours 20

Learning outcomes Content Leaning activities Resources

11 Identify kitchenequipment and tools

bull Specification of Kitchenequipment amp tools

bull Kitchen orientation

o Group discussiono Researcho Role Playo

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

12 Use and maintain Kitchenequipment and tools

bull

Hand tools

bull Electrical toolsbull Heavy equipment

o Group discussiono Researcho Role Play

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

Learning unit 2 Prepare mise en place Learning hours 20

Learning outcomes Content Leaning activities Resources

21 Identify ingredients for arecipe

bull Types of food itemsbull Characteristics and uses of food

items

o Group discussiono Researcho Role Play

983085 Recipe book983085 Reference Books983085 Flipchart markers-

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bull Contents of recipebull Quantities in function of

number of customers to be

servedbull Quality of ingredients

983085 Projectors983085 Board983085 Laptops

22 Prepare ingredients bull Cleaning techniquesbull Pealing and cutting techniquesbull Measuring and weighingbull Storage for different type of

ingredients

o Demonstrationo Individual practice

983085 Kitchen equipment Kitchentools

23 Apply checklist procedures bull FIFObull LIFObull Verification of quality product

o Group discussiono Demonstrationo Individual practiceo Role Play

983085 Recipe book Flipchart

983085 Markers983085 Tags983085 Products983085 Bin cards983085 Checklist

Learning unit 3 Prepare and cook food using basic methods of cooking Learning hours 20

Learning outcomes Content Leaning activities Resources

31 Identify the differentcooking methods

bull Types of cooking methods Boiling Deep frying Stir-frying

Baking Steaming Simmering skimming grilling roasting broiling

o Small group discussiono Demonstrationo Individual practice

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smoking poaching

bull Characteristics of different

foods and appropriate cookingmethods

bull Underlying principles of all basiccooking methods

bull Effect of different cookingmethods on the nutritionalvalue of food

32 Cook basic dishes using arange of methods

bull Basic dishes o Demonstrationo Individual practice

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MODULE 7 Salads and Sandwiches

Competence Prepare salads and sandwiches

RTQF LEVEL CREDITS 4 LEARNING HOURS 40

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present different sorts of salads and sandwiches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare and present a variety of salads anddressings

11 Suitable ingredients are chosen

12 Salads are prepared using fresh ingredients and respecting nutritional valueeating characteristics and taste

13 Suitable sauces and dressings are prepared and incorporated into or servedwith salad

14 Salads are presented attractively

2 Prepare and present sandwiches 21 Suitable bases are selected from a range of bread types

22 A variety of sandwich types are prepared using a range of appropriate

techniques

23 Appropriate equipment is selected for toasting and heating sandwiches andused correctly and safely

24 Sandwiches are present in an attractive manner using suitable garnishesand serviceware

3 Store salads and sandwiches 31 Store salads and sandwiches hygienically at the correct temperature in

appropriate conditions and containers to maintain freshness taste andquality

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare and present a variety of salad and dressings Learning hours 20

Learning Outcome Content Learning Activities Resources

11 Identify ingredients for

salads

bull Commodities and food

combinations for use in salads

o Researcho Presentationo Group work

983085 Salad recipes

12 Prepare salads bull Types of salads Simple Compound

bull Components of salads Base Body Dressing Garnish

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls

983085 Knife sets

983085 Required ingredients983085 Cutting Board

13 Prepare dressings bull Types of salad dressing French dressing

Italian dressing Dijon dressing Vinaigrette Thousand Island dressing

bull Compatibility of dressings withdifferent types of salads

o Researcho Presentationo Demonstrationo Individual practice

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14 Present salads bull Methods of attractivepresentation for salads anddressings

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 2 Prepare Sandwiches Learning hours 15

Learning outcome Content Learning Activity Resources

21 Identify ingredients forsandwiches

bull Suitable breads White bread Wheat bread Buns Baguette

bull Suitable filling Cheese Ham Fried eggs Vegetables Cooked meat

o Presentationo Research

983085 Sandwiches recipes

22 Prepare sandwiches bull Types of Sandwiches Hot Cold

bull Food combinations forsandwiches

bull Preparation techniques spreading layering portioning moulding cutting garnishing

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls983085 Knife sets983085 Required ingredients983085 Salamander983085 Cutting Board

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toasting

23 Present sandwiches bull Methods of attractivepresentation for sandwiches

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 3 Store salads and sandwiches Learning hours 5

Learning outcome Content Learning Activity Resources

31 Store salads andsandwiches

bull Suitable storage techniques tomaintain optimum quality ofingredients

bull Types of containers

o Presentationo Demonstrationo Individual practice

983085 Containers983085 Fridge

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MODULE 9 Pasta and starches

Competence Cook pasta and starches

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present pastas and starches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare pasta 11 The different types of pasta are identified

12 Various pasta are prepared using appropriate methods to ensure optimumquality

13 Appropriate sauces and accompaniments are selected

2 Prepare starches 21 The different types of starches are identified

22 Various starches are prepared using appropriate methods to ensureoptimum quality

Appropriate sauces and accompaniments are selected

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare Pasta Learning hours 30

Learning outcome Content Learning Activities Resources

11 identify the different types

of pasta

bull Types of Pasta amp their products

Egg Pasta Noodles

Egg less pasta Spaghetti

White pasta Lasagna

Green Pasta Green lasagna

Stuffed Past Ravioli Cannelloni Lunette

Dessert Pasta Poppy seed pasta Cinnamon pasta

Dumpling Pasta Gnocchi

Whole wheat

o Researcho Presentation

983085 Reference books

983085 recipes

12 Prepare pasta dishes bull Cooking methods Boiling Stir-frying Baking

o Demonstrationo Researcho Individual practiceso Presentation

983085 Recipes983085 Baking trays983085 Baking Ovens983085 Required ingredients

S C k

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Steaming 983085 Cooking pans983085 Pasta roller983085 Flip chart

983085 Markers

983085 Boards983085 Tongs983085 Forks983085 Plates

13 Present pasta dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

Learning Unit 2 Prepare Starches Learning hours 30

Learning outcome Content Learning Activities Resources

21 Identify the differenttypes of pasta

bull Starch products Cassava Yams Sweet potatoes Rice Maize meal

o Researcho Presentation

983085 Reference books983085 recipes

21 Prepare starch products bull Cooking methods Boiling Deep frying Stir-frying Baking Steaming

o Demonstrationo Individual practices

983085 Baking trays983085 Baking Ovens983085 Required ingredients983085 Cooking pans983085 Steaming Machine983085 Flip chart

983085 Markers

983085 Boards983085 Forks983085 Spoons983085 Plates

23 Present starch dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

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MODULE 10 Stocks sauces and soups

Competence Prepare stocks sauces and soups

RTQF LEVEL CREDITS 10 LEARNING HOURS 100

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare different types of stocks soups and sauces

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplace

Module 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare stocks required for menu items 11 Ingredients and flavouring agents are uses according to standard recipes

12 A variety of stocks are produced

2 Prepare sauces required for menu items 21 A variety of hot and cold sauces are produced from classical andcontemporary recipes

22 A variety of thickening agents and convenience products are usedappropriately

23 Sauces are evaluated for flavour colour and consistency and any problemsare rectified

3 Prepare soups 31 The correct ingredients are selected and assembled to produce soupsincluding stocks and prepared garnishes

32 A variety of soups is produced

33Clarifying and thickening agents and methods are used where appropriate

34 Soups are evaluated for flavour colour consistency and temperature and anyproblems are rectified

35 Soups are presented at the right temperature in clean serviceware withoutdrips and spills using suitable garnishes and accompaniments

4 St d tit t t k d 4 1

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4 Store and reconstitute stocks sauces and soups 41 Store stocks sauces and soups to maintain optimum freshness and quality

42 Reconstitute stocks sauces and soups to appropriate standards ofconsistency

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Prepare stocks required for menu items Learning hours 30

Learning outcomes Content Learning activities Resources

11 Identify the ingredients

for different types of stocks

bull Types of stocks

Vegetable stock Beef stock Chicken stock Fish stock

bull Ingredients

o Group discussion

o Presentationo research

983085 reference books

983085 recipes

12 Cook various stocks bull Cooking methods Boiling Simmering Skimming Cooling Straining

o Applicationo Exerciseo Demonstration

983085 Equipments983085 Tools

983085 CLeaning products

983085 Cleaning materials983085 Stock pots983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

Learning unit 2 Prepare sauces required for menu items Learning hours 30

Learning outcomes Content Leaning activities Resources

21 Identify the ingredientsfor different types of sauces

bull Types of sauces Cold sauces Hot sauces

o Demonstrationo Individual practiceo Presentation

983085 Books983085 Flipchart983085 Markers Projectors

Mother sauces 983085 White board Laptops

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Mother sauces Basic Derivations Special sauces

White board Laptops983085 Recipe books

22 Identify equipments bull Identification of Tools andequipments sauce pots blender strainer sauce ladles knife set spatulas

cutting boards lighter stove

o Explanationo Demonstrationo Individual practice

983085 Books

983085 Flipchart Markers983085 Projectors983085 White board983085 Laptops983085 Recipe books983085 Menu

23 Prepare sauces bull Methods of cooking Boiling Simmering

bull Thickening agents Roux Cornflour Modified starch Liaison

o Explanationo Demonstrationo Individual practice

983085 Equipments983085 Tools983085 Cleaning products983085 Cleaning materials

983085 Stock pots

983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

24 Evaluate the quality ofsauces and rectify thembull Common problems in saucesbull Techniques to rectify sauces

o Observationo Group worko Individual practice

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Learning unit 3 Prepare soup Learning hours 30

Learning outcomes Content Leaning activities Resources

31 Identify the ingredientsfor different types of sauces

bull Types of soup Clear soups Pureacutee soups Cream soups

bull Ingredients

o Researcho Brainstorming

983085 Recipe guide983085 Cooking books

32 Prepare different types of

soup

bull Method of cooking Boiling

bull Thickening agents

o Demonstrationo Individual practiceo Presentation

983085 Note book

983085 pens

983085 Board983085 Markers983085 Fish stock983085 Beef stock983085 Vegetable stock983085 Strainers

33 Evaluate the quality ofsoups and rectify them

bull Common problems in soupsbull Techniques to rectify soups

o Observationo Group worko Individual practice

34 Present soup bull Presentation techniquesbull Garnishing techniquesbull Soup accompaniments

o Observationo Individual practice

983085 Plates983085 Bowls

Learning unit 4 Store and reconstitute stocks sauces and soups Learning hours 10

Learning outcomes Content Leaning activities Resources41 Store stocks sauces andsoups

bull Storage techniques andprocedures

bull Labelling

o Demonstrationo Explanationo Individual practice

983085 Pots983085 Fridge983085 Freezer983085 Labelling cards

42 Reconstitute stockssauces and soups

bull Reheating techniquesbull Principles of hygiene

983085 Equipment

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MODULE 11 Meat poultry and fish

Competence Select prepare and cook meat poultry and fish

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safety

Module 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unit Performance criteria

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gBy the end of the module the trainee will be able to

1 Select and purchase poultry meat and fish11 Poultry is selected and purchased according to quantity and quality required

12 Primary secondary and portioned cuts of pork goat beef and veal are selectedaccording to quantity and quality required

13 Fish is selected according to quality according to quantity and quality required

14 Low-cost cuts and meat products are selected when and where appropriate

15 The best supplier for quality and price is selected

2 Handle and store meat poultry and fish 21 Suitable knives and equipment for poultry meat and fish handling is selected andused

22 Poultry meat and fish are handled and portioned according to menu requirementsand hygienically to minimise risk of food spoilage or cross-contamination

23 Poultry meat and fish are stored hygienically ensuring optimal storage conditions andappropriate temperature are maintained

24 Frozen poultry meat and fish are thawed correctly to ensure maximum qualityhygiene and nutrition

3 Cook basic poultry meat and fish dishes 31 Suitable equipment for poultry meat and fish preparation and cooking is selected andused

32 Suitable marinades are prepared and used where appropriate for a variety of poultrymeat and fish cuts

33 A variety of appropriate cooking methods are used for basic poultry meat and fishdishes

34 A variety basic poultry meat and fish dishes are cooked and presented to standardrecipe specifications

35 Poultry meat and fish dishes are presented using suitable sauces garnishes andaccompaniments

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and purchase poultry meat and fish Learning hours 10

Learning outcomes Content Leaning activities Resources

11 Identify different types of

poultry meat and fish

bull Types of poultry

Chicken Turkey Duck

bull Types of meat Beef Veal Lamb Goat

Porkbull Types of fish

White fish Oily fish Shellfish

o Research

o Brainstormingo Group worko Presentationo

983085 Resource books

12 Select poultry meat andfish

bull Chicken meat and fish cutsbull Processed productsbull Quality criteria for selecting

fresh and healthy chicken meatand fish Quality points for poultry- Smell- Skin- Colour

o Visit of butcheryo Group worko Researcho Presentation

983085 Resource books

- Flexible breastboneUnbroken bones

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- Unbroken bones

Quality points for meat

- Smell- Colour- Compact structure- Texture and colour of fat- Kidney covered with fat

Quality points for Fish- Eyes- Gills- Fresh

- Scales- Skin- Smell- Guts

Learning unit 2 Handle and store meat poultry and fish Learning hours 40

Learning outcomes Content Leaning activities Resources

11 Handle and portionchickenbull

Techniques De-boning Filleting

bull Appropriate equipment andknives

o

Explanation-Demonstrationo Group discussiono Individual Practice

983085

Knife set983085 Cutting Board983085 Reference books983085 Flip chart983085 Markers983085 Board983085 Meat Tag983085 Weighing

983085 Scales

12 Handle and portion meat bull Preparation of butcherrsquos meatDeboning

o Demonstrationindividual practice

983085 Weighing scaleKnife Set

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- Deboning- Portioning

- Cutting- Trimming

- Mincing bull Appropriate equipment and

knives

o individual practice 983085 Knife Set983085 Cutting boards

983085 Slicing machine

983085 Flip Chart983085 Boards983085 Markers

13 Handle and portion fish bull Preparation of fish Gutting portioning Scaling Filleting Skinning

o Demonstrationo Individual practice

983085 Flip chat983085 Markers983085 Board983085

Laptop983085 Projector983085 Cutting board983085 Knife set983085 weighing scale

14 Store chicken meat andfish

bull Storage standards Chemical Store Dry Store

Perishable Freezer Quality and Quantity

bull Preservation methods Salting Smoking Drying Canning

Freezing Marinating

bull Orderingbull Receivingbull Issuing

o Demonstrationo Individual practice

983085 Freezer983085 Fridge983085 Reference Books

983085 Flip chart

983085 Markers983085 Board983085 Scale983085 Shelves983085 Containers983085 Trolley983085 Probe Thermometer

983085 Purchasing order

983085 Receiving form983085 Requisition form

15 Thaw chicken meat andfish

bull Defrosting techniquesbull Health and hygiene regulations

o Demonstrationo Individual practice

983085 drip tray

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Learning unit 3 Cook and present basic poultry meat and fish dishes Learning hours 70

Learning outcomes Content Leaning activities Resources

21 Cook and present basicpoultry dishes

bull Marinating Herbs Oil spices

bull Cooking method

steaming grilling roasting boiling baking broiling smoking poaching

bull Seasoning salt black pepper or white

pepper

bull Presentation techniques

o Demonstrationo Individual practice

983085 Recipes983085 Heavy pans983085 Frying pans983085 Chopping board983085 Knives

983085 Flip chat

983085 Markers983085 Board983085 Laptop983085 Projector983085 Cutting board983085 Knife set983085 Weighing scale

983085 Oil

983085 Onions983085 Garlic983085 Rose mary983085 Salt983085 Light soya sauce

22 Cook and present basicmeat dishes 23 Cook and present basic

fish dishes

MODULE 12 Basic pastries and cakes

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MODULE 12 Basic pastries and cakes

Competence Make basic pastries and cakes

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

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

1 Prepare basic pastries and cakes 11 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are prepared

12 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are decorated

13 Suitable equipment safely and efficiently selected and used

2 Prepare and produce bakery products 21 A range of yeast-based doughs are prepared to standard recipes

22 Suitable equipment safely and efficiently selected and used

3 Portion and store pastries cakes and yeast goods 31 Portion control is applied to minimise wastage

32 Cakes pastry and bakery products Store to minimise spoilage and wastage

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare basic pastries and cakes Credit6

Learning Outcome Content Learning Activities Resources11 Identify different types ofpastries and cakes

bull Types of Pastry Products Sponge cakes Choux paste Sugar paste Sweet bread Cookies

o Researcho Presentationo Brainstorming

983085 Reference books

Mousses Ice cream

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doughnuts

12 Prepare basic pastryproducts

bull Sponge cakes Preparation techniques Baking techniques

bull Doughnuts Preparation techniques Baking techniques

bull Cookies Preparation techniques Baking techniques

o Demonstrationo Individual practices

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons13 Decorate pastries and

cakesbull Fillings

Butter cream Fruit Jam

bull Sauces Chocolate sauce Custard Sauce Strawberry Vanilla

o Demonstrationo Individual practiceso

Learning Unit 2 Prepare and produce bakery products

Learning outcomes Content Leaning activities Resources21 Identify different types ofbakery products

bull Types of bakery Products Yeast products

White Bread French Bread Croissant Rolls

o Researcho Presentationo Brainstorming

983085 Reference books

Chapatti Samosa dough

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Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

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MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

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bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

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Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

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Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

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Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

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Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 9: Curriculum Cooker

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9

Learning outcomes are 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 elements of the work covered by

the module

Module a unit of education or training which corresponds to one competence and can be completed on its own or as part of a

qualification

Occupation the principal business of onersquos life

Performance criteria are descriptions of the quality requirements of the result obtained in labour performance

Specific competences competences that are directly related to the tasks of the occupation in the workplace context They refer

to concrete practical and focused aspects

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SECTION 2 TRAINING PACKAGE

The training package includes the list of modules the description of each module and the course structure

LIST OF MODULES

ModuleNo

Module title Type Credit Value

1 Occupation and learning process General 2

2 Health safety and security on the workplace Complementary 3

3 Hygiene and food safety General 3

4 Communication on the workplace General 2

5 Computer literacy Complementary 3

6 Mise en place and cooking methods Specific 6

7 Salads and sandwiches Specific 4

8 Vegetable fruit and eggs Specific 10

9 Pasta and starches Specific 6

10 Stocks sauces and soups Specific 10

11 Meat poultry and fish Specific 12

12 Basic pastries and cakes Specific 12

13 Entrepreneurship Complementary 3

14 Internship Specific 30

TOTAL CREDITS 106

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MODULE 1 Occupation and learning process

Competence Understand the occupation and the learning process

RTQF LEVEL CREDITS 2 LEARNING HOURS 20

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module is covered first It allows the trainee to get to know the other participants to the training programme and to understandhimselfherself as part of a team Also the trainee will develop a comprehensive and clear vision of the occupation and the trainingprogramme The module will allow the participant to avoid mistakes of career guidance and confirm or deny hisher choice from the startThe training and learning methods are presented to the trainee This approach encourages greater motivation and subsequently a betterintegration of various learning

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

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12

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Understand oneself as part of a team and respect the rules ofthe workshop

111213

Know each otherBe part of a team and behave accordinglyRules and requirements are agreed upon and known

2 Learn about the occupation and the training process 212223

The occupation is understoodThe training required is knownThe training organisation is known

5 Reflect upon the teaching and learning methods 3132

The active and participatory learning methods are appliedThe assessment method is understood

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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Understand oneself as part of a team and respect the rules of the workshop Learning hours 6

Learning outcomes Contents Learning activities Resources 11 Introduce oneself and get

to know one another

bull Introductionsbull

Expectations about the training

o Introduction

o Gameo Presentation of traineesrsquo

expectations

12 Work as a team bull Working as a teambull Building trust

o Gameso Group discussions

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13

Learning outcomes Contents Learning activities Resources 13 Setting rules and

responsibilities

bull Rules of the classroom

bull Group responsibilities

o Brainstorming

o Discussions

983085

Learning unit 2 Learn about the occupation and the training process Learning hours 12

Learning outcomes Contents Learning activities Resources

21 Understand theoccupation

bull Characteristics of theoccupation

bull Working conditions

o Personal researcho Visit of a business in the

neighbourhoodo

983085 Pictures of people inworking situation

983085 Documents describing theoccupation

22 Obtain an understandingof the goals of the trainingprogramme

bull Content of the trainingprogramme (modules)

bull Importance of the initial andcontinuous training

o Presentation by the teachero Research

983085 Overview of the trainingprogramme

983085 Testimonies of peopleperforming the occupation

23 Have a commonunderstanding of the trainingorganisation

bull Presentation of the timetablebull Presentation of the classrooms

and workshops

o Visits of the premises of the school983085 School year calendar

983085 Timetable

Learning unit 3 Reflect upon the teaching and learning methods Learning hours 2

Learning outcomes Contents Learning activities Resources

31 Understand the teachingand learning methods

bull Overview of the active andparticipatory teaching andlearning methods

o Experience sharingo Presentation by the trainer

32 Understand theassessment methodology

bull Assessment methodology andits purpose

o Explanation by the trainer

Reference books

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14

1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

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15

MODULE 2 Health safety and security on the workplace

Competence Apply health safety and security procedures on the workplace

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to follow health safety and security procedures identify hazards assess theassociated safety risks and take measures to eliminate or control and minimise the risk

It is an obligation for each employee to participate in the management of their own health and safety and that of their colleagues andanyone else in the workplace They have a duty to cooperate with their employers initiatives to ensure safety at work

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be

able to

Performance criteria

1 Apply good personal care and healthyhabits at work

11 Hands are washes at appropriate times and hand washing procedures are followedcorrectly and consistently according to organisation and legal requirements

12 Clothes are clean required personal protective clothing are worn and onlyorganisation-approved bandages and dressings are used

13 Food is not contaminated with anybody fluids or tobacco product from sneezing coughing blowing nose spittingsmoking

14 Clean materials and clothes are used and safe and hygienic practices are respectedto ensure that no cross-contamination of other items in the workplace occurs

2 Address unsafe situations on the job 21 Appropriate methods are used to identify actual or foreseeable hazards that have thepotential to harm the health and safety of workers or anyone else in the workplace

22 Immediate work area is free from hazards

23 Control measures are implemented according to individual level of responsibility orappropriate personnel is referred to for permission or further action

3 Respond appropriately to emergencies atwork

31 Emergency and potential emergency situations are recognised promptly and requiredactions are determined or taken within the scope of individual responsibility

32 Appropriately response to emergencies is provided

33 Assistance from colleagues or other authorities is sought promptly and when

appropriate

4 Prevent HIVAIDS and sexual violence 41 Reproductive health is understood

42 Transmission prevention and treatment of HIVAIDS and other STIrsquos are understood

43 Sexual violence is understood and can be avoided

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COURSE STRUCTUREThe 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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Apply good personal care and healthy habits at work Learning hours 4

Learning outcomes Contents Learning activities Resources 11 Identify important health

practices in the workplace

bull Healthy habits o Discussiono Individual worko Presentation

983085 List of habits for good

health983085 Health education material

from Ministry of Health orother organisations

983085 Posterspictures of healthhabits

12 Describe the importanceof personal and public

cleanliness

bull Definition of hygienebull Definition of sanitationbull Importance of hygiene and

sanitation at workbull

o Presentation by trainero Group work and discussiono Role play

983085 Handout healthy hygieneand sanitation practices

food sanitation clean waterand toilet facilities

13 Know how to prevent thespread of illness andcontamination at work

bull Sources of germs microbesbull Prevention techniques (Hygiene

and sanitation good practices)

o Brainstorming

11 Identify important healthpractices in the workplace

bull Healthy habits o Discussiono Individual worko Presentation

983085 List of habits for goodhealth

983085 Health education materialfrom Ministry of Health orother organisations

983085 Posterspictures of healthhabits

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Learning unit 2 Address unsafe situations on the job Learning hours 10

Learning outcomes Contents Learning activities Resources 21 Identify the primaryhazards found in workplaces

bull Types of hazards in theworkplace (safety chemicalbiological other health hazards)

o Brainstormingo Group worko Discussion

Pictures

22 Understand why thesituation or substance is

hazardous

bull Hazardous situationsbull Dangerous substances

23 Identify the best ways toaddress specific problemsituations

bull Control methods (removehazard work policies andprocedures protectiveequipment)

o Brainstormingo Discussion

Stories and pictures

Learning unit 3 Respond appropriately to emergencies at work Learning hours 8

Learning outcomes Contents Learning activities Resources 31 Identify emergencies bull Definition of emergency

bull Types of emergencies in aworkplace

o Presentation by the trainero Experience sharing

32 Handle emergencies bull Possible responses toemergencies in the workplace

o Disaster Blaster Game 983085 Disaster Blaster Gameboard paper marker dicegame cards

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Learning unit 4 Prevent HIVAIDS and sexual violence Learning hours 8

Learning outcomes Contents Learning activities Resources 41 Understand reproductivehealth

bull Puberty and body changebull Female reproductionbull Male reproductionbull Consequences of early

pregnancy

o Small group discussionso Pair discussiono

42 Be sensitized to HIV AIDS

bull Definitionbull Transmissionbull Prevention (ABC)bull Treatmentbull Other STIrsquosbull Stigma and VCT

o HIV gameo Questions and answerso True or falseo Group worko Demonstration (condom use)o Role play (condom negotiation)

983085 Scenarios for HIV game983085 True and false statements

43 Be sensitized to sexualviolence

bull Definition of sexual violencebull Definition of rapebull Consequences of sexual

violence

o Story tellingo Group discussiono Large group discussion

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project3 HARE Prevention of HIV and AIDS in Rwanda through education Irish Aid and VSO

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MODULE 4 Communication on the workplace

Competence Communicate effectively on the workplace

RTQF LEVEL CREDITS 2 LEARNING HOURS 20

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to communicate and get along well with others in a variety of settings and for arange of purposes The module will allow the participant to speak and listen actively and appropriately one-on-one and in groups to

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

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Listen and speak effectively 11 Strategies for effective listening are applied

12 Instructions are adequately interpreted and followed

13 Clear and accurate information and instructions are provided to colleagues

2 Cooperate and work as a team member 21 Team objectives are reached through effective cooperation

22 Diversity of team members is respected

23 Lead a team efficiently

24 Demonstrate problem solving and decision making skills

3 Apply customer care 31 Importance and principles of good customer service are understood

32 Quality service is provided

33 Clear verbal information is provided to customers face to face or on thetelephone

34 Conflicts with customers are handled politely and adequately

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COURSE STRUCTUREThe 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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Listen and speak effectively Learning hours 6

Learning outcomes Contents Learning activities Resources

11 Apply effective listen skills

amp strategies

bull Effective listening skills amp

strategiesbull Assess onersquos listening skillsbull Model good listening skills

o Role play

o Observing role playo Feedback from observerso discussion

983085 Role play scenarios

983085 List of effective listening

skills amp strategies983085 Effective Listening

Observation Form

12 Give and receiveinstructions

bull Importance of giving clearconcise instructions

bull Formulation of instructions

bull Strategies to ask questions forclarification

o individual worko group discussion

13 Identify non-verbalcommunication signs and theimpact on peoplersquosperceptions

bull Importance of non-verbalcommunication

bull Impacts of non-verbalcommunication on how we giveinformation and how we listen

o pair worko large group discussion

14 Demonstrate effectivespeaking skills

bull Effective speaking skills andstrategies

o small group worko practice presentationso large group discussion

983085 List of Effective SpeakingSkills amp Strategies

983085 Speaking Scenarios forgroup work

983085 Effective SpeakingObservation Form

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Learning unit 2 Cooperate and work as a team member Learning hours 8

Learning outcomes Contents Learning activities Resources

21 Identify the differentpersonalities

bull Different personalities andapproaches that individualsbring to a group

o Self-assessmento large group activity (innerouter

circles)o Discussion

983085 Working in Groups Self Assessment

983085 Cooperating with OthersRoles

983085

Elements of an Effective ampCooperative TeamMember

22 Handle differentpersonalities in a group

bull Strategies on how to handledifferent personalities in agroup

23 Cooperate with others toreach the same objective

bull Characteristics of an effectiveand cooperative team member

o Large group activityo Large group discussiono Individual reflectionjournal writing

o Pair work

24 Lead a team efficiently bull Qualities of an effective leaderbull Different leadership stylesbull Appropriate leadership style in a

given contextbull Strategies to lead a team

efficiently

o large group discussiono small group worko role playso small group activity

983085 Role play scenarios

25 Demonstrate problemsolving and decision makingskills

bull challenges and dynamicsamongst people during theproblem solving process

bull steps of problem solving towork and community relatedproblems

bull Communication as a tool forproblem solving

o Large group activityo pair sharingo small group worko large group discussiono Task leadership competition

983085 Scenarios for problem

solving activity

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Learning unit 3 Apply customer care Learning hours 6

Learning outcomes Contents Learning activities Resources

31 Understand theimportance of good customercare

bull Definition of customer servicebull Levels of customer servicebull Customer care principlesbull Importance of customer care

o Experience sharingo Brainstorming

Presentation by trainer

-32 Provide exceptionalquality service

bull Basic customer needsbull Service to meet basic customer

needsbull Definition of customerrsquos

perceptionbull Meeting and exceeding

expectationsbull Getting feedback on the

provided service

o individual reflectiono large group discussiono role play

33 Communicate effectivelywith customers by telephoneand face to face

bull Telephone tipsbull Recording a telephone message

o large group discussiono skito pair role plays

983085 Role Play scenarios forCommunicating withCustomers

34 Handle conflict withdifficult customers

bull Definition of conflict conflictresolutionmanagement

bull Steps of conflict management

with difficult customers

o individual reflectiono Brainstormingo large group discussion

o role play

983085

Reference books 3 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project4 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

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MODULE 5 Computer literacy

Competence 5 Apply computer literacy

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to follow health safety and security procedures identifyhazards assess the associated safety risks and take measures to eliminate or control and minimise the risk It isan obligation for each employee to participate in the management of their own health and safety and that oftheir colleagues and anyone else in the workplace They have a duty to cooperate with their employersinitiatives to ensure safety at work

LEARNING ASSUMED TO BE IN PLACE

Not applicable

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LEARNING UNITS AND PERFORMANCE CRITERIALearning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be ableto

Performance criteria

1 Apply computer fundamentals 11

12

13

14

Identification of Various connectors and ports

Use of different IO devices

Use of Desktoprsquos elements

Scanning of Viruses in the computer and Different Storages Devices

2Use a current word processing package 21

22

23

24

25

56

Text formatting

Table creation and editing

Text Editing

Printing

Saving

Inserting of header Footer and footnotes

3 Use current spreadsheet package 31

32

Using of basic excel tasks

Managing of Sheets in excel workbook

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33

34

35

Formatting of cells and their contents

Using of functions and perform mathematical operations

Excel worksheet Printing

4Use current Power Point Presentations 41

42

43

44

45

46

47

Creating a new presentation

Creating Inserting a slide

Inserting of Graphics

Converting word documents to PowerPoint presentation

Animation

Using Different Presentation view

Printing a presentation

5Use InternetIntranet (Outlook) 51

52

53

54

55

56

Defining and explaining a website

Interacting through instant messaging (Chatting)

Using search Engines (example Google)

Creating Managing favorites using internet explorer

Browsing the internet using the hyperlinks

Downloading and Uploading files using internet

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COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Apply computer fundamentals Learning hours10

Learning outcomes Contents Learning activities Resources

11 Apply Computerbasics

bull Computer Definition

bull Types of computers

Laptops

Desktops

Palm tops

PDA (Personnal Digital assistance)

bull Computer HardwareMemorybull Definition

bull Role of Memory

bull Features

- Capacity

- Speed

- Non Volativitybull Types of Memory

- ROM (Read only memory)

- RAM (Random access memory)

- ExternalInternal memories (Hard

diskdisketteCDFlash disketc)

-Open a computer case andObserve different types ofmemory-Group Discussion on each type ofmemory

-Computer Lab-Computer Tool Kit-CD DVDs Diskettes-White Board-Markers

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12Identify Variousconnectors and ports

bull Connectors and ports

- Definition

bull IO (Input and Output) Ports andconnectors

- Serial ports

- Parallel ports

- USB

- Keyboard Mouse connectors

- VGA Connectors

-Observe different connectors aswell as input and output ports

-Exercises on ports identifications

-Computer Lab-Computer Tool Kit

-CD DVDs Diskettes-Different types of CablesDifferent types Connectors-White Board-Markers

13Use different IOdevices

bull Peripherals

- Definition

- Categories IO devices

Input devices (mouse Keyboard

scanner CDDVD-ROM and

diskettes drivers etc)

Output devices (Monitor Diskette

CDDVD-ROM Writer Printer etc)

Types of keyboards

- AZERTY

- QWERTY

Practical exercises on connectingthe mouse keyboard Monitor tothe CPU (Central processing unit)

-Computer Lab-Computer Tool Kit-CD DVDs Diskettes-Printer-Scanner

-White Board

14Use Desktoprsquoselements

bull Windows and its components

- Desktop

- Task bar

- Start menu

- Minimize Maximize Close buttons

-Brainstorming on Desktoprsquoselements-Use the desktop the tasks barand the start menu

-Computer Lab-Projector

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- My Computer

15Scan Viruses in thecomputer and DifferentStorages Devices (Flashdisk External Hard disk)

bull Antivirus definitionbull Importance of antivirusbull Functionalitybull Different Types of antivirus- Norton- Kaspersky- Symantecbull Storages to be scanned- Flash disk- External hard disk- Memory card- Computer hard disk

-Brainstorming the use ofantivirus-Practical exercises on Scanningviruses-Compile activities reports

-Computer Lab-Flash disks-External Hard disk-Cds DVDs-Antivirus-White Board-Markers

Learning Unit 2 Use a word processing package Learning hours 5

Learning outcomes Contents Learning activities Resources

21Format a text bull StyleFontSizeColourbull Paragraphbull Columnbull Tabulationbull Paragraph spacingbull Inserting symbolsSpecial

charactersbullet and numberingbull Borders and shadingheader and

footer

-Reproduce document alreadyformatted-Various exercises to familiarizewith formatting a text

-Computer Lab With CurrentWord processing Packageinstalled in each computer-Projector-White Board

-Markers

22Create and edit atable

bull Inserting a tablebull Inserting a columnbull Inserting a row

-Practical exercises on creatingediting and handling a table

-Computer Lab With CurrentWord processing Packageinstalled in each computer

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bull Deleting tablebull Deleting rowbull

Deleting columnbull Merging cellsbull Splitting cellsbull Drawing a tablebull Table auto formatbull Formula

-Projector-White Board

23Edit document

(Text)

bull SearchFindReplace

bull Deleting a range of textbull The undo commandbull Spelling and grammarbull Synonyms

-Brainstorming Editing text

-Perform practical exercises onthe various tips (options)-compile activities reports

-Computer Lab With Current

Word processing Packageinstalled in each computer-Projector-White Board-Markers

24Print document bull Page setupbull Print previewbull

Print dialog boxbull Selecting printer namebull Printer optionsbull Printing one or more copiesbull Printing in blackwhite or colorbull Print page ranges

-Exercises on printing one ormore copies of a colored

document in black and white-printing in landscape portrait

-Computer Lab With CurrentWord processing Package

installed in each computer-Printer-Projector

25Save documents bull File management- Creation of files- Creation of Folders- File Naming- File Formats

-Practical Exercises on creation offiles folders and file Saving

-Compile activities reports

-Computer Lab With CurrentWord processing Package

installed in each computer-Projector

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26Insert HeaderFooter and footnotes

bull Footnotesbull Header and Footer

- Automatic pagenumbering- Total number of pages- Automatic date- Automatic automatic

authors name

-Exercises on footnotes-Create a document containing

several pagesWith elements such as the pagenumber date automation-practical exercises

-Computer Lab With CurrentWord processing Package

installed in each computer-Projector

Learning Unit 3 Use spreadsheet package Learning hours 5

Learning outcomes Contents Learning activities Resources

31Use Some basicexcel tasks

bull Basic excel tasks

- Open

- Close

- New document

- Undo

- Savesave ashellip

- Sheet

- Selecting a cell

- Validating a cell

- Deleting cell contents

- Modifying cell contents- Selecting group of cells

- Increase and reduce the

cell size

- Delete row and column

- Duplicate cell

-Practical exercises on the use ofbasic excel tasks-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer-Projector

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32Manage Sheets inexcel workbook

bull Selecting a sheet

bull Renaming a sheet

bull Insert new sheetsbull Moving a sheet in a workbook

bull Deleting a sheet

-Practical exercisesOn Managing sheets in excel

workbook

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector

33Format cells andtheir contents

bull Formatting text and cells

- Choosing fontsizecolour

- Adjusting Cow height

- Alignment of cell - Number format

- Inserting rows

- Merging cells

- Creating borders

- Patterns

-Practical exercises in groups andindividual homework onformatting cells

-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer

-Projector

34Use some functionsand performmathematical operations

bull Numbers and Mathematicalcalculations

- Addition - Multiplication - Division - Subtraction - AutoSum

- Absolute and relativeReference - Function

Average Minimum Maximum

-Practical exercises in groups andindividual homework onformatting cells-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer-Projector

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35 Print an excelworksheet

bull Page setupbull Print previewbull

Print dialogue boxbull Print optionsbull Print one or more copiesbull Print in blackwhite or colorbull Print page rangesbull Printing a selection

-Print one or more copies of aworksheet

-Print colour or white and blackworksheet-practical exercises (individualand in group)-print horizontallyvertically

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector-Printer

Learning Unit 4 Use Presentation application Learning hours 5

Learning outcomes Learning outcomes Learning outcomes Learning outcomes

41Launch Ms Powerpoint

bull Power point Definition

bull Role

bull Power point environment

- Title Bar

- Menu Bar- Toolbars

- Formatting tool bar

- Title

- Sub title

-Using a power pointpresentation with slide showgetfeedback from learners on thearea of application of Ms powerpoint-Launch powerpoint and observethe screen individual exercises

-Computer Lab With Currentpresentation Software installed in each computer-Projector

42Create a newpresentation

bull Creating new presentation

bull Blank presentation

bull Design template

bull Auto content wizards

-Create presentation using thevarious methods-practical exercises (individualand in groups)

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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43Create Insert a slide bull Creating a slide

bull Inserting a slide

bull Modifying a slide

-Exercises on creating insertingand modifying a slide

-Computer Lab With Currentpresentation Software

installed in each computer-Projector

44Insert Graphics bull GraphicsClip artWord

ArtLibrary ImagesInserting

image from file

Exercises on inserting images inthe slides

-Computer Lab With Currentpresentation Software installed in each computer-Projector

45Convert word

documents toPowerPoint presentation

bull Copy Cut Move

bull Process of conversion

-Practical exercises on File

transformation

-Computer Lab With Current

presentation Software installed in each computer-Projector

46Animate apresentation

bull Animation

bull Custom animation

bull Slide transition

-Familiarize with animation of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

47Use DifferentPresentation view

bull Normal View

bull Slide Sorter view

bull Slide show

-Switch between the views toimprove the presentation-Group discussion andbrainstorming

-Computer Lab With Currentpresentation Software installed in each computer-Projector

48 Print a presentation bull Printing a presentation

bull Print preview

bull Printing a copy or multiple

-Exercises on printing in blackand white or in colour printingone or more copies of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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copies

bull Printing one slide on a page

bull Printing more slides on a page

Learning Unit 5 Use InternetIntranet (Outlook) Learning hours 5

Learning outcomes Contents Learning activities Resources

51 Define and explain awebsite

bull Introduction

World wide web

Web page

Web site

-Visit web sites and browsedifferent pages-Group discussion based onobservation

-Internet Connection-Computer Lab-projector

52Interact throughinstant messaging

(Chatting)

bull Definition

bull Steps to create a chat account

bull Chatting options

Instant messaging with or

no web cam

Calling

Sending files

-Group Discussion on Interactingthrough instant messaging

-Exercises on chatting in groups-Compile activities reports

-Internet Connection-Computer Lab

-projector

53Use search Engines(example Google)bull

Search engines- Definition

- Role

- Some Types of search

engine

wwwGooglecom

-Perform practical exercises onthe use of search engines -Internet Connection-Computer Lab-projector

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wwwYahoocom

54Create Managefavorites using internetexplorer

bull Favorites

- Create Favorites

- Rename Move Favorites

-Practical exercises on creatingmoving and renaming favorites

-Internet Connection-Computer Lab-projector

55Browse the internetusing the hyperlinks

bull Web Browser

- Browser buttons

- Address bar

- Status bar

- Scroll bar

- Home page

- FrontBack arrows

- Refresh button

- Start page

-Open a web using the addressbar-Browse different web pages

-practical exercises On Browsinginternet using hyperlink

-Internet Connection-Computer Lab-projector

56Download andUpload files usinginternet

bull Downloadingbull File attachment

-Practical exercises ondownloading and uploading filesusing internet

-Internet Connection-Computer Lab-projector

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MODULE 6 Mise en place and cooking methods

Competence Organise and cook food

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to use kitchen equipment and tools to prepare mise en place and use basic cookingmethods

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 hygiene and food safety

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be ableto

Performance criteria

1 Select and use cooking equipment andtechnology

11 Appropriate equipment and technology is selected for particular cookingmethods

12 Equipment is used hygienically safely and according to manufacturerinstructions

2 Prepare mise en place 21 Ingredients are identified and obtained according to standards recipe

22 Ingredients are prepared according to the correct quantity type and quality

3 Prepare and cook food using basic methods ofcooking

31 Various cooking methods are used to prepare dishes to enterprise standard

32 Correct quantities and ratios of commodities for specific cooking methods arecalculated

33 Cooking process is completed in a logical and safe manner

34 Problems with the cooking process are identified promptly and take correctiveaction

35 Dishes are prepared using a range of methods and current technology withinacceptable enterprise and customer timeframes

36 Work cooperatively with kitchen and front-of-house colleagues to ensure timelypreparation of dishes

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and use cooking equipment and technology Learning hours 20

Learning outcomes Content Leaning activities Resources

11 Identify kitchenequipment and tools

bull Specification of Kitchenequipment amp tools

bull Kitchen orientation

o Group discussiono Researcho Role Playo

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

12 Use and maintain Kitchenequipment and tools

bull

Hand tools

bull Electrical toolsbull Heavy equipment

o Group discussiono Researcho Role Play

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

Learning unit 2 Prepare mise en place Learning hours 20

Learning outcomes Content Leaning activities Resources

21 Identify ingredients for arecipe

bull Types of food itemsbull Characteristics and uses of food

items

o Group discussiono Researcho Role Play

983085 Recipe book983085 Reference Books983085 Flipchart markers-

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bull Contents of recipebull Quantities in function of

number of customers to be

servedbull Quality of ingredients

983085 Projectors983085 Board983085 Laptops

22 Prepare ingredients bull Cleaning techniquesbull Pealing and cutting techniquesbull Measuring and weighingbull Storage for different type of

ingredients

o Demonstrationo Individual practice

983085 Kitchen equipment Kitchentools

23 Apply checklist procedures bull FIFObull LIFObull Verification of quality product

o Group discussiono Demonstrationo Individual practiceo Role Play

983085 Recipe book Flipchart

983085 Markers983085 Tags983085 Products983085 Bin cards983085 Checklist

Learning unit 3 Prepare and cook food using basic methods of cooking Learning hours 20

Learning outcomes Content Leaning activities Resources

31 Identify the differentcooking methods

bull Types of cooking methods Boiling Deep frying Stir-frying

Baking Steaming Simmering skimming grilling roasting broiling

o Small group discussiono Demonstrationo Individual practice

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smoking poaching

bull Characteristics of different

foods and appropriate cookingmethods

bull Underlying principles of all basiccooking methods

bull Effect of different cookingmethods on the nutritionalvalue of food

32 Cook basic dishes using arange of methods

bull Basic dishes o Demonstrationo Individual practice

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MODULE 7 Salads and Sandwiches

Competence Prepare salads and sandwiches

RTQF LEVEL CREDITS 4 LEARNING HOURS 40

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present different sorts of salads and sandwiches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare and present a variety of salads anddressings

11 Suitable ingredients are chosen

12 Salads are prepared using fresh ingredients and respecting nutritional valueeating characteristics and taste

13 Suitable sauces and dressings are prepared and incorporated into or servedwith salad

14 Salads are presented attractively

2 Prepare and present sandwiches 21 Suitable bases are selected from a range of bread types

22 A variety of sandwich types are prepared using a range of appropriate

techniques

23 Appropriate equipment is selected for toasting and heating sandwiches andused correctly and safely

24 Sandwiches are present in an attractive manner using suitable garnishesand serviceware

3 Store salads and sandwiches 31 Store salads and sandwiches hygienically at the correct temperature in

appropriate conditions and containers to maintain freshness taste andquality

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare and present a variety of salad and dressings Learning hours 20

Learning Outcome Content Learning Activities Resources

11 Identify ingredients for

salads

bull Commodities and food

combinations for use in salads

o Researcho Presentationo Group work

983085 Salad recipes

12 Prepare salads bull Types of salads Simple Compound

bull Components of salads Base Body Dressing Garnish

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls

983085 Knife sets

983085 Required ingredients983085 Cutting Board

13 Prepare dressings bull Types of salad dressing French dressing

Italian dressing Dijon dressing Vinaigrette Thousand Island dressing

bull Compatibility of dressings withdifferent types of salads

o Researcho Presentationo Demonstrationo Individual practice

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14 Present salads bull Methods of attractivepresentation for salads anddressings

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 2 Prepare Sandwiches Learning hours 15

Learning outcome Content Learning Activity Resources

21 Identify ingredients forsandwiches

bull Suitable breads White bread Wheat bread Buns Baguette

bull Suitable filling Cheese Ham Fried eggs Vegetables Cooked meat

o Presentationo Research

983085 Sandwiches recipes

22 Prepare sandwiches bull Types of Sandwiches Hot Cold

bull Food combinations forsandwiches

bull Preparation techniques spreading layering portioning moulding cutting garnishing

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls983085 Knife sets983085 Required ingredients983085 Salamander983085 Cutting Board

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toasting

23 Present sandwiches bull Methods of attractivepresentation for sandwiches

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 3 Store salads and sandwiches Learning hours 5

Learning outcome Content Learning Activity Resources

31 Store salads andsandwiches

bull Suitable storage techniques tomaintain optimum quality ofingredients

bull Types of containers

o Presentationo Demonstrationo Individual practice

983085 Containers983085 Fridge

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MODULE 9 Pasta and starches

Competence Cook pasta and starches

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present pastas and starches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare pasta 11 The different types of pasta are identified

12 Various pasta are prepared using appropriate methods to ensure optimumquality

13 Appropriate sauces and accompaniments are selected

2 Prepare starches 21 The different types of starches are identified

22 Various starches are prepared using appropriate methods to ensureoptimum quality

Appropriate sauces and accompaniments are selected

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare Pasta Learning hours 30

Learning outcome Content Learning Activities Resources

11 identify the different types

of pasta

bull Types of Pasta amp their products

Egg Pasta Noodles

Egg less pasta Spaghetti

White pasta Lasagna

Green Pasta Green lasagna

Stuffed Past Ravioli Cannelloni Lunette

Dessert Pasta Poppy seed pasta Cinnamon pasta

Dumpling Pasta Gnocchi

Whole wheat

o Researcho Presentation

983085 Reference books

983085 recipes

12 Prepare pasta dishes bull Cooking methods Boiling Stir-frying Baking

o Demonstrationo Researcho Individual practiceso Presentation

983085 Recipes983085 Baking trays983085 Baking Ovens983085 Required ingredients

S C k

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Steaming 983085 Cooking pans983085 Pasta roller983085 Flip chart

983085 Markers

983085 Boards983085 Tongs983085 Forks983085 Plates

13 Present pasta dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

Learning Unit 2 Prepare Starches Learning hours 30

Learning outcome Content Learning Activities Resources

21 Identify the differenttypes of pasta

bull Starch products Cassava Yams Sweet potatoes Rice Maize meal

o Researcho Presentation

983085 Reference books983085 recipes

21 Prepare starch products bull Cooking methods Boiling Deep frying Stir-frying Baking Steaming

o Demonstrationo Individual practices

983085 Baking trays983085 Baking Ovens983085 Required ingredients983085 Cooking pans983085 Steaming Machine983085 Flip chart

983085 Markers

983085 Boards983085 Forks983085 Spoons983085 Plates

23 Present starch dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

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MODULE 10 Stocks sauces and soups

Competence Prepare stocks sauces and soups

RTQF LEVEL CREDITS 10 LEARNING HOURS 100

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare different types of stocks soups and sauces

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplace

Module 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare stocks required for menu items 11 Ingredients and flavouring agents are uses according to standard recipes

12 A variety of stocks are produced

2 Prepare sauces required for menu items 21 A variety of hot and cold sauces are produced from classical andcontemporary recipes

22 A variety of thickening agents and convenience products are usedappropriately

23 Sauces are evaluated for flavour colour and consistency and any problemsare rectified

3 Prepare soups 31 The correct ingredients are selected and assembled to produce soupsincluding stocks and prepared garnishes

32 A variety of soups is produced

33Clarifying and thickening agents and methods are used where appropriate

34 Soups are evaluated for flavour colour consistency and temperature and anyproblems are rectified

35 Soups are presented at the right temperature in clean serviceware withoutdrips and spills using suitable garnishes and accompaniments

4 St d tit t t k d 4 1

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4 Store and reconstitute stocks sauces and soups 41 Store stocks sauces and soups to maintain optimum freshness and quality

42 Reconstitute stocks sauces and soups to appropriate standards ofconsistency

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Prepare stocks required for menu items Learning hours 30

Learning outcomes Content Learning activities Resources

11 Identify the ingredients

for different types of stocks

bull Types of stocks

Vegetable stock Beef stock Chicken stock Fish stock

bull Ingredients

o Group discussion

o Presentationo research

983085 reference books

983085 recipes

12 Cook various stocks bull Cooking methods Boiling Simmering Skimming Cooling Straining

o Applicationo Exerciseo Demonstration

983085 Equipments983085 Tools

983085 CLeaning products

983085 Cleaning materials983085 Stock pots983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

Learning unit 2 Prepare sauces required for menu items Learning hours 30

Learning outcomes Content Leaning activities Resources

21 Identify the ingredientsfor different types of sauces

bull Types of sauces Cold sauces Hot sauces

o Demonstrationo Individual practiceo Presentation

983085 Books983085 Flipchart983085 Markers Projectors

Mother sauces 983085 White board Laptops

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Mother sauces Basic Derivations Special sauces

White board Laptops983085 Recipe books

22 Identify equipments bull Identification of Tools andequipments sauce pots blender strainer sauce ladles knife set spatulas

cutting boards lighter stove

o Explanationo Demonstrationo Individual practice

983085 Books

983085 Flipchart Markers983085 Projectors983085 White board983085 Laptops983085 Recipe books983085 Menu

23 Prepare sauces bull Methods of cooking Boiling Simmering

bull Thickening agents Roux Cornflour Modified starch Liaison

o Explanationo Demonstrationo Individual practice

983085 Equipments983085 Tools983085 Cleaning products983085 Cleaning materials

983085 Stock pots

983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

24 Evaluate the quality ofsauces and rectify thembull Common problems in saucesbull Techniques to rectify sauces

o Observationo Group worko Individual practice

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Learning unit 3 Prepare soup Learning hours 30

Learning outcomes Content Leaning activities Resources

31 Identify the ingredientsfor different types of sauces

bull Types of soup Clear soups Pureacutee soups Cream soups

bull Ingredients

o Researcho Brainstorming

983085 Recipe guide983085 Cooking books

32 Prepare different types of

soup

bull Method of cooking Boiling

bull Thickening agents

o Demonstrationo Individual practiceo Presentation

983085 Note book

983085 pens

983085 Board983085 Markers983085 Fish stock983085 Beef stock983085 Vegetable stock983085 Strainers

33 Evaluate the quality ofsoups and rectify them

bull Common problems in soupsbull Techniques to rectify soups

o Observationo Group worko Individual practice

34 Present soup bull Presentation techniquesbull Garnishing techniquesbull Soup accompaniments

o Observationo Individual practice

983085 Plates983085 Bowls

Learning unit 4 Store and reconstitute stocks sauces and soups Learning hours 10

Learning outcomes Content Leaning activities Resources41 Store stocks sauces andsoups

bull Storage techniques andprocedures

bull Labelling

o Demonstrationo Explanationo Individual practice

983085 Pots983085 Fridge983085 Freezer983085 Labelling cards

42 Reconstitute stockssauces and soups

bull Reheating techniquesbull Principles of hygiene

983085 Equipment

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MODULE 11 Meat poultry and fish

Competence Select prepare and cook meat poultry and fish

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safety

Module 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unit Performance criteria

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gBy the end of the module the trainee will be able to

1 Select and purchase poultry meat and fish11 Poultry is selected and purchased according to quantity and quality required

12 Primary secondary and portioned cuts of pork goat beef and veal are selectedaccording to quantity and quality required

13 Fish is selected according to quality according to quantity and quality required

14 Low-cost cuts and meat products are selected when and where appropriate

15 The best supplier for quality and price is selected

2 Handle and store meat poultry and fish 21 Suitable knives and equipment for poultry meat and fish handling is selected andused

22 Poultry meat and fish are handled and portioned according to menu requirementsand hygienically to minimise risk of food spoilage or cross-contamination

23 Poultry meat and fish are stored hygienically ensuring optimal storage conditions andappropriate temperature are maintained

24 Frozen poultry meat and fish are thawed correctly to ensure maximum qualityhygiene and nutrition

3 Cook basic poultry meat and fish dishes 31 Suitable equipment for poultry meat and fish preparation and cooking is selected andused

32 Suitable marinades are prepared and used where appropriate for a variety of poultrymeat and fish cuts

33 A variety of appropriate cooking methods are used for basic poultry meat and fishdishes

34 A variety basic poultry meat and fish dishes are cooked and presented to standardrecipe specifications

35 Poultry meat and fish dishes are presented using suitable sauces garnishes andaccompaniments

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and purchase poultry meat and fish Learning hours 10

Learning outcomes Content Leaning activities Resources

11 Identify different types of

poultry meat and fish

bull Types of poultry

Chicken Turkey Duck

bull Types of meat Beef Veal Lamb Goat

Porkbull Types of fish

White fish Oily fish Shellfish

o Research

o Brainstormingo Group worko Presentationo

983085 Resource books

12 Select poultry meat andfish

bull Chicken meat and fish cutsbull Processed productsbull Quality criteria for selecting

fresh and healthy chicken meatand fish Quality points for poultry- Smell- Skin- Colour

o Visit of butcheryo Group worko Researcho Presentation

983085 Resource books

- Flexible breastboneUnbroken bones

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- Unbroken bones

Quality points for meat

- Smell- Colour- Compact structure- Texture and colour of fat- Kidney covered with fat

Quality points for Fish- Eyes- Gills- Fresh

- Scales- Skin- Smell- Guts

Learning unit 2 Handle and store meat poultry and fish Learning hours 40

Learning outcomes Content Leaning activities Resources

11 Handle and portionchickenbull

Techniques De-boning Filleting

bull Appropriate equipment andknives

o

Explanation-Demonstrationo Group discussiono Individual Practice

983085

Knife set983085 Cutting Board983085 Reference books983085 Flip chart983085 Markers983085 Board983085 Meat Tag983085 Weighing

983085 Scales

12 Handle and portion meat bull Preparation of butcherrsquos meatDeboning

o Demonstrationindividual practice

983085 Weighing scaleKnife Set

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- Deboning- Portioning

- Cutting- Trimming

- Mincing bull Appropriate equipment and

knives

o individual practice 983085 Knife Set983085 Cutting boards

983085 Slicing machine

983085 Flip Chart983085 Boards983085 Markers

13 Handle and portion fish bull Preparation of fish Gutting portioning Scaling Filleting Skinning

o Demonstrationo Individual practice

983085 Flip chat983085 Markers983085 Board983085

Laptop983085 Projector983085 Cutting board983085 Knife set983085 weighing scale

14 Store chicken meat andfish

bull Storage standards Chemical Store Dry Store

Perishable Freezer Quality and Quantity

bull Preservation methods Salting Smoking Drying Canning

Freezing Marinating

bull Orderingbull Receivingbull Issuing

o Demonstrationo Individual practice

983085 Freezer983085 Fridge983085 Reference Books

983085 Flip chart

983085 Markers983085 Board983085 Scale983085 Shelves983085 Containers983085 Trolley983085 Probe Thermometer

983085 Purchasing order

983085 Receiving form983085 Requisition form

15 Thaw chicken meat andfish

bull Defrosting techniquesbull Health and hygiene regulations

o Demonstrationo Individual practice

983085 drip tray

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Learning unit 3 Cook and present basic poultry meat and fish dishes Learning hours 70

Learning outcomes Content Leaning activities Resources

21 Cook and present basicpoultry dishes

bull Marinating Herbs Oil spices

bull Cooking method

steaming grilling roasting boiling baking broiling smoking poaching

bull Seasoning salt black pepper or white

pepper

bull Presentation techniques

o Demonstrationo Individual practice

983085 Recipes983085 Heavy pans983085 Frying pans983085 Chopping board983085 Knives

983085 Flip chat

983085 Markers983085 Board983085 Laptop983085 Projector983085 Cutting board983085 Knife set983085 Weighing scale

983085 Oil

983085 Onions983085 Garlic983085 Rose mary983085 Salt983085 Light soya sauce

22 Cook and present basicmeat dishes 23 Cook and present basic

fish dishes

MODULE 12 Basic pastries and cakes

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MODULE 12 Basic pastries and cakes

Competence Make basic pastries and cakes

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

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

1 Prepare basic pastries and cakes 11 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are prepared

12 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are decorated

13 Suitable equipment safely and efficiently selected and used

2 Prepare and produce bakery products 21 A range of yeast-based doughs are prepared to standard recipes

22 Suitable equipment safely and efficiently selected and used

3 Portion and store pastries cakes and yeast goods 31 Portion control is applied to minimise wastage

32 Cakes pastry and bakery products Store to minimise spoilage and wastage

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare basic pastries and cakes Credit6

Learning Outcome Content Learning Activities Resources11 Identify different types ofpastries and cakes

bull Types of Pastry Products Sponge cakes Choux paste Sugar paste Sweet bread Cookies

o Researcho Presentationo Brainstorming

983085 Reference books

Mousses Ice cream

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doughnuts

12 Prepare basic pastryproducts

bull Sponge cakes Preparation techniques Baking techniques

bull Doughnuts Preparation techniques Baking techniques

bull Cookies Preparation techniques Baking techniques

o Demonstrationo Individual practices

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons13 Decorate pastries and

cakesbull Fillings

Butter cream Fruit Jam

bull Sauces Chocolate sauce Custard Sauce Strawberry Vanilla

o Demonstrationo Individual practiceso

Learning Unit 2 Prepare and produce bakery products

Learning outcomes Content Leaning activities Resources21 Identify different types ofbakery products

bull Types of bakery Products Yeast products

White Bread French Bread Croissant Rolls

o Researcho Presentationo Brainstorming

983085 Reference books

Chapatti Samosa dough

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Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

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MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

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bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

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Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

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Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

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76

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

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Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

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Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 10: Curriculum Cooker

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10

SECTION 2 TRAINING PACKAGE

The training package includes the list of modules the description of each module and the course structure

LIST OF MODULES

ModuleNo

Module title Type Credit Value

1 Occupation and learning process General 2

2 Health safety and security on the workplace Complementary 3

3 Hygiene and food safety General 3

4 Communication on the workplace General 2

5 Computer literacy Complementary 3

6 Mise en place and cooking methods Specific 6

7 Salads and sandwiches Specific 4

8 Vegetable fruit and eggs Specific 10

9 Pasta and starches Specific 6

10 Stocks sauces and soups Specific 10

11 Meat poultry and fish Specific 12

12 Basic pastries and cakes Specific 12

13 Entrepreneurship Complementary 3

14 Internship Specific 30

TOTAL CREDITS 106

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MODULE 1 Occupation and learning process

Competence Understand the occupation and the learning process

RTQF LEVEL CREDITS 2 LEARNING HOURS 20

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module is covered first It allows the trainee to get to know the other participants to the training programme and to understandhimselfherself as part of a team Also the trainee will develop a comprehensive and clear vision of the occupation and the trainingprogramme The module will allow the participant to avoid mistakes of career guidance and confirm or deny hisher choice from the startThe training and learning methods are presented to the trainee This approach encourages greater motivation and subsequently a betterintegration of various learning

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Understand oneself as part of a team and respect the rules ofthe workshop

111213

Know each otherBe part of a team and behave accordinglyRules and requirements are agreed upon and known

2 Learn about the occupation and the training process 212223

The occupation is understoodThe training required is knownThe training organisation is known

5 Reflect upon the teaching and learning methods 3132

The active and participatory learning methods are appliedThe assessment method is understood

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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Understand oneself as part of a team and respect the rules of the workshop Learning hours 6

Learning outcomes Contents Learning activities Resources 11 Introduce oneself and get

to know one another

bull Introductionsbull

Expectations about the training

o Introduction

o Gameo Presentation of traineesrsquo

expectations

12 Work as a team bull Working as a teambull Building trust

o Gameso Group discussions

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Learning outcomes Contents Learning activities Resources 13 Setting rules and

responsibilities

bull Rules of the classroom

bull Group responsibilities

o Brainstorming

o Discussions

983085

Learning unit 2 Learn about the occupation and the training process Learning hours 12

Learning outcomes Contents Learning activities Resources

21 Understand theoccupation

bull Characteristics of theoccupation

bull Working conditions

o Personal researcho Visit of a business in the

neighbourhoodo

983085 Pictures of people inworking situation

983085 Documents describing theoccupation

22 Obtain an understandingof the goals of the trainingprogramme

bull Content of the trainingprogramme (modules)

bull Importance of the initial andcontinuous training

o Presentation by the teachero Research

983085 Overview of the trainingprogramme

983085 Testimonies of peopleperforming the occupation

23 Have a commonunderstanding of the trainingorganisation

bull Presentation of the timetablebull Presentation of the classrooms

and workshops

o Visits of the premises of the school983085 School year calendar

983085 Timetable

Learning unit 3 Reflect upon the teaching and learning methods Learning hours 2

Learning outcomes Contents Learning activities Resources

31 Understand the teachingand learning methods

bull Overview of the active andparticipatory teaching andlearning methods

o Experience sharingo Presentation by the trainer

32 Understand theassessment methodology

bull Assessment methodology andits purpose

o Explanation by the trainer

Reference books

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1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

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MODULE 2 Health safety and security on the workplace

Competence Apply health safety and security procedures on the workplace

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to follow health safety and security procedures identify hazards assess theassociated safety risks and take measures to eliminate or control and minimise the risk

It is an obligation for each employee to participate in the management of their own health and safety and that of their colleagues andanyone else in the workplace They have a duty to cooperate with their employers initiatives to ensure safety at work

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be

able to

Performance criteria

1 Apply good personal care and healthyhabits at work

11 Hands are washes at appropriate times and hand washing procedures are followedcorrectly and consistently according to organisation and legal requirements

12 Clothes are clean required personal protective clothing are worn and onlyorganisation-approved bandages and dressings are used

13 Food is not contaminated with anybody fluids or tobacco product from sneezing coughing blowing nose spittingsmoking

14 Clean materials and clothes are used and safe and hygienic practices are respectedto ensure that no cross-contamination of other items in the workplace occurs

2 Address unsafe situations on the job 21 Appropriate methods are used to identify actual or foreseeable hazards that have thepotential to harm the health and safety of workers or anyone else in the workplace

22 Immediate work area is free from hazards

23 Control measures are implemented according to individual level of responsibility orappropriate personnel is referred to for permission or further action

3 Respond appropriately to emergencies atwork

31 Emergency and potential emergency situations are recognised promptly and requiredactions are determined or taken within the scope of individual responsibility

32 Appropriately response to emergencies is provided

33 Assistance from colleagues or other authorities is sought promptly and when

appropriate

4 Prevent HIVAIDS and sexual violence 41 Reproductive health is understood

42 Transmission prevention and treatment of HIVAIDS and other STIrsquos are understood

43 Sexual violence is understood and can be avoided

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COURSE STRUCTUREThe 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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Apply good personal care and healthy habits at work Learning hours 4

Learning outcomes Contents Learning activities Resources 11 Identify important health

practices in the workplace

bull Healthy habits o Discussiono Individual worko Presentation

983085 List of habits for good

health983085 Health education material

from Ministry of Health orother organisations

983085 Posterspictures of healthhabits

12 Describe the importanceof personal and public

cleanliness

bull Definition of hygienebull Definition of sanitationbull Importance of hygiene and

sanitation at workbull

o Presentation by trainero Group work and discussiono Role play

983085 Handout healthy hygieneand sanitation practices

food sanitation clean waterand toilet facilities

13 Know how to prevent thespread of illness andcontamination at work

bull Sources of germs microbesbull Prevention techniques (Hygiene

and sanitation good practices)

o Brainstorming

11 Identify important healthpractices in the workplace

bull Healthy habits o Discussiono Individual worko Presentation

983085 List of habits for goodhealth

983085 Health education materialfrom Ministry of Health orother organisations

983085 Posterspictures of healthhabits

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Learning unit 2 Address unsafe situations on the job Learning hours 10

Learning outcomes Contents Learning activities Resources 21 Identify the primaryhazards found in workplaces

bull Types of hazards in theworkplace (safety chemicalbiological other health hazards)

o Brainstormingo Group worko Discussion

Pictures

22 Understand why thesituation or substance is

hazardous

bull Hazardous situationsbull Dangerous substances

23 Identify the best ways toaddress specific problemsituations

bull Control methods (removehazard work policies andprocedures protectiveequipment)

o Brainstormingo Discussion

Stories and pictures

Learning unit 3 Respond appropriately to emergencies at work Learning hours 8

Learning outcomes Contents Learning activities Resources 31 Identify emergencies bull Definition of emergency

bull Types of emergencies in aworkplace

o Presentation by the trainero Experience sharing

32 Handle emergencies bull Possible responses toemergencies in the workplace

o Disaster Blaster Game 983085 Disaster Blaster Gameboard paper marker dicegame cards

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Learning unit 4 Prevent HIVAIDS and sexual violence Learning hours 8

Learning outcomes Contents Learning activities Resources 41 Understand reproductivehealth

bull Puberty and body changebull Female reproductionbull Male reproductionbull Consequences of early

pregnancy

o Small group discussionso Pair discussiono

42 Be sensitized to HIV AIDS

bull Definitionbull Transmissionbull Prevention (ABC)bull Treatmentbull Other STIrsquosbull Stigma and VCT

o HIV gameo Questions and answerso True or falseo Group worko Demonstration (condom use)o Role play (condom negotiation)

983085 Scenarios for HIV game983085 True and false statements

43 Be sensitized to sexualviolence

bull Definition of sexual violencebull Definition of rapebull Consequences of sexual

violence

o Story tellingo Group discussiono Large group discussion

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project3 HARE Prevention of HIV and AIDS in Rwanda through education Irish Aid and VSO

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MODULE 4 Communication on the workplace

Competence Communicate effectively on the workplace

RTQF LEVEL CREDITS 2 LEARNING HOURS 20

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to communicate and get along well with others in a variety of settings and for arange of purposes The module will allow the participant to speak and listen actively and appropriately one-on-one and in groups to

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

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Listen and speak effectively 11 Strategies for effective listening are applied

12 Instructions are adequately interpreted and followed

13 Clear and accurate information and instructions are provided to colleagues

2 Cooperate and work as a team member 21 Team objectives are reached through effective cooperation

22 Diversity of team members is respected

23 Lead a team efficiently

24 Demonstrate problem solving and decision making skills

3 Apply customer care 31 Importance and principles of good customer service are understood

32 Quality service is provided

33 Clear verbal information is provided to customers face to face or on thetelephone

34 Conflicts with customers are handled politely and adequately

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COURSE STRUCTUREThe 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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Listen and speak effectively Learning hours 6

Learning outcomes Contents Learning activities Resources

11 Apply effective listen skills

amp strategies

bull Effective listening skills amp

strategiesbull Assess onersquos listening skillsbull Model good listening skills

o Role play

o Observing role playo Feedback from observerso discussion

983085 Role play scenarios

983085 List of effective listening

skills amp strategies983085 Effective Listening

Observation Form

12 Give and receiveinstructions

bull Importance of giving clearconcise instructions

bull Formulation of instructions

bull Strategies to ask questions forclarification

o individual worko group discussion

13 Identify non-verbalcommunication signs and theimpact on peoplersquosperceptions

bull Importance of non-verbalcommunication

bull Impacts of non-verbalcommunication on how we giveinformation and how we listen

o pair worko large group discussion

14 Demonstrate effectivespeaking skills

bull Effective speaking skills andstrategies

o small group worko practice presentationso large group discussion

983085 List of Effective SpeakingSkills amp Strategies

983085 Speaking Scenarios forgroup work

983085 Effective SpeakingObservation Form

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Learning unit 2 Cooperate and work as a team member Learning hours 8

Learning outcomes Contents Learning activities Resources

21 Identify the differentpersonalities

bull Different personalities andapproaches that individualsbring to a group

o Self-assessmento large group activity (innerouter

circles)o Discussion

983085 Working in Groups Self Assessment

983085 Cooperating with OthersRoles

983085

Elements of an Effective ampCooperative TeamMember

22 Handle differentpersonalities in a group

bull Strategies on how to handledifferent personalities in agroup

23 Cooperate with others toreach the same objective

bull Characteristics of an effectiveand cooperative team member

o Large group activityo Large group discussiono Individual reflectionjournal writing

o Pair work

24 Lead a team efficiently bull Qualities of an effective leaderbull Different leadership stylesbull Appropriate leadership style in a

given contextbull Strategies to lead a team

efficiently

o large group discussiono small group worko role playso small group activity

983085 Role play scenarios

25 Demonstrate problemsolving and decision makingskills

bull challenges and dynamicsamongst people during theproblem solving process

bull steps of problem solving towork and community relatedproblems

bull Communication as a tool forproblem solving

o Large group activityo pair sharingo small group worko large group discussiono Task leadership competition

983085 Scenarios for problem

solving activity

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Learning unit 3 Apply customer care Learning hours 6

Learning outcomes Contents Learning activities Resources

31 Understand theimportance of good customercare

bull Definition of customer servicebull Levels of customer servicebull Customer care principlesbull Importance of customer care

o Experience sharingo Brainstorming

Presentation by trainer

-32 Provide exceptionalquality service

bull Basic customer needsbull Service to meet basic customer

needsbull Definition of customerrsquos

perceptionbull Meeting and exceeding

expectationsbull Getting feedback on the

provided service

o individual reflectiono large group discussiono role play

33 Communicate effectivelywith customers by telephoneand face to face

bull Telephone tipsbull Recording a telephone message

o large group discussiono skito pair role plays

983085 Role Play scenarios forCommunicating withCustomers

34 Handle conflict withdifficult customers

bull Definition of conflict conflictresolutionmanagement

bull Steps of conflict management

with difficult customers

o individual reflectiono Brainstormingo large group discussion

o role play

983085

Reference books 3 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project4 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

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MODULE 5 Computer literacy

Competence 5 Apply computer literacy

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to follow health safety and security procedures identifyhazards assess the associated safety risks and take measures to eliminate or control and minimise the risk It isan obligation for each employee to participate in the management of their own health and safety and that oftheir colleagues and anyone else in the workplace They have a duty to cooperate with their employersinitiatives to ensure safety at work

LEARNING ASSUMED TO BE IN PLACE

Not applicable

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LEARNING UNITS AND PERFORMANCE CRITERIALearning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be ableto

Performance criteria

1 Apply computer fundamentals 11

12

13

14

Identification of Various connectors and ports

Use of different IO devices

Use of Desktoprsquos elements

Scanning of Viruses in the computer and Different Storages Devices

2Use a current word processing package 21

22

23

24

25

56

Text formatting

Table creation and editing

Text Editing

Printing

Saving

Inserting of header Footer and footnotes

3 Use current spreadsheet package 31

32

Using of basic excel tasks

Managing of Sheets in excel workbook

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33

34

35

Formatting of cells and their contents

Using of functions and perform mathematical operations

Excel worksheet Printing

4Use current Power Point Presentations 41

42

43

44

45

46

47

Creating a new presentation

Creating Inserting a slide

Inserting of Graphics

Converting word documents to PowerPoint presentation

Animation

Using Different Presentation view

Printing a presentation

5Use InternetIntranet (Outlook) 51

52

53

54

55

56

Defining and explaining a website

Interacting through instant messaging (Chatting)

Using search Engines (example Google)

Creating Managing favorites using internet explorer

Browsing the internet using the hyperlinks

Downloading and Uploading files using internet

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COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Apply computer fundamentals Learning hours10

Learning outcomes Contents Learning activities Resources

11 Apply Computerbasics

bull Computer Definition

bull Types of computers

Laptops

Desktops

Palm tops

PDA (Personnal Digital assistance)

bull Computer HardwareMemorybull Definition

bull Role of Memory

bull Features

- Capacity

- Speed

- Non Volativitybull Types of Memory

- ROM (Read only memory)

- RAM (Random access memory)

- ExternalInternal memories (Hard

diskdisketteCDFlash disketc)

-Open a computer case andObserve different types ofmemory-Group Discussion on each type ofmemory

-Computer Lab-Computer Tool Kit-CD DVDs Diskettes-White Board-Markers

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12Identify Variousconnectors and ports

bull Connectors and ports

- Definition

bull IO (Input and Output) Ports andconnectors

- Serial ports

- Parallel ports

- USB

- Keyboard Mouse connectors

- VGA Connectors

-Observe different connectors aswell as input and output ports

-Exercises on ports identifications

-Computer Lab-Computer Tool Kit

-CD DVDs Diskettes-Different types of CablesDifferent types Connectors-White Board-Markers

13Use different IOdevices

bull Peripherals

- Definition

- Categories IO devices

Input devices (mouse Keyboard

scanner CDDVD-ROM and

diskettes drivers etc)

Output devices (Monitor Diskette

CDDVD-ROM Writer Printer etc)

Types of keyboards

- AZERTY

- QWERTY

Practical exercises on connectingthe mouse keyboard Monitor tothe CPU (Central processing unit)

-Computer Lab-Computer Tool Kit-CD DVDs Diskettes-Printer-Scanner

-White Board

14Use Desktoprsquoselements

bull Windows and its components

- Desktop

- Task bar

- Start menu

- Minimize Maximize Close buttons

-Brainstorming on Desktoprsquoselements-Use the desktop the tasks barand the start menu

-Computer Lab-Projector

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- My Computer

15Scan Viruses in thecomputer and DifferentStorages Devices (Flashdisk External Hard disk)

bull Antivirus definitionbull Importance of antivirusbull Functionalitybull Different Types of antivirus- Norton- Kaspersky- Symantecbull Storages to be scanned- Flash disk- External hard disk- Memory card- Computer hard disk

-Brainstorming the use ofantivirus-Practical exercises on Scanningviruses-Compile activities reports

-Computer Lab-Flash disks-External Hard disk-Cds DVDs-Antivirus-White Board-Markers

Learning Unit 2 Use a word processing package Learning hours 5

Learning outcomes Contents Learning activities Resources

21Format a text bull StyleFontSizeColourbull Paragraphbull Columnbull Tabulationbull Paragraph spacingbull Inserting symbolsSpecial

charactersbullet and numberingbull Borders and shadingheader and

footer

-Reproduce document alreadyformatted-Various exercises to familiarizewith formatting a text

-Computer Lab With CurrentWord processing Packageinstalled in each computer-Projector-White Board

-Markers

22Create and edit atable

bull Inserting a tablebull Inserting a columnbull Inserting a row

-Practical exercises on creatingediting and handling a table

-Computer Lab With CurrentWord processing Packageinstalled in each computer

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bull Deleting tablebull Deleting rowbull

Deleting columnbull Merging cellsbull Splitting cellsbull Drawing a tablebull Table auto formatbull Formula

-Projector-White Board

23Edit document

(Text)

bull SearchFindReplace

bull Deleting a range of textbull The undo commandbull Spelling and grammarbull Synonyms

-Brainstorming Editing text

-Perform practical exercises onthe various tips (options)-compile activities reports

-Computer Lab With Current

Word processing Packageinstalled in each computer-Projector-White Board-Markers

24Print document bull Page setupbull Print previewbull

Print dialog boxbull Selecting printer namebull Printer optionsbull Printing one or more copiesbull Printing in blackwhite or colorbull Print page ranges

-Exercises on printing one ormore copies of a colored

document in black and white-printing in landscape portrait

-Computer Lab With CurrentWord processing Package

installed in each computer-Printer-Projector

25Save documents bull File management- Creation of files- Creation of Folders- File Naming- File Formats

-Practical Exercises on creation offiles folders and file Saving

-Compile activities reports

-Computer Lab With CurrentWord processing Package

installed in each computer-Projector

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26Insert HeaderFooter and footnotes

bull Footnotesbull Header and Footer

- Automatic pagenumbering- Total number of pages- Automatic date- Automatic automatic

authors name

-Exercises on footnotes-Create a document containing

several pagesWith elements such as the pagenumber date automation-practical exercises

-Computer Lab With CurrentWord processing Package

installed in each computer-Projector

Learning Unit 3 Use spreadsheet package Learning hours 5

Learning outcomes Contents Learning activities Resources

31Use Some basicexcel tasks

bull Basic excel tasks

- Open

- Close

- New document

- Undo

- Savesave ashellip

- Sheet

- Selecting a cell

- Validating a cell

- Deleting cell contents

- Modifying cell contents- Selecting group of cells

- Increase and reduce the

cell size

- Delete row and column

- Duplicate cell

-Practical exercises on the use ofbasic excel tasks-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer-Projector

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32Manage Sheets inexcel workbook

bull Selecting a sheet

bull Renaming a sheet

bull Insert new sheetsbull Moving a sheet in a workbook

bull Deleting a sheet

-Practical exercisesOn Managing sheets in excel

workbook

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector

33Format cells andtheir contents

bull Formatting text and cells

- Choosing fontsizecolour

- Adjusting Cow height

- Alignment of cell - Number format

- Inserting rows

- Merging cells

- Creating borders

- Patterns

-Practical exercises in groups andindividual homework onformatting cells

-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer

-Projector

34Use some functionsand performmathematical operations

bull Numbers and Mathematicalcalculations

- Addition - Multiplication - Division - Subtraction - AutoSum

- Absolute and relativeReference - Function

Average Minimum Maximum

-Practical exercises in groups andindividual homework onformatting cells-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer-Projector

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35 Print an excelworksheet

bull Page setupbull Print previewbull

Print dialogue boxbull Print optionsbull Print one or more copiesbull Print in blackwhite or colorbull Print page rangesbull Printing a selection

-Print one or more copies of aworksheet

-Print colour or white and blackworksheet-practical exercises (individualand in group)-print horizontallyvertically

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector-Printer

Learning Unit 4 Use Presentation application Learning hours 5

Learning outcomes Learning outcomes Learning outcomes Learning outcomes

41Launch Ms Powerpoint

bull Power point Definition

bull Role

bull Power point environment

- Title Bar

- Menu Bar- Toolbars

- Formatting tool bar

- Title

- Sub title

-Using a power pointpresentation with slide showgetfeedback from learners on thearea of application of Ms powerpoint-Launch powerpoint and observethe screen individual exercises

-Computer Lab With Currentpresentation Software installed in each computer-Projector

42Create a newpresentation

bull Creating new presentation

bull Blank presentation

bull Design template

bull Auto content wizards

-Create presentation using thevarious methods-practical exercises (individualand in groups)

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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43Create Insert a slide bull Creating a slide

bull Inserting a slide

bull Modifying a slide

-Exercises on creating insertingand modifying a slide

-Computer Lab With Currentpresentation Software

installed in each computer-Projector

44Insert Graphics bull GraphicsClip artWord

ArtLibrary ImagesInserting

image from file

Exercises on inserting images inthe slides

-Computer Lab With Currentpresentation Software installed in each computer-Projector

45Convert word

documents toPowerPoint presentation

bull Copy Cut Move

bull Process of conversion

-Practical exercises on File

transformation

-Computer Lab With Current

presentation Software installed in each computer-Projector

46Animate apresentation

bull Animation

bull Custom animation

bull Slide transition

-Familiarize with animation of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

47Use DifferentPresentation view

bull Normal View

bull Slide Sorter view

bull Slide show

-Switch between the views toimprove the presentation-Group discussion andbrainstorming

-Computer Lab With Currentpresentation Software installed in each computer-Projector

48 Print a presentation bull Printing a presentation

bull Print preview

bull Printing a copy or multiple

-Exercises on printing in blackand white or in colour printingone or more copies of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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copies

bull Printing one slide on a page

bull Printing more slides on a page

Learning Unit 5 Use InternetIntranet (Outlook) Learning hours 5

Learning outcomes Contents Learning activities Resources

51 Define and explain awebsite

bull Introduction

World wide web

Web page

Web site

-Visit web sites and browsedifferent pages-Group discussion based onobservation

-Internet Connection-Computer Lab-projector

52Interact throughinstant messaging

(Chatting)

bull Definition

bull Steps to create a chat account

bull Chatting options

Instant messaging with or

no web cam

Calling

Sending files

-Group Discussion on Interactingthrough instant messaging

-Exercises on chatting in groups-Compile activities reports

-Internet Connection-Computer Lab

-projector

53Use search Engines(example Google)bull

Search engines- Definition

- Role

- Some Types of search

engine

wwwGooglecom

-Perform practical exercises onthe use of search engines -Internet Connection-Computer Lab-projector

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wwwYahoocom

54Create Managefavorites using internetexplorer

bull Favorites

- Create Favorites

- Rename Move Favorites

-Practical exercises on creatingmoving and renaming favorites

-Internet Connection-Computer Lab-projector

55Browse the internetusing the hyperlinks

bull Web Browser

- Browser buttons

- Address bar

- Status bar

- Scroll bar

- Home page

- FrontBack arrows

- Refresh button

- Start page

-Open a web using the addressbar-Browse different web pages

-practical exercises On Browsinginternet using hyperlink

-Internet Connection-Computer Lab-projector

56Download andUpload files usinginternet

bull Downloadingbull File attachment

-Practical exercises ondownloading and uploading filesusing internet

-Internet Connection-Computer Lab-projector

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MODULE 6 Mise en place and cooking methods

Competence Organise and cook food

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to use kitchen equipment and tools to prepare mise en place and use basic cookingmethods

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 hygiene and food safety

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be ableto

Performance criteria

1 Select and use cooking equipment andtechnology

11 Appropriate equipment and technology is selected for particular cookingmethods

12 Equipment is used hygienically safely and according to manufacturerinstructions

2 Prepare mise en place 21 Ingredients are identified and obtained according to standards recipe

22 Ingredients are prepared according to the correct quantity type and quality

3 Prepare and cook food using basic methods ofcooking

31 Various cooking methods are used to prepare dishes to enterprise standard

32 Correct quantities and ratios of commodities for specific cooking methods arecalculated

33 Cooking process is completed in a logical and safe manner

34 Problems with the cooking process are identified promptly and take correctiveaction

35 Dishes are prepared using a range of methods and current technology withinacceptable enterprise and customer timeframes

36 Work cooperatively with kitchen and front-of-house colleagues to ensure timelypreparation of dishes

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and use cooking equipment and technology Learning hours 20

Learning outcomes Content Leaning activities Resources

11 Identify kitchenequipment and tools

bull Specification of Kitchenequipment amp tools

bull Kitchen orientation

o Group discussiono Researcho Role Playo

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

12 Use and maintain Kitchenequipment and tools

bull

Hand tools

bull Electrical toolsbull Heavy equipment

o Group discussiono Researcho Role Play

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

Learning unit 2 Prepare mise en place Learning hours 20

Learning outcomes Content Leaning activities Resources

21 Identify ingredients for arecipe

bull Types of food itemsbull Characteristics and uses of food

items

o Group discussiono Researcho Role Play

983085 Recipe book983085 Reference Books983085 Flipchart markers-

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bull Contents of recipebull Quantities in function of

number of customers to be

servedbull Quality of ingredients

983085 Projectors983085 Board983085 Laptops

22 Prepare ingredients bull Cleaning techniquesbull Pealing and cutting techniquesbull Measuring and weighingbull Storage for different type of

ingredients

o Demonstrationo Individual practice

983085 Kitchen equipment Kitchentools

23 Apply checklist procedures bull FIFObull LIFObull Verification of quality product

o Group discussiono Demonstrationo Individual practiceo Role Play

983085 Recipe book Flipchart

983085 Markers983085 Tags983085 Products983085 Bin cards983085 Checklist

Learning unit 3 Prepare and cook food using basic methods of cooking Learning hours 20

Learning outcomes Content Leaning activities Resources

31 Identify the differentcooking methods

bull Types of cooking methods Boiling Deep frying Stir-frying

Baking Steaming Simmering skimming grilling roasting broiling

o Small group discussiono Demonstrationo Individual practice

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smoking poaching

bull Characteristics of different

foods and appropriate cookingmethods

bull Underlying principles of all basiccooking methods

bull Effect of different cookingmethods on the nutritionalvalue of food

32 Cook basic dishes using arange of methods

bull Basic dishes o Demonstrationo Individual practice

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MODULE 7 Salads and Sandwiches

Competence Prepare salads and sandwiches

RTQF LEVEL CREDITS 4 LEARNING HOURS 40

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present different sorts of salads and sandwiches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare and present a variety of salads anddressings

11 Suitable ingredients are chosen

12 Salads are prepared using fresh ingredients and respecting nutritional valueeating characteristics and taste

13 Suitable sauces and dressings are prepared and incorporated into or servedwith salad

14 Salads are presented attractively

2 Prepare and present sandwiches 21 Suitable bases are selected from a range of bread types

22 A variety of sandwich types are prepared using a range of appropriate

techniques

23 Appropriate equipment is selected for toasting and heating sandwiches andused correctly and safely

24 Sandwiches are present in an attractive manner using suitable garnishesand serviceware

3 Store salads and sandwiches 31 Store salads and sandwiches hygienically at the correct temperature in

appropriate conditions and containers to maintain freshness taste andquality

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare and present a variety of salad and dressings Learning hours 20

Learning Outcome Content Learning Activities Resources

11 Identify ingredients for

salads

bull Commodities and food

combinations for use in salads

o Researcho Presentationo Group work

983085 Salad recipes

12 Prepare salads bull Types of salads Simple Compound

bull Components of salads Base Body Dressing Garnish

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls

983085 Knife sets

983085 Required ingredients983085 Cutting Board

13 Prepare dressings bull Types of salad dressing French dressing

Italian dressing Dijon dressing Vinaigrette Thousand Island dressing

bull Compatibility of dressings withdifferent types of salads

o Researcho Presentationo Demonstrationo Individual practice

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14 Present salads bull Methods of attractivepresentation for salads anddressings

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 2 Prepare Sandwiches Learning hours 15

Learning outcome Content Learning Activity Resources

21 Identify ingredients forsandwiches

bull Suitable breads White bread Wheat bread Buns Baguette

bull Suitable filling Cheese Ham Fried eggs Vegetables Cooked meat

o Presentationo Research

983085 Sandwiches recipes

22 Prepare sandwiches bull Types of Sandwiches Hot Cold

bull Food combinations forsandwiches

bull Preparation techniques spreading layering portioning moulding cutting garnishing

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls983085 Knife sets983085 Required ingredients983085 Salamander983085 Cutting Board

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toasting

23 Present sandwiches bull Methods of attractivepresentation for sandwiches

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 3 Store salads and sandwiches Learning hours 5

Learning outcome Content Learning Activity Resources

31 Store salads andsandwiches

bull Suitable storage techniques tomaintain optimum quality ofingredients

bull Types of containers

o Presentationo Demonstrationo Individual practice

983085 Containers983085 Fridge

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MODULE 9 Pasta and starches

Competence Cook pasta and starches

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present pastas and starches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare pasta 11 The different types of pasta are identified

12 Various pasta are prepared using appropriate methods to ensure optimumquality

13 Appropriate sauces and accompaniments are selected

2 Prepare starches 21 The different types of starches are identified

22 Various starches are prepared using appropriate methods to ensureoptimum quality

Appropriate sauces and accompaniments are selected

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare Pasta Learning hours 30

Learning outcome Content Learning Activities Resources

11 identify the different types

of pasta

bull Types of Pasta amp their products

Egg Pasta Noodles

Egg less pasta Spaghetti

White pasta Lasagna

Green Pasta Green lasagna

Stuffed Past Ravioli Cannelloni Lunette

Dessert Pasta Poppy seed pasta Cinnamon pasta

Dumpling Pasta Gnocchi

Whole wheat

o Researcho Presentation

983085 Reference books

983085 recipes

12 Prepare pasta dishes bull Cooking methods Boiling Stir-frying Baking

o Demonstrationo Researcho Individual practiceso Presentation

983085 Recipes983085 Baking trays983085 Baking Ovens983085 Required ingredients

S C k

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Steaming 983085 Cooking pans983085 Pasta roller983085 Flip chart

983085 Markers

983085 Boards983085 Tongs983085 Forks983085 Plates

13 Present pasta dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

Learning Unit 2 Prepare Starches Learning hours 30

Learning outcome Content Learning Activities Resources

21 Identify the differenttypes of pasta

bull Starch products Cassava Yams Sweet potatoes Rice Maize meal

o Researcho Presentation

983085 Reference books983085 recipes

21 Prepare starch products bull Cooking methods Boiling Deep frying Stir-frying Baking Steaming

o Demonstrationo Individual practices

983085 Baking trays983085 Baking Ovens983085 Required ingredients983085 Cooking pans983085 Steaming Machine983085 Flip chart

983085 Markers

983085 Boards983085 Forks983085 Spoons983085 Plates

23 Present starch dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

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MODULE 10 Stocks sauces and soups

Competence Prepare stocks sauces and soups

RTQF LEVEL CREDITS 10 LEARNING HOURS 100

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare different types of stocks soups and sauces

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplace

Module 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare stocks required for menu items 11 Ingredients and flavouring agents are uses according to standard recipes

12 A variety of stocks are produced

2 Prepare sauces required for menu items 21 A variety of hot and cold sauces are produced from classical andcontemporary recipes

22 A variety of thickening agents and convenience products are usedappropriately

23 Sauces are evaluated for flavour colour and consistency and any problemsare rectified

3 Prepare soups 31 The correct ingredients are selected and assembled to produce soupsincluding stocks and prepared garnishes

32 A variety of soups is produced

33Clarifying and thickening agents and methods are used where appropriate

34 Soups are evaluated for flavour colour consistency and temperature and anyproblems are rectified

35 Soups are presented at the right temperature in clean serviceware withoutdrips and spills using suitable garnishes and accompaniments

4 St d tit t t k d 4 1

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4 Store and reconstitute stocks sauces and soups 41 Store stocks sauces and soups to maintain optimum freshness and quality

42 Reconstitute stocks sauces and soups to appropriate standards ofconsistency

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Prepare stocks required for menu items Learning hours 30

Learning outcomes Content Learning activities Resources

11 Identify the ingredients

for different types of stocks

bull Types of stocks

Vegetable stock Beef stock Chicken stock Fish stock

bull Ingredients

o Group discussion

o Presentationo research

983085 reference books

983085 recipes

12 Cook various stocks bull Cooking methods Boiling Simmering Skimming Cooling Straining

o Applicationo Exerciseo Demonstration

983085 Equipments983085 Tools

983085 CLeaning products

983085 Cleaning materials983085 Stock pots983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

Learning unit 2 Prepare sauces required for menu items Learning hours 30

Learning outcomes Content Leaning activities Resources

21 Identify the ingredientsfor different types of sauces

bull Types of sauces Cold sauces Hot sauces

o Demonstrationo Individual practiceo Presentation

983085 Books983085 Flipchart983085 Markers Projectors

Mother sauces 983085 White board Laptops

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Mother sauces Basic Derivations Special sauces

White board Laptops983085 Recipe books

22 Identify equipments bull Identification of Tools andequipments sauce pots blender strainer sauce ladles knife set spatulas

cutting boards lighter stove

o Explanationo Demonstrationo Individual practice

983085 Books

983085 Flipchart Markers983085 Projectors983085 White board983085 Laptops983085 Recipe books983085 Menu

23 Prepare sauces bull Methods of cooking Boiling Simmering

bull Thickening agents Roux Cornflour Modified starch Liaison

o Explanationo Demonstrationo Individual practice

983085 Equipments983085 Tools983085 Cleaning products983085 Cleaning materials

983085 Stock pots

983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

24 Evaluate the quality ofsauces and rectify thembull Common problems in saucesbull Techniques to rectify sauces

o Observationo Group worko Individual practice

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Learning unit 3 Prepare soup Learning hours 30

Learning outcomes Content Leaning activities Resources

31 Identify the ingredientsfor different types of sauces

bull Types of soup Clear soups Pureacutee soups Cream soups

bull Ingredients

o Researcho Brainstorming

983085 Recipe guide983085 Cooking books

32 Prepare different types of

soup

bull Method of cooking Boiling

bull Thickening agents

o Demonstrationo Individual practiceo Presentation

983085 Note book

983085 pens

983085 Board983085 Markers983085 Fish stock983085 Beef stock983085 Vegetable stock983085 Strainers

33 Evaluate the quality ofsoups and rectify them

bull Common problems in soupsbull Techniques to rectify soups

o Observationo Group worko Individual practice

34 Present soup bull Presentation techniquesbull Garnishing techniquesbull Soup accompaniments

o Observationo Individual practice

983085 Plates983085 Bowls

Learning unit 4 Store and reconstitute stocks sauces and soups Learning hours 10

Learning outcomes Content Leaning activities Resources41 Store stocks sauces andsoups

bull Storage techniques andprocedures

bull Labelling

o Demonstrationo Explanationo Individual practice

983085 Pots983085 Fridge983085 Freezer983085 Labelling cards

42 Reconstitute stockssauces and soups

bull Reheating techniquesbull Principles of hygiene

983085 Equipment

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MODULE 11 Meat poultry and fish

Competence Select prepare and cook meat poultry and fish

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safety

Module 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unit Performance criteria

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gBy the end of the module the trainee will be able to

1 Select and purchase poultry meat and fish11 Poultry is selected and purchased according to quantity and quality required

12 Primary secondary and portioned cuts of pork goat beef and veal are selectedaccording to quantity and quality required

13 Fish is selected according to quality according to quantity and quality required

14 Low-cost cuts and meat products are selected when and where appropriate

15 The best supplier for quality and price is selected

2 Handle and store meat poultry and fish 21 Suitable knives and equipment for poultry meat and fish handling is selected andused

22 Poultry meat and fish are handled and portioned according to menu requirementsand hygienically to minimise risk of food spoilage or cross-contamination

23 Poultry meat and fish are stored hygienically ensuring optimal storage conditions andappropriate temperature are maintained

24 Frozen poultry meat and fish are thawed correctly to ensure maximum qualityhygiene and nutrition

3 Cook basic poultry meat and fish dishes 31 Suitable equipment for poultry meat and fish preparation and cooking is selected andused

32 Suitable marinades are prepared and used where appropriate for a variety of poultrymeat and fish cuts

33 A variety of appropriate cooking methods are used for basic poultry meat and fishdishes

34 A variety basic poultry meat and fish dishes are cooked and presented to standardrecipe specifications

35 Poultry meat and fish dishes are presented using suitable sauces garnishes andaccompaniments

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and purchase poultry meat and fish Learning hours 10

Learning outcomes Content Leaning activities Resources

11 Identify different types of

poultry meat and fish

bull Types of poultry

Chicken Turkey Duck

bull Types of meat Beef Veal Lamb Goat

Porkbull Types of fish

White fish Oily fish Shellfish

o Research

o Brainstormingo Group worko Presentationo

983085 Resource books

12 Select poultry meat andfish

bull Chicken meat and fish cutsbull Processed productsbull Quality criteria for selecting

fresh and healthy chicken meatand fish Quality points for poultry- Smell- Skin- Colour

o Visit of butcheryo Group worko Researcho Presentation

983085 Resource books

- Flexible breastboneUnbroken bones

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- Unbroken bones

Quality points for meat

- Smell- Colour- Compact structure- Texture and colour of fat- Kidney covered with fat

Quality points for Fish- Eyes- Gills- Fresh

- Scales- Skin- Smell- Guts

Learning unit 2 Handle and store meat poultry and fish Learning hours 40

Learning outcomes Content Leaning activities Resources

11 Handle and portionchickenbull

Techniques De-boning Filleting

bull Appropriate equipment andknives

o

Explanation-Demonstrationo Group discussiono Individual Practice

983085

Knife set983085 Cutting Board983085 Reference books983085 Flip chart983085 Markers983085 Board983085 Meat Tag983085 Weighing

983085 Scales

12 Handle and portion meat bull Preparation of butcherrsquos meatDeboning

o Demonstrationindividual practice

983085 Weighing scaleKnife Set

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- Deboning- Portioning

- Cutting- Trimming

- Mincing bull Appropriate equipment and

knives

o individual practice 983085 Knife Set983085 Cutting boards

983085 Slicing machine

983085 Flip Chart983085 Boards983085 Markers

13 Handle and portion fish bull Preparation of fish Gutting portioning Scaling Filleting Skinning

o Demonstrationo Individual practice

983085 Flip chat983085 Markers983085 Board983085

Laptop983085 Projector983085 Cutting board983085 Knife set983085 weighing scale

14 Store chicken meat andfish

bull Storage standards Chemical Store Dry Store

Perishable Freezer Quality and Quantity

bull Preservation methods Salting Smoking Drying Canning

Freezing Marinating

bull Orderingbull Receivingbull Issuing

o Demonstrationo Individual practice

983085 Freezer983085 Fridge983085 Reference Books

983085 Flip chart

983085 Markers983085 Board983085 Scale983085 Shelves983085 Containers983085 Trolley983085 Probe Thermometer

983085 Purchasing order

983085 Receiving form983085 Requisition form

15 Thaw chicken meat andfish

bull Defrosting techniquesbull Health and hygiene regulations

o Demonstrationo Individual practice

983085 drip tray

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Learning unit 3 Cook and present basic poultry meat and fish dishes Learning hours 70

Learning outcomes Content Leaning activities Resources

21 Cook and present basicpoultry dishes

bull Marinating Herbs Oil spices

bull Cooking method

steaming grilling roasting boiling baking broiling smoking poaching

bull Seasoning salt black pepper or white

pepper

bull Presentation techniques

o Demonstrationo Individual practice

983085 Recipes983085 Heavy pans983085 Frying pans983085 Chopping board983085 Knives

983085 Flip chat

983085 Markers983085 Board983085 Laptop983085 Projector983085 Cutting board983085 Knife set983085 Weighing scale

983085 Oil

983085 Onions983085 Garlic983085 Rose mary983085 Salt983085 Light soya sauce

22 Cook and present basicmeat dishes 23 Cook and present basic

fish dishes

MODULE 12 Basic pastries and cakes

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MODULE 12 Basic pastries and cakes

Competence Make basic pastries and cakes

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

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

1 Prepare basic pastries and cakes 11 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are prepared

12 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are decorated

13 Suitable equipment safely and efficiently selected and used

2 Prepare and produce bakery products 21 A range of yeast-based doughs are prepared to standard recipes

22 Suitable equipment safely and efficiently selected and used

3 Portion and store pastries cakes and yeast goods 31 Portion control is applied to minimise wastage

32 Cakes pastry and bakery products Store to minimise spoilage and wastage

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare basic pastries and cakes Credit6

Learning Outcome Content Learning Activities Resources11 Identify different types ofpastries and cakes

bull Types of Pastry Products Sponge cakes Choux paste Sugar paste Sweet bread Cookies

o Researcho Presentationo Brainstorming

983085 Reference books

Mousses Ice cream

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doughnuts

12 Prepare basic pastryproducts

bull Sponge cakes Preparation techniques Baking techniques

bull Doughnuts Preparation techniques Baking techniques

bull Cookies Preparation techniques Baking techniques

o Demonstrationo Individual practices

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons13 Decorate pastries and

cakesbull Fillings

Butter cream Fruit Jam

bull Sauces Chocolate sauce Custard Sauce Strawberry Vanilla

o Demonstrationo Individual practiceso

Learning Unit 2 Prepare and produce bakery products

Learning outcomes Content Leaning activities Resources21 Identify different types ofbakery products

bull Types of bakery Products Yeast products

White Bread French Bread Croissant Rolls

o Researcho Presentationo Brainstorming

983085 Reference books

Chapatti Samosa dough

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Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

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MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

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bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

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Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

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Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

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76

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

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Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

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78

Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 11: Curriculum Cooker

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11

MODULE 1 Occupation and learning process

Competence Understand the occupation and the learning process

RTQF LEVEL CREDITS 2 LEARNING HOURS 20

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module is covered first It allows the trainee to get to know the other participants to the training programme and to understandhimselfherself as part of a team Also the trainee will develop a comprehensive and clear vision of the occupation and the trainingprogramme The module will allow the participant to avoid mistakes of career guidance and confirm or deny hisher choice from the startThe training and learning methods are presented to the trainee This approach encourages greater motivation and subsequently a betterintegration of various learning

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

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12

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Understand oneself as part of a team and respect the rules ofthe workshop

111213

Know each otherBe part of a team and behave accordinglyRules and requirements are agreed upon and known

2 Learn about the occupation and the training process 212223

The occupation is understoodThe training required is knownThe training organisation is known

5 Reflect upon the teaching and learning methods 3132

The active and participatory learning methods are appliedThe assessment method is understood

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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Understand oneself as part of a team and respect the rules of the workshop Learning hours 6

Learning outcomes Contents Learning activities Resources 11 Introduce oneself and get

to know one another

bull Introductionsbull

Expectations about the training

o Introduction

o Gameo Presentation of traineesrsquo

expectations

12 Work as a team bull Working as a teambull Building trust

o Gameso Group discussions

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13

Learning outcomes Contents Learning activities Resources 13 Setting rules and

responsibilities

bull Rules of the classroom

bull Group responsibilities

o Brainstorming

o Discussions

983085

Learning unit 2 Learn about the occupation and the training process Learning hours 12

Learning outcomes Contents Learning activities Resources

21 Understand theoccupation

bull Characteristics of theoccupation

bull Working conditions

o Personal researcho Visit of a business in the

neighbourhoodo

983085 Pictures of people inworking situation

983085 Documents describing theoccupation

22 Obtain an understandingof the goals of the trainingprogramme

bull Content of the trainingprogramme (modules)

bull Importance of the initial andcontinuous training

o Presentation by the teachero Research

983085 Overview of the trainingprogramme

983085 Testimonies of peopleperforming the occupation

23 Have a commonunderstanding of the trainingorganisation

bull Presentation of the timetablebull Presentation of the classrooms

and workshops

o Visits of the premises of the school983085 School year calendar

983085 Timetable

Learning unit 3 Reflect upon the teaching and learning methods Learning hours 2

Learning outcomes Contents Learning activities Resources

31 Understand the teachingand learning methods

bull Overview of the active andparticipatory teaching andlearning methods

o Experience sharingo Presentation by the trainer

32 Understand theassessment methodology

bull Assessment methodology andits purpose

o Explanation by the trainer

Reference books

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14

1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

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15

MODULE 2 Health safety and security on the workplace

Competence Apply health safety and security procedures on the workplace

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to follow health safety and security procedures identify hazards assess theassociated safety risks and take measures to eliminate or control and minimise the risk

It is an obligation for each employee to participate in the management of their own health and safety and that of their colleagues andanyone else in the workplace They have a duty to cooperate with their employers initiatives to ensure safety at work

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be

able to

Performance criteria

1 Apply good personal care and healthyhabits at work

11 Hands are washes at appropriate times and hand washing procedures are followedcorrectly and consistently according to organisation and legal requirements

12 Clothes are clean required personal protective clothing are worn and onlyorganisation-approved bandages and dressings are used

13 Food is not contaminated with anybody fluids or tobacco product from sneezing coughing blowing nose spittingsmoking

14 Clean materials and clothes are used and safe and hygienic practices are respectedto ensure that no cross-contamination of other items in the workplace occurs

2 Address unsafe situations on the job 21 Appropriate methods are used to identify actual or foreseeable hazards that have thepotential to harm the health and safety of workers or anyone else in the workplace

22 Immediate work area is free from hazards

23 Control measures are implemented according to individual level of responsibility orappropriate personnel is referred to for permission or further action

3 Respond appropriately to emergencies atwork

31 Emergency and potential emergency situations are recognised promptly and requiredactions are determined or taken within the scope of individual responsibility

32 Appropriately response to emergencies is provided

33 Assistance from colleagues or other authorities is sought promptly and when

appropriate

4 Prevent HIVAIDS and sexual violence 41 Reproductive health is understood

42 Transmission prevention and treatment of HIVAIDS and other STIrsquos are understood

43 Sexual violence is understood and can be avoided

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COURSE STRUCTUREThe 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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Apply good personal care and healthy habits at work Learning hours 4

Learning outcomes Contents Learning activities Resources 11 Identify important health

practices in the workplace

bull Healthy habits o Discussiono Individual worko Presentation

983085 List of habits for good

health983085 Health education material

from Ministry of Health orother organisations

983085 Posterspictures of healthhabits

12 Describe the importanceof personal and public

cleanliness

bull Definition of hygienebull Definition of sanitationbull Importance of hygiene and

sanitation at workbull

o Presentation by trainero Group work and discussiono Role play

983085 Handout healthy hygieneand sanitation practices

food sanitation clean waterand toilet facilities

13 Know how to prevent thespread of illness andcontamination at work

bull Sources of germs microbesbull Prevention techniques (Hygiene

and sanitation good practices)

o Brainstorming

11 Identify important healthpractices in the workplace

bull Healthy habits o Discussiono Individual worko Presentation

983085 List of habits for goodhealth

983085 Health education materialfrom Ministry of Health orother organisations

983085 Posterspictures of healthhabits

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Learning unit 2 Address unsafe situations on the job Learning hours 10

Learning outcomes Contents Learning activities Resources 21 Identify the primaryhazards found in workplaces

bull Types of hazards in theworkplace (safety chemicalbiological other health hazards)

o Brainstormingo Group worko Discussion

Pictures

22 Understand why thesituation or substance is

hazardous

bull Hazardous situationsbull Dangerous substances

23 Identify the best ways toaddress specific problemsituations

bull Control methods (removehazard work policies andprocedures protectiveequipment)

o Brainstormingo Discussion

Stories and pictures

Learning unit 3 Respond appropriately to emergencies at work Learning hours 8

Learning outcomes Contents Learning activities Resources 31 Identify emergencies bull Definition of emergency

bull Types of emergencies in aworkplace

o Presentation by the trainero Experience sharing

32 Handle emergencies bull Possible responses toemergencies in the workplace

o Disaster Blaster Game 983085 Disaster Blaster Gameboard paper marker dicegame cards

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Learning unit 4 Prevent HIVAIDS and sexual violence Learning hours 8

Learning outcomes Contents Learning activities Resources 41 Understand reproductivehealth

bull Puberty and body changebull Female reproductionbull Male reproductionbull Consequences of early

pregnancy

o Small group discussionso Pair discussiono

42 Be sensitized to HIV AIDS

bull Definitionbull Transmissionbull Prevention (ABC)bull Treatmentbull Other STIrsquosbull Stigma and VCT

o HIV gameo Questions and answerso True or falseo Group worko Demonstration (condom use)o Role play (condom negotiation)

983085 Scenarios for HIV game983085 True and false statements

43 Be sensitized to sexualviolence

bull Definition of sexual violencebull Definition of rapebull Consequences of sexual

violence

o Story tellingo Group discussiono Large group discussion

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project3 HARE Prevention of HIV and AIDS in Rwanda through education Irish Aid and VSO

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MODULE 4 Communication on the workplace

Competence Communicate effectively on the workplace

RTQF LEVEL CREDITS 2 LEARNING HOURS 20

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to communicate and get along well with others in a variety of settings and for arange of purposes The module will allow the participant to speak and listen actively and appropriately one-on-one and in groups to

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

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Listen and speak effectively 11 Strategies for effective listening are applied

12 Instructions are adequately interpreted and followed

13 Clear and accurate information and instructions are provided to colleagues

2 Cooperate and work as a team member 21 Team objectives are reached through effective cooperation

22 Diversity of team members is respected

23 Lead a team efficiently

24 Demonstrate problem solving and decision making skills

3 Apply customer care 31 Importance and principles of good customer service are understood

32 Quality service is provided

33 Clear verbal information is provided to customers face to face or on thetelephone

34 Conflicts with customers are handled politely and adequately

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COURSE STRUCTUREThe 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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Listen and speak effectively Learning hours 6

Learning outcomes Contents Learning activities Resources

11 Apply effective listen skills

amp strategies

bull Effective listening skills amp

strategiesbull Assess onersquos listening skillsbull Model good listening skills

o Role play

o Observing role playo Feedback from observerso discussion

983085 Role play scenarios

983085 List of effective listening

skills amp strategies983085 Effective Listening

Observation Form

12 Give and receiveinstructions

bull Importance of giving clearconcise instructions

bull Formulation of instructions

bull Strategies to ask questions forclarification

o individual worko group discussion

13 Identify non-verbalcommunication signs and theimpact on peoplersquosperceptions

bull Importance of non-verbalcommunication

bull Impacts of non-verbalcommunication on how we giveinformation and how we listen

o pair worko large group discussion

14 Demonstrate effectivespeaking skills

bull Effective speaking skills andstrategies

o small group worko practice presentationso large group discussion

983085 List of Effective SpeakingSkills amp Strategies

983085 Speaking Scenarios forgroup work

983085 Effective SpeakingObservation Form

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Learning unit 2 Cooperate and work as a team member Learning hours 8

Learning outcomes Contents Learning activities Resources

21 Identify the differentpersonalities

bull Different personalities andapproaches that individualsbring to a group

o Self-assessmento large group activity (innerouter

circles)o Discussion

983085 Working in Groups Self Assessment

983085 Cooperating with OthersRoles

983085

Elements of an Effective ampCooperative TeamMember

22 Handle differentpersonalities in a group

bull Strategies on how to handledifferent personalities in agroup

23 Cooperate with others toreach the same objective

bull Characteristics of an effectiveand cooperative team member

o Large group activityo Large group discussiono Individual reflectionjournal writing

o Pair work

24 Lead a team efficiently bull Qualities of an effective leaderbull Different leadership stylesbull Appropriate leadership style in a

given contextbull Strategies to lead a team

efficiently

o large group discussiono small group worko role playso small group activity

983085 Role play scenarios

25 Demonstrate problemsolving and decision makingskills

bull challenges and dynamicsamongst people during theproblem solving process

bull steps of problem solving towork and community relatedproblems

bull Communication as a tool forproblem solving

o Large group activityo pair sharingo small group worko large group discussiono Task leadership competition

983085 Scenarios for problem

solving activity

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Learning unit 3 Apply customer care Learning hours 6

Learning outcomes Contents Learning activities Resources

31 Understand theimportance of good customercare

bull Definition of customer servicebull Levels of customer servicebull Customer care principlesbull Importance of customer care

o Experience sharingo Brainstorming

Presentation by trainer

-32 Provide exceptionalquality service

bull Basic customer needsbull Service to meet basic customer

needsbull Definition of customerrsquos

perceptionbull Meeting and exceeding

expectationsbull Getting feedback on the

provided service

o individual reflectiono large group discussiono role play

33 Communicate effectivelywith customers by telephoneand face to face

bull Telephone tipsbull Recording a telephone message

o large group discussiono skito pair role plays

983085 Role Play scenarios forCommunicating withCustomers

34 Handle conflict withdifficult customers

bull Definition of conflict conflictresolutionmanagement

bull Steps of conflict management

with difficult customers

o individual reflectiono Brainstormingo large group discussion

o role play

983085

Reference books 3 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project4 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

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MODULE 5 Computer literacy

Competence 5 Apply computer literacy

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to follow health safety and security procedures identifyhazards assess the associated safety risks and take measures to eliminate or control and minimise the risk It isan obligation for each employee to participate in the management of their own health and safety and that oftheir colleagues and anyone else in the workplace They have a duty to cooperate with their employersinitiatives to ensure safety at work

LEARNING ASSUMED TO BE IN PLACE

Not applicable

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LEARNING UNITS AND PERFORMANCE CRITERIALearning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be ableto

Performance criteria

1 Apply computer fundamentals 11

12

13

14

Identification of Various connectors and ports

Use of different IO devices

Use of Desktoprsquos elements

Scanning of Viruses in the computer and Different Storages Devices

2Use a current word processing package 21

22

23

24

25

56

Text formatting

Table creation and editing

Text Editing

Printing

Saving

Inserting of header Footer and footnotes

3 Use current spreadsheet package 31

32

Using of basic excel tasks

Managing of Sheets in excel workbook

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33

34

35

Formatting of cells and their contents

Using of functions and perform mathematical operations

Excel worksheet Printing

4Use current Power Point Presentations 41

42

43

44

45

46

47

Creating a new presentation

Creating Inserting a slide

Inserting of Graphics

Converting word documents to PowerPoint presentation

Animation

Using Different Presentation view

Printing a presentation

5Use InternetIntranet (Outlook) 51

52

53

54

55

56

Defining and explaining a website

Interacting through instant messaging (Chatting)

Using search Engines (example Google)

Creating Managing favorites using internet explorer

Browsing the internet using the hyperlinks

Downloading and Uploading files using internet

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COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Apply computer fundamentals Learning hours10

Learning outcomes Contents Learning activities Resources

11 Apply Computerbasics

bull Computer Definition

bull Types of computers

Laptops

Desktops

Palm tops

PDA (Personnal Digital assistance)

bull Computer HardwareMemorybull Definition

bull Role of Memory

bull Features

- Capacity

- Speed

- Non Volativitybull Types of Memory

- ROM (Read only memory)

- RAM (Random access memory)

- ExternalInternal memories (Hard

diskdisketteCDFlash disketc)

-Open a computer case andObserve different types ofmemory-Group Discussion on each type ofmemory

-Computer Lab-Computer Tool Kit-CD DVDs Diskettes-White Board-Markers

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12Identify Variousconnectors and ports

bull Connectors and ports

- Definition

bull IO (Input and Output) Ports andconnectors

- Serial ports

- Parallel ports

- USB

- Keyboard Mouse connectors

- VGA Connectors

-Observe different connectors aswell as input and output ports

-Exercises on ports identifications

-Computer Lab-Computer Tool Kit

-CD DVDs Diskettes-Different types of CablesDifferent types Connectors-White Board-Markers

13Use different IOdevices

bull Peripherals

- Definition

- Categories IO devices

Input devices (mouse Keyboard

scanner CDDVD-ROM and

diskettes drivers etc)

Output devices (Monitor Diskette

CDDVD-ROM Writer Printer etc)

Types of keyboards

- AZERTY

- QWERTY

Practical exercises on connectingthe mouse keyboard Monitor tothe CPU (Central processing unit)

-Computer Lab-Computer Tool Kit-CD DVDs Diskettes-Printer-Scanner

-White Board

14Use Desktoprsquoselements

bull Windows and its components

- Desktop

- Task bar

- Start menu

- Minimize Maximize Close buttons

-Brainstorming on Desktoprsquoselements-Use the desktop the tasks barand the start menu

-Computer Lab-Projector

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- My Computer

15Scan Viruses in thecomputer and DifferentStorages Devices (Flashdisk External Hard disk)

bull Antivirus definitionbull Importance of antivirusbull Functionalitybull Different Types of antivirus- Norton- Kaspersky- Symantecbull Storages to be scanned- Flash disk- External hard disk- Memory card- Computer hard disk

-Brainstorming the use ofantivirus-Practical exercises on Scanningviruses-Compile activities reports

-Computer Lab-Flash disks-External Hard disk-Cds DVDs-Antivirus-White Board-Markers

Learning Unit 2 Use a word processing package Learning hours 5

Learning outcomes Contents Learning activities Resources

21Format a text bull StyleFontSizeColourbull Paragraphbull Columnbull Tabulationbull Paragraph spacingbull Inserting symbolsSpecial

charactersbullet and numberingbull Borders and shadingheader and

footer

-Reproduce document alreadyformatted-Various exercises to familiarizewith formatting a text

-Computer Lab With CurrentWord processing Packageinstalled in each computer-Projector-White Board

-Markers

22Create and edit atable

bull Inserting a tablebull Inserting a columnbull Inserting a row

-Practical exercises on creatingediting and handling a table

-Computer Lab With CurrentWord processing Packageinstalled in each computer

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bull Deleting tablebull Deleting rowbull

Deleting columnbull Merging cellsbull Splitting cellsbull Drawing a tablebull Table auto formatbull Formula

-Projector-White Board

23Edit document

(Text)

bull SearchFindReplace

bull Deleting a range of textbull The undo commandbull Spelling and grammarbull Synonyms

-Brainstorming Editing text

-Perform practical exercises onthe various tips (options)-compile activities reports

-Computer Lab With Current

Word processing Packageinstalled in each computer-Projector-White Board-Markers

24Print document bull Page setupbull Print previewbull

Print dialog boxbull Selecting printer namebull Printer optionsbull Printing one or more copiesbull Printing in blackwhite or colorbull Print page ranges

-Exercises on printing one ormore copies of a colored

document in black and white-printing in landscape portrait

-Computer Lab With CurrentWord processing Package

installed in each computer-Printer-Projector

25Save documents bull File management- Creation of files- Creation of Folders- File Naming- File Formats

-Practical Exercises on creation offiles folders and file Saving

-Compile activities reports

-Computer Lab With CurrentWord processing Package

installed in each computer-Projector

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26Insert HeaderFooter and footnotes

bull Footnotesbull Header and Footer

- Automatic pagenumbering- Total number of pages- Automatic date- Automatic automatic

authors name

-Exercises on footnotes-Create a document containing

several pagesWith elements such as the pagenumber date automation-practical exercises

-Computer Lab With CurrentWord processing Package

installed in each computer-Projector

Learning Unit 3 Use spreadsheet package Learning hours 5

Learning outcomes Contents Learning activities Resources

31Use Some basicexcel tasks

bull Basic excel tasks

- Open

- Close

- New document

- Undo

- Savesave ashellip

- Sheet

- Selecting a cell

- Validating a cell

- Deleting cell contents

- Modifying cell contents- Selecting group of cells

- Increase and reduce the

cell size

- Delete row and column

- Duplicate cell

-Practical exercises on the use ofbasic excel tasks-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer-Projector

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32Manage Sheets inexcel workbook

bull Selecting a sheet

bull Renaming a sheet

bull Insert new sheetsbull Moving a sheet in a workbook

bull Deleting a sheet

-Practical exercisesOn Managing sheets in excel

workbook

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector

33Format cells andtheir contents

bull Formatting text and cells

- Choosing fontsizecolour

- Adjusting Cow height

- Alignment of cell - Number format

- Inserting rows

- Merging cells

- Creating borders

- Patterns

-Practical exercises in groups andindividual homework onformatting cells

-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer

-Projector

34Use some functionsand performmathematical operations

bull Numbers and Mathematicalcalculations

- Addition - Multiplication - Division - Subtraction - AutoSum

- Absolute and relativeReference - Function

Average Minimum Maximum

-Practical exercises in groups andindividual homework onformatting cells-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer-Projector

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35 Print an excelworksheet

bull Page setupbull Print previewbull

Print dialogue boxbull Print optionsbull Print one or more copiesbull Print in blackwhite or colorbull Print page rangesbull Printing a selection

-Print one or more copies of aworksheet

-Print colour or white and blackworksheet-practical exercises (individualand in group)-print horizontallyvertically

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector-Printer

Learning Unit 4 Use Presentation application Learning hours 5

Learning outcomes Learning outcomes Learning outcomes Learning outcomes

41Launch Ms Powerpoint

bull Power point Definition

bull Role

bull Power point environment

- Title Bar

- Menu Bar- Toolbars

- Formatting tool bar

- Title

- Sub title

-Using a power pointpresentation with slide showgetfeedback from learners on thearea of application of Ms powerpoint-Launch powerpoint and observethe screen individual exercises

-Computer Lab With Currentpresentation Software installed in each computer-Projector

42Create a newpresentation

bull Creating new presentation

bull Blank presentation

bull Design template

bull Auto content wizards

-Create presentation using thevarious methods-practical exercises (individualand in groups)

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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43Create Insert a slide bull Creating a slide

bull Inserting a slide

bull Modifying a slide

-Exercises on creating insertingand modifying a slide

-Computer Lab With Currentpresentation Software

installed in each computer-Projector

44Insert Graphics bull GraphicsClip artWord

ArtLibrary ImagesInserting

image from file

Exercises on inserting images inthe slides

-Computer Lab With Currentpresentation Software installed in each computer-Projector

45Convert word

documents toPowerPoint presentation

bull Copy Cut Move

bull Process of conversion

-Practical exercises on File

transformation

-Computer Lab With Current

presentation Software installed in each computer-Projector

46Animate apresentation

bull Animation

bull Custom animation

bull Slide transition

-Familiarize with animation of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

47Use DifferentPresentation view

bull Normal View

bull Slide Sorter view

bull Slide show

-Switch between the views toimprove the presentation-Group discussion andbrainstorming

-Computer Lab With Currentpresentation Software installed in each computer-Projector

48 Print a presentation bull Printing a presentation

bull Print preview

bull Printing a copy or multiple

-Exercises on printing in blackand white or in colour printingone or more copies of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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copies

bull Printing one slide on a page

bull Printing more slides on a page

Learning Unit 5 Use InternetIntranet (Outlook) Learning hours 5

Learning outcomes Contents Learning activities Resources

51 Define and explain awebsite

bull Introduction

World wide web

Web page

Web site

-Visit web sites and browsedifferent pages-Group discussion based onobservation

-Internet Connection-Computer Lab-projector

52Interact throughinstant messaging

(Chatting)

bull Definition

bull Steps to create a chat account

bull Chatting options

Instant messaging with or

no web cam

Calling

Sending files

-Group Discussion on Interactingthrough instant messaging

-Exercises on chatting in groups-Compile activities reports

-Internet Connection-Computer Lab

-projector

53Use search Engines(example Google)bull

Search engines- Definition

- Role

- Some Types of search

engine

wwwGooglecom

-Perform practical exercises onthe use of search engines -Internet Connection-Computer Lab-projector

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wwwYahoocom

54Create Managefavorites using internetexplorer

bull Favorites

- Create Favorites

- Rename Move Favorites

-Practical exercises on creatingmoving and renaming favorites

-Internet Connection-Computer Lab-projector

55Browse the internetusing the hyperlinks

bull Web Browser

- Browser buttons

- Address bar

- Status bar

- Scroll bar

- Home page

- FrontBack arrows

- Refresh button

- Start page

-Open a web using the addressbar-Browse different web pages

-practical exercises On Browsinginternet using hyperlink

-Internet Connection-Computer Lab-projector

56Download andUpload files usinginternet

bull Downloadingbull File attachment

-Practical exercises ondownloading and uploading filesusing internet

-Internet Connection-Computer Lab-projector

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MODULE 6 Mise en place and cooking methods

Competence Organise and cook food

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to use kitchen equipment and tools to prepare mise en place and use basic cookingmethods

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 hygiene and food safety

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be ableto

Performance criteria

1 Select and use cooking equipment andtechnology

11 Appropriate equipment and technology is selected for particular cookingmethods

12 Equipment is used hygienically safely and according to manufacturerinstructions

2 Prepare mise en place 21 Ingredients are identified and obtained according to standards recipe

22 Ingredients are prepared according to the correct quantity type and quality

3 Prepare and cook food using basic methods ofcooking

31 Various cooking methods are used to prepare dishes to enterprise standard

32 Correct quantities and ratios of commodities for specific cooking methods arecalculated

33 Cooking process is completed in a logical and safe manner

34 Problems with the cooking process are identified promptly and take correctiveaction

35 Dishes are prepared using a range of methods and current technology withinacceptable enterprise and customer timeframes

36 Work cooperatively with kitchen and front-of-house colleagues to ensure timelypreparation of dishes

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and use cooking equipment and technology Learning hours 20

Learning outcomes Content Leaning activities Resources

11 Identify kitchenequipment and tools

bull Specification of Kitchenequipment amp tools

bull Kitchen orientation

o Group discussiono Researcho Role Playo

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

12 Use and maintain Kitchenequipment and tools

bull

Hand tools

bull Electrical toolsbull Heavy equipment

o Group discussiono Researcho Role Play

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

Learning unit 2 Prepare mise en place Learning hours 20

Learning outcomes Content Leaning activities Resources

21 Identify ingredients for arecipe

bull Types of food itemsbull Characteristics and uses of food

items

o Group discussiono Researcho Role Play

983085 Recipe book983085 Reference Books983085 Flipchart markers-

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bull Contents of recipebull Quantities in function of

number of customers to be

servedbull Quality of ingredients

983085 Projectors983085 Board983085 Laptops

22 Prepare ingredients bull Cleaning techniquesbull Pealing and cutting techniquesbull Measuring and weighingbull Storage for different type of

ingredients

o Demonstrationo Individual practice

983085 Kitchen equipment Kitchentools

23 Apply checklist procedures bull FIFObull LIFObull Verification of quality product

o Group discussiono Demonstrationo Individual practiceo Role Play

983085 Recipe book Flipchart

983085 Markers983085 Tags983085 Products983085 Bin cards983085 Checklist

Learning unit 3 Prepare and cook food using basic methods of cooking Learning hours 20

Learning outcomes Content Leaning activities Resources

31 Identify the differentcooking methods

bull Types of cooking methods Boiling Deep frying Stir-frying

Baking Steaming Simmering skimming grilling roasting broiling

o Small group discussiono Demonstrationo Individual practice

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smoking poaching

bull Characteristics of different

foods and appropriate cookingmethods

bull Underlying principles of all basiccooking methods

bull Effect of different cookingmethods on the nutritionalvalue of food

32 Cook basic dishes using arange of methods

bull Basic dishes o Demonstrationo Individual practice

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MODULE 7 Salads and Sandwiches

Competence Prepare salads and sandwiches

RTQF LEVEL CREDITS 4 LEARNING HOURS 40

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present different sorts of salads and sandwiches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare and present a variety of salads anddressings

11 Suitable ingredients are chosen

12 Salads are prepared using fresh ingredients and respecting nutritional valueeating characteristics and taste

13 Suitable sauces and dressings are prepared and incorporated into or servedwith salad

14 Salads are presented attractively

2 Prepare and present sandwiches 21 Suitable bases are selected from a range of bread types

22 A variety of sandwich types are prepared using a range of appropriate

techniques

23 Appropriate equipment is selected for toasting and heating sandwiches andused correctly and safely

24 Sandwiches are present in an attractive manner using suitable garnishesand serviceware

3 Store salads and sandwiches 31 Store salads and sandwiches hygienically at the correct temperature in

appropriate conditions and containers to maintain freshness taste andquality

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare and present a variety of salad and dressings Learning hours 20

Learning Outcome Content Learning Activities Resources

11 Identify ingredients for

salads

bull Commodities and food

combinations for use in salads

o Researcho Presentationo Group work

983085 Salad recipes

12 Prepare salads bull Types of salads Simple Compound

bull Components of salads Base Body Dressing Garnish

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls

983085 Knife sets

983085 Required ingredients983085 Cutting Board

13 Prepare dressings bull Types of salad dressing French dressing

Italian dressing Dijon dressing Vinaigrette Thousand Island dressing

bull Compatibility of dressings withdifferent types of salads

o Researcho Presentationo Demonstrationo Individual practice

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14 Present salads bull Methods of attractivepresentation for salads anddressings

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 2 Prepare Sandwiches Learning hours 15

Learning outcome Content Learning Activity Resources

21 Identify ingredients forsandwiches

bull Suitable breads White bread Wheat bread Buns Baguette

bull Suitable filling Cheese Ham Fried eggs Vegetables Cooked meat

o Presentationo Research

983085 Sandwiches recipes

22 Prepare sandwiches bull Types of Sandwiches Hot Cold

bull Food combinations forsandwiches

bull Preparation techniques spreading layering portioning moulding cutting garnishing

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls983085 Knife sets983085 Required ingredients983085 Salamander983085 Cutting Board

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toasting

23 Present sandwiches bull Methods of attractivepresentation for sandwiches

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 3 Store salads and sandwiches Learning hours 5

Learning outcome Content Learning Activity Resources

31 Store salads andsandwiches

bull Suitable storage techniques tomaintain optimum quality ofingredients

bull Types of containers

o Presentationo Demonstrationo Individual practice

983085 Containers983085 Fridge

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MODULE 9 Pasta and starches

Competence Cook pasta and starches

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present pastas and starches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare pasta 11 The different types of pasta are identified

12 Various pasta are prepared using appropriate methods to ensure optimumquality

13 Appropriate sauces and accompaniments are selected

2 Prepare starches 21 The different types of starches are identified

22 Various starches are prepared using appropriate methods to ensureoptimum quality

Appropriate sauces and accompaniments are selected

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare Pasta Learning hours 30

Learning outcome Content Learning Activities Resources

11 identify the different types

of pasta

bull Types of Pasta amp their products

Egg Pasta Noodles

Egg less pasta Spaghetti

White pasta Lasagna

Green Pasta Green lasagna

Stuffed Past Ravioli Cannelloni Lunette

Dessert Pasta Poppy seed pasta Cinnamon pasta

Dumpling Pasta Gnocchi

Whole wheat

o Researcho Presentation

983085 Reference books

983085 recipes

12 Prepare pasta dishes bull Cooking methods Boiling Stir-frying Baking

o Demonstrationo Researcho Individual practiceso Presentation

983085 Recipes983085 Baking trays983085 Baking Ovens983085 Required ingredients

S C k

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Steaming 983085 Cooking pans983085 Pasta roller983085 Flip chart

983085 Markers

983085 Boards983085 Tongs983085 Forks983085 Plates

13 Present pasta dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

Learning Unit 2 Prepare Starches Learning hours 30

Learning outcome Content Learning Activities Resources

21 Identify the differenttypes of pasta

bull Starch products Cassava Yams Sweet potatoes Rice Maize meal

o Researcho Presentation

983085 Reference books983085 recipes

21 Prepare starch products bull Cooking methods Boiling Deep frying Stir-frying Baking Steaming

o Demonstrationo Individual practices

983085 Baking trays983085 Baking Ovens983085 Required ingredients983085 Cooking pans983085 Steaming Machine983085 Flip chart

983085 Markers

983085 Boards983085 Forks983085 Spoons983085 Plates

23 Present starch dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

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MODULE 10 Stocks sauces and soups

Competence Prepare stocks sauces and soups

RTQF LEVEL CREDITS 10 LEARNING HOURS 100

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare different types of stocks soups and sauces

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplace

Module 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare stocks required for menu items 11 Ingredients and flavouring agents are uses according to standard recipes

12 A variety of stocks are produced

2 Prepare sauces required for menu items 21 A variety of hot and cold sauces are produced from classical andcontemporary recipes

22 A variety of thickening agents and convenience products are usedappropriately

23 Sauces are evaluated for flavour colour and consistency and any problemsare rectified

3 Prepare soups 31 The correct ingredients are selected and assembled to produce soupsincluding stocks and prepared garnishes

32 A variety of soups is produced

33Clarifying and thickening agents and methods are used where appropriate

34 Soups are evaluated for flavour colour consistency and temperature and anyproblems are rectified

35 Soups are presented at the right temperature in clean serviceware withoutdrips and spills using suitable garnishes and accompaniments

4 St d tit t t k d 4 1

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4 Store and reconstitute stocks sauces and soups 41 Store stocks sauces and soups to maintain optimum freshness and quality

42 Reconstitute stocks sauces and soups to appropriate standards ofconsistency

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Prepare stocks required for menu items Learning hours 30

Learning outcomes Content Learning activities Resources

11 Identify the ingredients

for different types of stocks

bull Types of stocks

Vegetable stock Beef stock Chicken stock Fish stock

bull Ingredients

o Group discussion

o Presentationo research

983085 reference books

983085 recipes

12 Cook various stocks bull Cooking methods Boiling Simmering Skimming Cooling Straining

o Applicationo Exerciseo Demonstration

983085 Equipments983085 Tools

983085 CLeaning products

983085 Cleaning materials983085 Stock pots983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

Learning unit 2 Prepare sauces required for menu items Learning hours 30

Learning outcomes Content Leaning activities Resources

21 Identify the ingredientsfor different types of sauces

bull Types of sauces Cold sauces Hot sauces

o Demonstrationo Individual practiceo Presentation

983085 Books983085 Flipchart983085 Markers Projectors

Mother sauces 983085 White board Laptops

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Mother sauces Basic Derivations Special sauces

White board Laptops983085 Recipe books

22 Identify equipments bull Identification of Tools andequipments sauce pots blender strainer sauce ladles knife set spatulas

cutting boards lighter stove

o Explanationo Demonstrationo Individual practice

983085 Books

983085 Flipchart Markers983085 Projectors983085 White board983085 Laptops983085 Recipe books983085 Menu

23 Prepare sauces bull Methods of cooking Boiling Simmering

bull Thickening agents Roux Cornflour Modified starch Liaison

o Explanationo Demonstrationo Individual practice

983085 Equipments983085 Tools983085 Cleaning products983085 Cleaning materials

983085 Stock pots

983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

24 Evaluate the quality ofsauces and rectify thembull Common problems in saucesbull Techniques to rectify sauces

o Observationo Group worko Individual practice

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Learning unit 3 Prepare soup Learning hours 30

Learning outcomes Content Leaning activities Resources

31 Identify the ingredientsfor different types of sauces

bull Types of soup Clear soups Pureacutee soups Cream soups

bull Ingredients

o Researcho Brainstorming

983085 Recipe guide983085 Cooking books

32 Prepare different types of

soup

bull Method of cooking Boiling

bull Thickening agents

o Demonstrationo Individual practiceo Presentation

983085 Note book

983085 pens

983085 Board983085 Markers983085 Fish stock983085 Beef stock983085 Vegetable stock983085 Strainers

33 Evaluate the quality ofsoups and rectify them

bull Common problems in soupsbull Techniques to rectify soups

o Observationo Group worko Individual practice

34 Present soup bull Presentation techniquesbull Garnishing techniquesbull Soup accompaniments

o Observationo Individual practice

983085 Plates983085 Bowls

Learning unit 4 Store and reconstitute stocks sauces and soups Learning hours 10

Learning outcomes Content Leaning activities Resources41 Store stocks sauces andsoups

bull Storage techniques andprocedures

bull Labelling

o Demonstrationo Explanationo Individual practice

983085 Pots983085 Fridge983085 Freezer983085 Labelling cards

42 Reconstitute stockssauces and soups

bull Reheating techniquesbull Principles of hygiene

983085 Equipment

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MODULE 11 Meat poultry and fish

Competence Select prepare and cook meat poultry and fish

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safety

Module 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unit Performance criteria

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gBy the end of the module the trainee will be able to

1 Select and purchase poultry meat and fish11 Poultry is selected and purchased according to quantity and quality required

12 Primary secondary and portioned cuts of pork goat beef and veal are selectedaccording to quantity and quality required

13 Fish is selected according to quality according to quantity and quality required

14 Low-cost cuts and meat products are selected when and where appropriate

15 The best supplier for quality and price is selected

2 Handle and store meat poultry and fish 21 Suitable knives and equipment for poultry meat and fish handling is selected andused

22 Poultry meat and fish are handled and portioned according to menu requirementsand hygienically to minimise risk of food spoilage or cross-contamination

23 Poultry meat and fish are stored hygienically ensuring optimal storage conditions andappropriate temperature are maintained

24 Frozen poultry meat and fish are thawed correctly to ensure maximum qualityhygiene and nutrition

3 Cook basic poultry meat and fish dishes 31 Suitable equipment for poultry meat and fish preparation and cooking is selected andused

32 Suitable marinades are prepared and used where appropriate for a variety of poultrymeat and fish cuts

33 A variety of appropriate cooking methods are used for basic poultry meat and fishdishes

34 A variety basic poultry meat and fish dishes are cooked and presented to standardrecipe specifications

35 Poultry meat and fish dishes are presented using suitable sauces garnishes andaccompaniments

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and purchase poultry meat and fish Learning hours 10

Learning outcomes Content Leaning activities Resources

11 Identify different types of

poultry meat and fish

bull Types of poultry

Chicken Turkey Duck

bull Types of meat Beef Veal Lamb Goat

Porkbull Types of fish

White fish Oily fish Shellfish

o Research

o Brainstormingo Group worko Presentationo

983085 Resource books

12 Select poultry meat andfish

bull Chicken meat and fish cutsbull Processed productsbull Quality criteria for selecting

fresh and healthy chicken meatand fish Quality points for poultry- Smell- Skin- Colour

o Visit of butcheryo Group worko Researcho Presentation

983085 Resource books

- Flexible breastboneUnbroken bones

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- Unbroken bones

Quality points for meat

- Smell- Colour- Compact structure- Texture and colour of fat- Kidney covered with fat

Quality points for Fish- Eyes- Gills- Fresh

- Scales- Skin- Smell- Guts

Learning unit 2 Handle and store meat poultry and fish Learning hours 40

Learning outcomes Content Leaning activities Resources

11 Handle and portionchickenbull

Techniques De-boning Filleting

bull Appropriate equipment andknives

o

Explanation-Demonstrationo Group discussiono Individual Practice

983085

Knife set983085 Cutting Board983085 Reference books983085 Flip chart983085 Markers983085 Board983085 Meat Tag983085 Weighing

983085 Scales

12 Handle and portion meat bull Preparation of butcherrsquos meatDeboning

o Demonstrationindividual practice

983085 Weighing scaleKnife Set

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- Deboning- Portioning

- Cutting- Trimming

- Mincing bull Appropriate equipment and

knives

o individual practice 983085 Knife Set983085 Cutting boards

983085 Slicing machine

983085 Flip Chart983085 Boards983085 Markers

13 Handle and portion fish bull Preparation of fish Gutting portioning Scaling Filleting Skinning

o Demonstrationo Individual practice

983085 Flip chat983085 Markers983085 Board983085

Laptop983085 Projector983085 Cutting board983085 Knife set983085 weighing scale

14 Store chicken meat andfish

bull Storage standards Chemical Store Dry Store

Perishable Freezer Quality and Quantity

bull Preservation methods Salting Smoking Drying Canning

Freezing Marinating

bull Orderingbull Receivingbull Issuing

o Demonstrationo Individual practice

983085 Freezer983085 Fridge983085 Reference Books

983085 Flip chart

983085 Markers983085 Board983085 Scale983085 Shelves983085 Containers983085 Trolley983085 Probe Thermometer

983085 Purchasing order

983085 Receiving form983085 Requisition form

15 Thaw chicken meat andfish

bull Defrosting techniquesbull Health and hygiene regulations

o Demonstrationo Individual practice

983085 drip tray

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Learning unit 3 Cook and present basic poultry meat and fish dishes Learning hours 70

Learning outcomes Content Leaning activities Resources

21 Cook and present basicpoultry dishes

bull Marinating Herbs Oil spices

bull Cooking method

steaming grilling roasting boiling baking broiling smoking poaching

bull Seasoning salt black pepper or white

pepper

bull Presentation techniques

o Demonstrationo Individual practice

983085 Recipes983085 Heavy pans983085 Frying pans983085 Chopping board983085 Knives

983085 Flip chat

983085 Markers983085 Board983085 Laptop983085 Projector983085 Cutting board983085 Knife set983085 Weighing scale

983085 Oil

983085 Onions983085 Garlic983085 Rose mary983085 Salt983085 Light soya sauce

22 Cook and present basicmeat dishes 23 Cook and present basic

fish dishes

MODULE 12 Basic pastries and cakes

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MODULE 12 Basic pastries and cakes

Competence Make basic pastries and cakes

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

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

1 Prepare basic pastries and cakes 11 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are prepared

12 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are decorated

13 Suitable equipment safely and efficiently selected and used

2 Prepare and produce bakery products 21 A range of yeast-based doughs are prepared to standard recipes

22 Suitable equipment safely and efficiently selected and used

3 Portion and store pastries cakes and yeast goods 31 Portion control is applied to minimise wastage

32 Cakes pastry and bakery products Store to minimise spoilage and wastage

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare basic pastries and cakes Credit6

Learning Outcome Content Learning Activities Resources11 Identify different types ofpastries and cakes

bull Types of Pastry Products Sponge cakes Choux paste Sugar paste Sweet bread Cookies

o Researcho Presentationo Brainstorming

983085 Reference books

Mousses Ice cream

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doughnuts

12 Prepare basic pastryproducts

bull Sponge cakes Preparation techniques Baking techniques

bull Doughnuts Preparation techniques Baking techniques

bull Cookies Preparation techniques Baking techniques

o Demonstrationo Individual practices

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons13 Decorate pastries and

cakesbull Fillings

Butter cream Fruit Jam

bull Sauces Chocolate sauce Custard Sauce Strawberry Vanilla

o Demonstrationo Individual practiceso

Learning Unit 2 Prepare and produce bakery products

Learning outcomes Content Leaning activities Resources21 Identify different types ofbakery products

bull Types of bakery Products Yeast products

White Bread French Bread Croissant Rolls

o Researcho Presentationo Brainstorming

983085 Reference books

Chapatti Samosa dough

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Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

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MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

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bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

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Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

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Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

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76

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

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Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

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Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 12: Curriculum Cooker

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12

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Understand oneself as part of a team and respect the rules ofthe workshop

111213

Know each otherBe part of a team and behave accordinglyRules and requirements are agreed upon and known

2 Learn about the occupation and the training process 212223

The occupation is understoodThe training required is knownThe training organisation is known

5 Reflect upon the teaching and learning methods 3132

The active and participatory learning methods are appliedThe assessment method is understood

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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Understand oneself as part of a team and respect the rules of the workshop Learning hours 6

Learning outcomes Contents Learning activities Resources 11 Introduce oneself and get

to know one another

bull Introductionsbull

Expectations about the training

o Introduction

o Gameo Presentation of traineesrsquo

expectations

12 Work as a team bull Working as a teambull Building trust

o Gameso Group discussions

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13

Learning outcomes Contents Learning activities Resources 13 Setting rules and

responsibilities

bull Rules of the classroom

bull Group responsibilities

o Brainstorming

o Discussions

983085

Learning unit 2 Learn about the occupation and the training process Learning hours 12

Learning outcomes Contents Learning activities Resources

21 Understand theoccupation

bull Characteristics of theoccupation

bull Working conditions

o Personal researcho Visit of a business in the

neighbourhoodo

983085 Pictures of people inworking situation

983085 Documents describing theoccupation

22 Obtain an understandingof the goals of the trainingprogramme

bull Content of the trainingprogramme (modules)

bull Importance of the initial andcontinuous training

o Presentation by the teachero Research

983085 Overview of the trainingprogramme

983085 Testimonies of peopleperforming the occupation

23 Have a commonunderstanding of the trainingorganisation

bull Presentation of the timetablebull Presentation of the classrooms

and workshops

o Visits of the premises of the school983085 School year calendar

983085 Timetable

Learning unit 3 Reflect upon the teaching and learning methods Learning hours 2

Learning outcomes Contents Learning activities Resources

31 Understand the teachingand learning methods

bull Overview of the active andparticipatory teaching andlearning methods

o Experience sharingo Presentation by the trainer

32 Understand theassessment methodology

bull Assessment methodology andits purpose

o Explanation by the trainer

Reference books

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14

1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

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MODULE 2 Health safety and security on the workplace

Competence Apply health safety and security procedures on the workplace

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to follow health safety and security procedures identify hazards assess theassociated safety risks and take measures to eliminate or control and minimise the risk

It is an obligation for each employee to participate in the management of their own health and safety and that of their colleagues andanyone else in the workplace They have a duty to cooperate with their employers initiatives to ensure safety at work

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be

able to

Performance criteria

1 Apply good personal care and healthyhabits at work

11 Hands are washes at appropriate times and hand washing procedures are followedcorrectly and consistently according to organisation and legal requirements

12 Clothes are clean required personal protective clothing are worn and onlyorganisation-approved bandages and dressings are used

13 Food is not contaminated with anybody fluids or tobacco product from sneezing coughing blowing nose spittingsmoking

14 Clean materials and clothes are used and safe and hygienic practices are respectedto ensure that no cross-contamination of other items in the workplace occurs

2 Address unsafe situations on the job 21 Appropriate methods are used to identify actual or foreseeable hazards that have thepotential to harm the health and safety of workers or anyone else in the workplace

22 Immediate work area is free from hazards

23 Control measures are implemented according to individual level of responsibility orappropriate personnel is referred to for permission or further action

3 Respond appropriately to emergencies atwork

31 Emergency and potential emergency situations are recognised promptly and requiredactions are determined or taken within the scope of individual responsibility

32 Appropriately response to emergencies is provided

33 Assistance from colleagues or other authorities is sought promptly and when

appropriate

4 Prevent HIVAIDS and sexual violence 41 Reproductive health is understood

42 Transmission prevention and treatment of HIVAIDS and other STIrsquos are understood

43 Sexual violence is understood and can be avoided

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COURSE STRUCTUREThe 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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Apply good personal care and healthy habits at work Learning hours 4

Learning outcomes Contents Learning activities Resources 11 Identify important health

practices in the workplace

bull Healthy habits o Discussiono Individual worko Presentation

983085 List of habits for good

health983085 Health education material

from Ministry of Health orother organisations

983085 Posterspictures of healthhabits

12 Describe the importanceof personal and public

cleanliness

bull Definition of hygienebull Definition of sanitationbull Importance of hygiene and

sanitation at workbull

o Presentation by trainero Group work and discussiono Role play

983085 Handout healthy hygieneand sanitation practices

food sanitation clean waterand toilet facilities

13 Know how to prevent thespread of illness andcontamination at work

bull Sources of germs microbesbull Prevention techniques (Hygiene

and sanitation good practices)

o Brainstorming

11 Identify important healthpractices in the workplace

bull Healthy habits o Discussiono Individual worko Presentation

983085 List of habits for goodhealth

983085 Health education materialfrom Ministry of Health orother organisations

983085 Posterspictures of healthhabits

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Learning unit 2 Address unsafe situations on the job Learning hours 10

Learning outcomes Contents Learning activities Resources 21 Identify the primaryhazards found in workplaces

bull Types of hazards in theworkplace (safety chemicalbiological other health hazards)

o Brainstormingo Group worko Discussion

Pictures

22 Understand why thesituation or substance is

hazardous

bull Hazardous situationsbull Dangerous substances

23 Identify the best ways toaddress specific problemsituations

bull Control methods (removehazard work policies andprocedures protectiveequipment)

o Brainstormingo Discussion

Stories and pictures

Learning unit 3 Respond appropriately to emergencies at work Learning hours 8

Learning outcomes Contents Learning activities Resources 31 Identify emergencies bull Definition of emergency

bull Types of emergencies in aworkplace

o Presentation by the trainero Experience sharing

32 Handle emergencies bull Possible responses toemergencies in the workplace

o Disaster Blaster Game 983085 Disaster Blaster Gameboard paper marker dicegame cards

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Learning unit 4 Prevent HIVAIDS and sexual violence Learning hours 8

Learning outcomes Contents Learning activities Resources 41 Understand reproductivehealth

bull Puberty and body changebull Female reproductionbull Male reproductionbull Consequences of early

pregnancy

o Small group discussionso Pair discussiono

42 Be sensitized to HIV AIDS

bull Definitionbull Transmissionbull Prevention (ABC)bull Treatmentbull Other STIrsquosbull Stigma and VCT

o HIV gameo Questions and answerso True or falseo Group worko Demonstration (condom use)o Role play (condom negotiation)

983085 Scenarios for HIV game983085 True and false statements

43 Be sensitized to sexualviolence

bull Definition of sexual violencebull Definition of rapebull Consequences of sexual

violence

o Story tellingo Group discussiono Large group discussion

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project3 HARE Prevention of HIV and AIDS in Rwanda through education Irish Aid and VSO

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MODULE 4 Communication on the workplace

Competence Communicate effectively on the workplace

RTQF LEVEL CREDITS 2 LEARNING HOURS 20

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to communicate and get along well with others in a variety of settings and for arange of purposes The module will allow the participant to speak and listen actively and appropriately one-on-one and in groups to

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

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Listen and speak effectively 11 Strategies for effective listening are applied

12 Instructions are adequately interpreted and followed

13 Clear and accurate information and instructions are provided to colleagues

2 Cooperate and work as a team member 21 Team objectives are reached through effective cooperation

22 Diversity of team members is respected

23 Lead a team efficiently

24 Demonstrate problem solving and decision making skills

3 Apply customer care 31 Importance and principles of good customer service are understood

32 Quality service is provided

33 Clear verbal information is provided to customers face to face or on thetelephone

34 Conflicts with customers are handled politely and adequately

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COURSE STRUCTUREThe 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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Listen and speak effectively Learning hours 6

Learning outcomes Contents Learning activities Resources

11 Apply effective listen skills

amp strategies

bull Effective listening skills amp

strategiesbull Assess onersquos listening skillsbull Model good listening skills

o Role play

o Observing role playo Feedback from observerso discussion

983085 Role play scenarios

983085 List of effective listening

skills amp strategies983085 Effective Listening

Observation Form

12 Give and receiveinstructions

bull Importance of giving clearconcise instructions

bull Formulation of instructions

bull Strategies to ask questions forclarification

o individual worko group discussion

13 Identify non-verbalcommunication signs and theimpact on peoplersquosperceptions

bull Importance of non-verbalcommunication

bull Impacts of non-verbalcommunication on how we giveinformation and how we listen

o pair worko large group discussion

14 Demonstrate effectivespeaking skills

bull Effective speaking skills andstrategies

o small group worko practice presentationso large group discussion

983085 List of Effective SpeakingSkills amp Strategies

983085 Speaking Scenarios forgroup work

983085 Effective SpeakingObservation Form

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Learning unit 2 Cooperate and work as a team member Learning hours 8

Learning outcomes Contents Learning activities Resources

21 Identify the differentpersonalities

bull Different personalities andapproaches that individualsbring to a group

o Self-assessmento large group activity (innerouter

circles)o Discussion

983085 Working in Groups Self Assessment

983085 Cooperating with OthersRoles

983085

Elements of an Effective ampCooperative TeamMember

22 Handle differentpersonalities in a group

bull Strategies on how to handledifferent personalities in agroup

23 Cooperate with others toreach the same objective

bull Characteristics of an effectiveand cooperative team member

o Large group activityo Large group discussiono Individual reflectionjournal writing

o Pair work

24 Lead a team efficiently bull Qualities of an effective leaderbull Different leadership stylesbull Appropriate leadership style in a

given contextbull Strategies to lead a team

efficiently

o large group discussiono small group worko role playso small group activity

983085 Role play scenarios

25 Demonstrate problemsolving and decision makingskills

bull challenges and dynamicsamongst people during theproblem solving process

bull steps of problem solving towork and community relatedproblems

bull Communication as a tool forproblem solving

o Large group activityo pair sharingo small group worko large group discussiono Task leadership competition

983085 Scenarios for problem

solving activity

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Learning unit 3 Apply customer care Learning hours 6

Learning outcomes Contents Learning activities Resources

31 Understand theimportance of good customercare

bull Definition of customer servicebull Levels of customer servicebull Customer care principlesbull Importance of customer care

o Experience sharingo Brainstorming

Presentation by trainer

-32 Provide exceptionalquality service

bull Basic customer needsbull Service to meet basic customer

needsbull Definition of customerrsquos

perceptionbull Meeting and exceeding

expectationsbull Getting feedback on the

provided service

o individual reflectiono large group discussiono role play

33 Communicate effectivelywith customers by telephoneand face to face

bull Telephone tipsbull Recording a telephone message

o large group discussiono skito pair role plays

983085 Role Play scenarios forCommunicating withCustomers

34 Handle conflict withdifficult customers

bull Definition of conflict conflictresolutionmanagement

bull Steps of conflict management

with difficult customers

o individual reflectiono Brainstormingo large group discussion

o role play

983085

Reference books 3 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project4 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

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MODULE 5 Computer literacy

Competence 5 Apply computer literacy

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to follow health safety and security procedures identifyhazards assess the associated safety risks and take measures to eliminate or control and minimise the risk It isan obligation for each employee to participate in the management of their own health and safety and that oftheir colleagues and anyone else in the workplace They have a duty to cooperate with their employersinitiatives to ensure safety at work

LEARNING ASSUMED TO BE IN PLACE

Not applicable

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LEARNING UNITS AND PERFORMANCE CRITERIALearning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be ableto

Performance criteria

1 Apply computer fundamentals 11

12

13

14

Identification of Various connectors and ports

Use of different IO devices

Use of Desktoprsquos elements

Scanning of Viruses in the computer and Different Storages Devices

2Use a current word processing package 21

22

23

24

25

56

Text formatting

Table creation and editing

Text Editing

Printing

Saving

Inserting of header Footer and footnotes

3 Use current spreadsheet package 31

32

Using of basic excel tasks

Managing of Sheets in excel workbook

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33

34

35

Formatting of cells and their contents

Using of functions and perform mathematical operations

Excel worksheet Printing

4Use current Power Point Presentations 41

42

43

44

45

46

47

Creating a new presentation

Creating Inserting a slide

Inserting of Graphics

Converting word documents to PowerPoint presentation

Animation

Using Different Presentation view

Printing a presentation

5Use InternetIntranet (Outlook) 51

52

53

54

55

56

Defining and explaining a website

Interacting through instant messaging (Chatting)

Using search Engines (example Google)

Creating Managing favorites using internet explorer

Browsing the internet using the hyperlinks

Downloading and Uploading files using internet

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COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Apply computer fundamentals Learning hours10

Learning outcomes Contents Learning activities Resources

11 Apply Computerbasics

bull Computer Definition

bull Types of computers

Laptops

Desktops

Palm tops

PDA (Personnal Digital assistance)

bull Computer HardwareMemorybull Definition

bull Role of Memory

bull Features

- Capacity

- Speed

- Non Volativitybull Types of Memory

- ROM (Read only memory)

- RAM (Random access memory)

- ExternalInternal memories (Hard

diskdisketteCDFlash disketc)

-Open a computer case andObserve different types ofmemory-Group Discussion on each type ofmemory

-Computer Lab-Computer Tool Kit-CD DVDs Diskettes-White Board-Markers

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12Identify Variousconnectors and ports

bull Connectors and ports

- Definition

bull IO (Input and Output) Ports andconnectors

- Serial ports

- Parallel ports

- USB

- Keyboard Mouse connectors

- VGA Connectors

-Observe different connectors aswell as input and output ports

-Exercises on ports identifications

-Computer Lab-Computer Tool Kit

-CD DVDs Diskettes-Different types of CablesDifferent types Connectors-White Board-Markers

13Use different IOdevices

bull Peripherals

- Definition

- Categories IO devices

Input devices (mouse Keyboard

scanner CDDVD-ROM and

diskettes drivers etc)

Output devices (Monitor Diskette

CDDVD-ROM Writer Printer etc)

Types of keyboards

- AZERTY

- QWERTY

Practical exercises on connectingthe mouse keyboard Monitor tothe CPU (Central processing unit)

-Computer Lab-Computer Tool Kit-CD DVDs Diskettes-Printer-Scanner

-White Board

14Use Desktoprsquoselements

bull Windows and its components

- Desktop

- Task bar

- Start menu

- Minimize Maximize Close buttons

-Brainstorming on Desktoprsquoselements-Use the desktop the tasks barand the start menu

-Computer Lab-Projector

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- My Computer

15Scan Viruses in thecomputer and DifferentStorages Devices (Flashdisk External Hard disk)

bull Antivirus definitionbull Importance of antivirusbull Functionalitybull Different Types of antivirus- Norton- Kaspersky- Symantecbull Storages to be scanned- Flash disk- External hard disk- Memory card- Computer hard disk

-Brainstorming the use ofantivirus-Practical exercises on Scanningviruses-Compile activities reports

-Computer Lab-Flash disks-External Hard disk-Cds DVDs-Antivirus-White Board-Markers

Learning Unit 2 Use a word processing package Learning hours 5

Learning outcomes Contents Learning activities Resources

21Format a text bull StyleFontSizeColourbull Paragraphbull Columnbull Tabulationbull Paragraph spacingbull Inserting symbolsSpecial

charactersbullet and numberingbull Borders and shadingheader and

footer

-Reproduce document alreadyformatted-Various exercises to familiarizewith formatting a text

-Computer Lab With CurrentWord processing Packageinstalled in each computer-Projector-White Board

-Markers

22Create and edit atable

bull Inserting a tablebull Inserting a columnbull Inserting a row

-Practical exercises on creatingediting and handling a table

-Computer Lab With CurrentWord processing Packageinstalled in each computer

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bull Deleting tablebull Deleting rowbull

Deleting columnbull Merging cellsbull Splitting cellsbull Drawing a tablebull Table auto formatbull Formula

-Projector-White Board

23Edit document

(Text)

bull SearchFindReplace

bull Deleting a range of textbull The undo commandbull Spelling and grammarbull Synonyms

-Brainstorming Editing text

-Perform practical exercises onthe various tips (options)-compile activities reports

-Computer Lab With Current

Word processing Packageinstalled in each computer-Projector-White Board-Markers

24Print document bull Page setupbull Print previewbull

Print dialog boxbull Selecting printer namebull Printer optionsbull Printing one or more copiesbull Printing in blackwhite or colorbull Print page ranges

-Exercises on printing one ormore copies of a colored

document in black and white-printing in landscape portrait

-Computer Lab With CurrentWord processing Package

installed in each computer-Printer-Projector

25Save documents bull File management- Creation of files- Creation of Folders- File Naming- File Formats

-Practical Exercises on creation offiles folders and file Saving

-Compile activities reports

-Computer Lab With CurrentWord processing Package

installed in each computer-Projector

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26Insert HeaderFooter and footnotes

bull Footnotesbull Header and Footer

- Automatic pagenumbering- Total number of pages- Automatic date- Automatic automatic

authors name

-Exercises on footnotes-Create a document containing

several pagesWith elements such as the pagenumber date automation-practical exercises

-Computer Lab With CurrentWord processing Package

installed in each computer-Projector

Learning Unit 3 Use spreadsheet package Learning hours 5

Learning outcomes Contents Learning activities Resources

31Use Some basicexcel tasks

bull Basic excel tasks

- Open

- Close

- New document

- Undo

- Savesave ashellip

- Sheet

- Selecting a cell

- Validating a cell

- Deleting cell contents

- Modifying cell contents- Selecting group of cells

- Increase and reduce the

cell size

- Delete row and column

- Duplicate cell

-Practical exercises on the use ofbasic excel tasks-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer-Projector

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32Manage Sheets inexcel workbook

bull Selecting a sheet

bull Renaming a sheet

bull Insert new sheetsbull Moving a sheet in a workbook

bull Deleting a sheet

-Practical exercisesOn Managing sheets in excel

workbook

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector

33Format cells andtheir contents

bull Formatting text and cells

- Choosing fontsizecolour

- Adjusting Cow height

- Alignment of cell - Number format

- Inserting rows

- Merging cells

- Creating borders

- Patterns

-Practical exercises in groups andindividual homework onformatting cells

-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer

-Projector

34Use some functionsand performmathematical operations

bull Numbers and Mathematicalcalculations

- Addition - Multiplication - Division - Subtraction - AutoSum

- Absolute and relativeReference - Function

Average Minimum Maximum

-Practical exercises in groups andindividual homework onformatting cells-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer-Projector

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34

35 Print an excelworksheet

bull Page setupbull Print previewbull

Print dialogue boxbull Print optionsbull Print one or more copiesbull Print in blackwhite or colorbull Print page rangesbull Printing a selection

-Print one or more copies of aworksheet

-Print colour or white and blackworksheet-practical exercises (individualand in group)-print horizontallyvertically

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector-Printer

Learning Unit 4 Use Presentation application Learning hours 5

Learning outcomes Learning outcomes Learning outcomes Learning outcomes

41Launch Ms Powerpoint

bull Power point Definition

bull Role

bull Power point environment

- Title Bar

- Menu Bar- Toolbars

- Formatting tool bar

- Title

- Sub title

-Using a power pointpresentation with slide showgetfeedback from learners on thearea of application of Ms powerpoint-Launch powerpoint and observethe screen individual exercises

-Computer Lab With Currentpresentation Software installed in each computer-Projector

42Create a newpresentation

bull Creating new presentation

bull Blank presentation

bull Design template

bull Auto content wizards

-Create presentation using thevarious methods-practical exercises (individualand in groups)

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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43Create Insert a slide bull Creating a slide

bull Inserting a slide

bull Modifying a slide

-Exercises on creating insertingand modifying a slide

-Computer Lab With Currentpresentation Software

installed in each computer-Projector

44Insert Graphics bull GraphicsClip artWord

ArtLibrary ImagesInserting

image from file

Exercises on inserting images inthe slides

-Computer Lab With Currentpresentation Software installed in each computer-Projector

45Convert word

documents toPowerPoint presentation

bull Copy Cut Move

bull Process of conversion

-Practical exercises on File

transformation

-Computer Lab With Current

presentation Software installed in each computer-Projector

46Animate apresentation

bull Animation

bull Custom animation

bull Slide transition

-Familiarize with animation of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

47Use DifferentPresentation view

bull Normal View

bull Slide Sorter view

bull Slide show

-Switch between the views toimprove the presentation-Group discussion andbrainstorming

-Computer Lab With Currentpresentation Software installed in each computer-Projector

48 Print a presentation bull Printing a presentation

bull Print preview

bull Printing a copy or multiple

-Exercises on printing in blackand white or in colour printingone or more copies of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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copies

bull Printing one slide on a page

bull Printing more slides on a page

Learning Unit 5 Use InternetIntranet (Outlook) Learning hours 5

Learning outcomes Contents Learning activities Resources

51 Define and explain awebsite

bull Introduction

World wide web

Web page

Web site

-Visit web sites and browsedifferent pages-Group discussion based onobservation

-Internet Connection-Computer Lab-projector

52Interact throughinstant messaging

(Chatting)

bull Definition

bull Steps to create a chat account

bull Chatting options

Instant messaging with or

no web cam

Calling

Sending files

-Group Discussion on Interactingthrough instant messaging

-Exercises on chatting in groups-Compile activities reports

-Internet Connection-Computer Lab

-projector

53Use search Engines(example Google)bull

Search engines- Definition

- Role

- Some Types of search

engine

wwwGooglecom

-Perform practical exercises onthe use of search engines -Internet Connection-Computer Lab-projector

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wwwYahoocom

54Create Managefavorites using internetexplorer

bull Favorites

- Create Favorites

- Rename Move Favorites

-Practical exercises on creatingmoving and renaming favorites

-Internet Connection-Computer Lab-projector

55Browse the internetusing the hyperlinks

bull Web Browser

- Browser buttons

- Address bar

- Status bar

- Scroll bar

- Home page

- FrontBack arrows

- Refresh button

- Start page

-Open a web using the addressbar-Browse different web pages

-practical exercises On Browsinginternet using hyperlink

-Internet Connection-Computer Lab-projector

56Download andUpload files usinginternet

bull Downloadingbull File attachment

-Practical exercises ondownloading and uploading filesusing internet

-Internet Connection-Computer Lab-projector

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MODULE 6 Mise en place and cooking methods

Competence Organise and cook food

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to use kitchen equipment and tools to prepare mise en place and use basic cookingmethods

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 hygiene and food safety

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be ableto

Performance criteria

1 Select and use cooking equipment andtechnology

11 Appropriate equipment and technology is selected for particular cookingmethods

12 Equipment is used hygienically safely and according to manufacturerinstructions

2 Prepare mise en place 21 Ingredients are identified and obtained according to standards recipe

22 Ingredients are prepared according to the correct quantity type and quality

3 Prepare and cook food using basic methods ofcooking

31 Various cooking methods are used to prepare dishes to enterprise standard

32 Correct quantities and ratios of commodities for specific cooking methods arecalculated

33 Cooking process is completed in a logical and safe manner

34 Problems with the cooking process are identified promptly and take correctiveaction

35 Dishes are prepared using a range of methods and current technology withinacceptable enterprise and customer timeframes

36 Work cooperatively with kitchen and front-of-house colleagues to ensure timelypreparation of dishes

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and use cooking equipment and technology Learning hours 20

Learning outcomes Content Leaning activities Resources

11 Identify kitchenequipment and tools

bull Specification of Kitchenequipment amp tools

bull Kitchen orientation

o Group discussiono Researcho Role Playo

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

12 Use and maintain Kitchenequipment and tools

bull

Hand tools

bull Electrical toolsbull Heavy equipment

o Group discussiono Researcho Role Play

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

Learning unit 2 Prepare mise en place Learning hours 20

Learning outcomes Content Leaning activities Resources

21 Identify ingredients for arecipe

bull Types of food itemsbull Characteristics and uses of food

items

o Group discussiono Researcho Role Play

983085 Recipe book983085 Reference Books983085 Flipchart markers-

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bull Contents of recipebull Quantities in function of

number of customers to be

servedbull Quality of ingredients

983085 Projectors983085 Board983085 Laptops

22 Prepare ingredients bull Cleaning techniquesbull Pealing and cutting techniquesbull Measuring and weighingbull Storage for different type of

ingredients

o Demonstrationo Individual practice

983085 Kitchen equipment Kitchentools

23 Apply checklist procedures bull FIFObull LIFObull Verification of quality product

o Group discussiono Demonstrationo Individual practiceo Role Play

983085 Recipe book Flipchart

983085 Markers983085 Tags983085 Products983085 Bin cards983085 Checklist

Learning unit 3 Prepare and cook food using basic methods of cooking Learning hours 20

Learning outcomes Content Leaning activities Resources

31 Identify the differentcooking methods

bull Types of cooking methods Boiling Deep frying Stir-frying

Baking Steaming Simmering skimming grilling roasting broiling

o Small group discussiono Demonstrationo Individual practice

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smoking poaching

bull Characteristics of different

foods and appropriate cookingmethods

bull Underlying principles of all basiccooking methods

bull Effect of different cookingmethods on the nutritionalvalue of food

32 Cook basic dishes using arange of methods

bull Basic dishes o Demonstrationo Individual practice

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MODULE 7 Salads and Sandwiches

Competence Prepare salads and sandwiches

RTQF LEVEL CREDITS 4 LEARNING HOURS 40

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present different sorts of salads and sandwiches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare and present a variety of salads anddressings

11 Suitable ingredients are chosen

12 Salads are prepared using fresh ingredients and respecting nutritional valueeating characteristics and taste

13 Suitable sauces and dressings are prepared and incorporated into or servedwith salad

14 Salads are presented attractively

2 Prepare and present sandwiches 21 Suitable bases are selected from a range of bread types

22 A variety of sandwich types are prepared using a range of appropriate

techniques

23 Appropriate equipment is selected for toasting and heating sandwiches andused correctly and safely

24 Sandwiches are present in an attractive manner using suitable garnishesand serviceware

3 Store salads and sandwiches 31 Store salads and sandwiches hygienically at the correct temperature in

appropriate conditions and containers to maintain freshness taste andquality

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare and present a variety of salad and dressings Learning hours 20

Learning Outcome Content Learning Activities Resources

11 Identify ingredients for

salads

bull Commodities and food

combinations for use in salads

o Researcho Presentationo Group work

983085 Salad recipes

12 Prepare salads bull Types of salads Simple Compound

bull Components of salads Base Body Dressing Garnish

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls

983085 Knife sets

983085 Required ingredients983085 Cutting Board

13 Prepare dressings bull Types of salad dressing French dressing

Italian dressing Dijon dressing Vinaigrette Thousand Island dressing

bull Compatibility of dressings withdifferent types of salads

o Researcho Presentationo Demonstrationo Individual practice

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14 Present salads bull Methods of attractivepresentation for salads anddressings

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 2 Prepare Sandwiches Learning hours 15

Learning outcome Content Learning Activity Resources

21 Identify ingredients forsandwiches

bull Suitable breads White bread Wheat bread Buns Baguette

bull Suitable filling Cheese Ham Fried eggs Vegetables Cooked meat

o Presentationo Research

983085 Sandwiches recipes

22 Prepare sandwiches bull Types of Sandwiches Hot Cold

bull Food combinations forsandwiches

bull Preparation techniques spreading layering portioning moulding cutting garnishing

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls983085 Knife sets983085 Required ingredients983085 Salamander983085 Cutting Board

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toasting

23 Present sandwiches bull Methods of attractivepresentation for sandwiches

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 3 Store salads and sandwiches Learning hours 5

Learning outcome Content Learning Activity Resources

31 Store salads andsandwiches

bull Suitable storage techniques tomaintain optimum quality ofingredients

bull Types of containers

o Presentationo Demonstrationo Individual practice

983085 Containers983085 Fridge

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MODULE 9 Pasta and starches

Competence Cook pasta and starches

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present pastas and starches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare pasta 11 The different types of pasta are identified

12 Various pasta are prepared using appropriate methods to ensure optimumquality

13 Appropriate sauces and accompaniments are selected

2 Prepare starches 21 The different types of starches are identified

22 Various starches are prepared using appropriate methods to ensureoptimum quality

Appropriate sauces and accompaniments are selected

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare Pasta Learning hours 30

Learning outcome Content Learning Activities Resources

11 identify the different types

of pasta

bull Types of Pasta amp their products

Egg Pasta Noodles

Egg less pasta Spaghetti

White pasta Lasagna

Green Pasta Green lasagna

Stuffed Past Ravioli Cannelloni Lunette

Dessert Pasta Poppy seed pasta Cinnamon pasta

Dumpling Pasta Gnocchi

Whole wheat

o Researcho Presentation

983085 Reference books

983085 recipes

12 Prepare pasta dishes bull Cooking methods Boiling Stir-frying Baking

o Demonstrationo Researcho Individual practiceso Presentation

983085 Recipes983085 Baking trays983085 Baking Ovens983085 Required ingredients

S C k

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Steaming 983085 Cooking pans983085 Pasta roller983085 Flip chart

983085 Markers

983085 Boards983085 Tongs983085 Forks983085 Plates

13 Present pasta dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

Learning Unit 2 Prepare Starches Learning hours 30

Learning outcome Content Learning Activities Resources

21 Identify the differenttypes of pasta

bull Starch products Cassava Yams Sweet potatoes Rice Maize meal

o Researcho Presentation

983085 Reference books983085 recipes

21 Prepare starch products bull Cooking methods Boiling Deep frying Stir-frying Baking Steaming

o Demonstrationo Individual practices

983085 Baking trays983085 Baking Ovens983085 Required ingredients983085 Cooking pans983085 Steaming Machine983085 Flip chart

983085 Markers

983085 Boards983085 Forks983085 Spoons983085 Plates

23 Present starch dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

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MODULE 10 Stocks sauces and soups

Competence Prepare stocks sauces and soups

RTQF LEVEL CREDITS 10 LEARNING HOURS 100

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare different types of stocks soups and sauces

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplace

Module 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare stocks required for menu items 11 Ingredients and flavouring agents are uses according to standard recipes

12 A variety of stocks are produced

2 Prepare sauces required for menu items 21 A variety of hot and cold sauces are produced from classical andcontemporary recipes

22 A variety of thickening agents and convenience products are usedappropriately

23 Sauces are evaluated for flavour colour and consistency and any problemsare rectified

3 Prepare soups 31 The correct ingredients are selected and assembled to produce soupsincluding stocks and prepared garnishes

32 A variety of soups is produced

33Clarifying and thickening agents and methods are used where appropriate

34 Soups are evaluated for flavour colour consistency and temperature and anyproblems are rectified

35 Soups are presented at the right temperature in clean serviceware withoutdrips and spills using suitable garnishes and accompaniments

4 St d tit t t k d 4 1

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4 Store and reconstitute stocks sauces and soups 41 Store stocks sauces and soups to maintain optimum freshness and quality

42 Reconstitute stocks sauces and soups to appropriate standards ofconsistency

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Prepare stocks required for menu items Learning hours 30

Learning outcomes Content Learning activities Resources

11 Identify the ingredients

for different types of stocks

bull Types of stocks

Vegetable stock Beef stock Chicken stock Fish stock

bull Ingredients

o Group discussion

o Presentationo research

983085 reference books

983085 recipes

12 Cook various stocks bull Cooking methods Boiling Simmering Skimming Cooling Straining

o Applicationo Exerciseo Demonstration

983085 Equipments983085 Tools

983085 CLeaning products

983085 Cleaning materials983085 Stock pots983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

Learning unit 2 Prepare sauces required for menu items Learning hours 30

Learning outcomes Content Leaning activities Resources

21 Identify the ingredientsfor different types of sauces

bull Types of sauces Cold sauces Hot sauces

o Demonstrationo Individual practiceo Presentation

983085 Books983085 Flipchart983085 Markers Projectors

Mother sauces 983085 White board Laptops

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Mother sauces Basic Derivations Special sauces

White board Laptops983085 Recipe books

22 Identify equipments bull Identification of Tools andequipments sauce pots blender strainer sauce ladles knife set spatulas

cutting boards lighter stove

o Explanationo Demonstrationo Individual practice

983085 Books

983085 Flipchart Markers983085 Projectors983085 White board983085 Laptops983085 Recipe books983085 Menu

23 Prepare sauces bull Methods of cooking Boiling Simmering

bull Thickening agents Roux Cornflour Modified starch Liaison

o Explanationo Demonstrationo Individual practice

983085 Equipments983085 Tools983085 Cleaning products983085 Cleaning materials

983085 Stock pots

983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

24 Evaluate the quality ofsauces and rectify thembull Common problems in saucesbull Techniques to rectify sauces

o Observationo Group worko Individual practice

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Learning unit 3 Prepare soup Learning hours 30

Learning outcomes Content Leaning activities Resources

31 Identify the ingredientsfor different types of sauces

bull Types of soup Clear soups Pureacutee soups Cream soups

bull Ingredients

o Researcho Brainstorming

983085 Recipe guide983085 Cooking books

32 Prepare different types of

soup

bull Method of cooking Boiling

bull Thickening agents

o Demonstrationo Individual practiceo Presentation

983085 Note book

983085 pens

983085 Board983085 Markers983085 Fish stock983085 Beef stock983085 Vegetable stock983085 Strainers

33 Evaluate the quality ofsoups and rectify them

bull Common problems in soupsbull Techniques to rectify soups

o Observationo Group worko Individual practice

34 Present soup bull Presentation techniquesbull Garnishing techniquesbull Soup accompaniments

o Observationo Individual practice

983085 Plates983085 Bowls

Learning unit 4 Store and reconstitute stocks sauces and soups Learning hours 10

Learning outcomes Content Leaning activities Resources41 Store stocks sauces andsoups

bull Storage techniques andprocedures

bull Labelling

o Demonstrationo Explanationo Individual practice

983085 Pots983085 Fridge983085 Freezer983085 Labelling cards

42 Reconstitute stockssauces and soups

bull Reheating techniquesbull Principles of hygiene

983085 Equipment

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MODULE 11 Meat poultry and fish

Competence Select prepare and cook meat poultry and fish

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safety

Module 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unit Performance criteria

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gBy the end of the module the trainee will be able to

1 Select and purchase poultry meat and fish11 Poultry is selected and purchased according to quantity and quality required

12 Primary secondary and portioned cuts of pork goat beef and veal are selectedaccording to quantity and quality required

13 Fish is selected according to quality according to quantity and quality required

14 Low-cost cuts and meat products are selected when and where appropriate

15 The best supplier for quality and price is selected

2 Handle and store meat poultry and fish 21 Suitable knives and equipment for poultry meat and fish handling is selected andused

22 Poultry meat and fish are handled and portioned according to menu requirementsand hygienically to minimise risk of food spoilage or cross-contamination

23 Poultry meat and fish are stored hygienically ensuring optimal storage conditions andappropriate temperature are maintained

24 Frozen poultry meat and fish are thawed correctly to ensure maximum qualityhygiene and nutrition

3 Cook basic poultry meat and fish dishes 31 Suitable equipment for poultry meat and fish preparation and cooking is selected andused

32 Suitable marinades are prepared and used where appropriate for a variety of poultrymeat and fish cuts

33 A variety of appropriate cooking methods are used for basic poultry meat and fishdishes

34 A variety basic poultry meat and fish dishes are cooked and presented to standardrecipe specifications

35 Poultry meat and fish dishes are presented using suitable sauces garnishes andaccompaniments

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and purchase poultry meat and fish Learning hours 10

Learning outcomes Content Leaning activities Resources

11 Identify different types of

poultry meat and fish

bull Types of poultry

Chicken Turkey Duck

bull Types of meat Beef Veal Lamb Goat

Porkbull Types of fish

White fish Oily fish Shellfish

o Research

o Brainstormingo Group worko Presentationo

983085 Resource books

12 Select poultry meat andfish

bull Chicken meat and fish cutsbull Processed productsbull Quality criteria for selecting

fresh and healthy chicken meatand fish Quality points for poultry- Smell- Skin- Colour

o Visit of butcheryo Group worko Researcho Presentation

983085 Resource books

- Flexible breastboneUnbroken bones

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- Unbroken bones

Quality points for meat

- Smell- Colour- Compact structure- Texture and colour of fat- Kidney covered with fat

Quality points for Fish- Eyes- Gills- Fresh

- Scales- Skin- Smell- Guts

Learning unit 2 Handle and store meat poultry and fish Learning hours 40

Learning outcomes Content Leaning activities Resources

11 Handle and portionchickenbull

Techniques De-boning Filleting

bull Appropriate equipment andknives

o

Explanation-Demonstrationo Group discussiono Individual Practice

983085

Knife set983085 Cutting Board983085 Reference books983085 Flip chart983085 Markers983085 Board983085 Meat Tag983085 Weighing

983085 Scales

12 Handle and portion meat bull Preparation of butcherrsquos meatDeboning

o Demonstrationindividual practice

983085 Weighing scaleKnife Set

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- Deboning- Portioning

- Cutting- Trimming

- Mincing bull Appropriate equipment and

knives

o individual practice 983085 Knife Set983085 Cutting boards

983085 Slicing machine

983085 Flip Chart983085 Boards983085 Markers

13 Handle and portion fish bull Preparation of fish Gutting portioning Scaling Filleting Skinning

o Demonstrationo Individual practice

983085 Flip chat983085 Markers983085 Board983085

Laptop983085 Projector983085 Cutting board983085 Knife set983085 weighing scale

14 Store chicken meat andfish

bull Storage standards Chemical Store Dry Store

Perishable Freezer Quality and Quantity

bull Preservation methods Salting Smoking Drying Canning

Freezing Marinating

bull Orderingbull Receivingbull Issuing

o Demonstrationo Individual practice

983085 Freezer983085 Fridge983085 Reference Books

983085 Flip chart

983085 Markers983085 Board983085 Scale983085 Shelves983085 Containers983085 Trolley983085 Probe Thermometer

983085 Purchasing order

983085 Receiving form983085 Requisition form

15 Thaw chicken meat andfish

bull Defrosting techniquesbull Health and hygiene regulations

o Demonstrationo Individual practice

983085 drip tray

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Learning unit 3 Cook and present basic poultry meat and fish dishes Learning hours 70

Learning outcomes Content Leaning activities Resources

21 Cook and present basicpoultry dishes

bull Marinating Herbs Oil spices

bull Cooking method

steaming grilling roasting boiling baking broiling smoking poaching

bull Seasoning salt black pepper or white

pepper

bull Presentation techniques

o Demonstrationo Individual practice

983085 Recipes983085 Heavy pans983085 Frying pans983085 Chopping board983085 Knives

983085 Flip chat

983085 Markers983085 Board983085 Laptop983085 Projector983085 Cutting board983085 Knife set983085 Weighing scale

983085 Oil

983085 Onions983085 Garlic983085 Rose mary983085 Salt983085 Light soya sauce

22 Cook and present basicmeat dishes 23 Cook and present basic

fish dishes

MODULE 12 Basic pastries and cakes

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MODULE 12 Basic pastries and cakes

Competence Make basic pastries and cakes

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

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

1 Prepare basic pastries and cakes 11 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are prepared

12 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are decorated

13 Suitable equipment safely and efficiently selected and used

2 Prepare and produce bakery products 21 A range of yeast-based doughs are prepared to standard recipes

22 Suitable equipment safely and efficiently selected and used

3 Portion and store pastries cakes and yeast goods 31 Portion control is applied to minimise wastage

32 Cakes pastry and bakery products Store to minimise spoilage and wastage

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare basic pastries and cakes Credit6

Learning Outcome Content Learning Activities Resources11 Identify different types ofpastries and cakes

bull Types of Pastry Products Sponge cakes Choux paste Sugar paste Sweet bread Cookies

o Researcho Presentationo Brainstorming

983085 Reference books

Mousses Ice cream

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66

doughnuts

12 Prepare basic pastryproducts

bull Sponge cakes Preparation techniques Baking techniques

bull Doughnuts Preparation techniques Baking techniques

bull Cookies Preparation techniques Baking techniques

o Demonstrationo Individual practices

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons13 Decorate pastries and

cakesbull Fillings

Butter cream Fruit Jam

bull Sauces Chocolate sauce Custard Sauce Strawberry Vanilla

o Demonstrationo Individual practiceso

Learning Unit 2 Prepare and produce bakery products

Learning outcomes Content Leaning activities Resources21 Identify different types ofbakery products

bull Types of bakery Products Yeast products

White Bread French Bread Croissant Rolls

o Researcho Presentationo Brainstorming

983085 Reference books

Chapatti Samosa dough

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Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

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MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

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bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

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Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

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Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

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76

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

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Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

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Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 13: Curriculum Cooker

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13

Learning outcomes Contents Learning activities Resources 13 Setting rules and

responsibilities

bull Rules of the classroom

bull Group responsibilities

o Brainstorming

o Discussions

983085

Learning unit 2 Learn about the occupation and the training process Learning hours 12

Learning outcomes Contents Learning activities Resources

21 Understand theoccupation

bull Characteristics of theoccupation

bull Working conditions

o Personal researcho Visit of a business in the

neighbourhoodo

983085 Pictures of people inworking situation

983085 Documents describing theoccupation

22 Obtain an understandingof the goals of the trainingprogramme

bull Content of the trainingprogramme (modules)

bull Importance of the initial andcontinuous training

o Presentation by the teachero Research

983085 Overview of the trainingprogramme

983085 Testimonies of peopleperforming the occupation

23 Have a commonunderstanding of the trainingorganisation

bull Presentation of the timetablebull Presentation of the classrooms

and workshops

o Visits of the premises of the school983085 School year calendar

983085 Timetable

Learning unit 3 Reflect upon the teaching and learning methods Learning hours 2

Learning outcomes Contents Learning activities Resources

31 Understand the teachingand learning methods

bull Overview of the active andparticipatory teaching andlearning methods

o Experience sharingo Presentation by the trainer

32 Understand theassessment methodology

bull Assessment methodology andits purpose

o Explanation by the trainer

Reference books

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1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

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15

MODULE 2 Health safety and security on the workplace

Competence Apply health safety and security procedures on the workplace

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to follow health safety and security procedures identify hazards assess theassociated safety risks and take measures to eliminate or control and minimise the risk

It is an obligation for each employee to participate in the management of their own health and safety and that of their colleagues andanyone else in the workplace They have a duty to cooperate with their employers initiatives to ensure safety at work

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be

able to

Performance criteria

1 Apply good personal care and healthyhabits at work

11 Hands are washes at appropriate times and hand washing procedures are followedcorrectly and consistently according to organisation and legal requirements

12 Clothes are clean required personal protective clothing are worn and onlyorganisation-approved bandages and dressings are used

13 Food is not contaminated with anybody fluids or tobacco product from sneezing coughing blowing nose spittingsmoking

14 Clean materials and clothes are used and safe and hygienic practices are respectedto ensure that no cross-contamination of other items in the workplace occurs

2 Address unsafe situations on the job 21 Appropriate methods are used to identify actual or foreseeable hazards that have thepotential to harm the health and safety of workers or anyone else in the workplace

22 Immediate work area is free from hazards

23 Control measures are implemented according to individual level of responsibility orappropriate personnel is referred to for permission or further action

3 Respond appropriately to emergencies atwork

31 Emergency and potential emergency situations are recognised promptly and requiredactions are determined or taken within the scope of individual responsibility

32 Appropriately response to emergencies is provided

33 Assistance from colleagues or other authorities is sought promptly and when

appropriate

4 Prevent HIVAIDS and sexual violence 41 Reproductive health is understood

42 Transmission prevention and treatment of HIVAIDS and other STIrsquos are understood

43 Sexual violence is understood and can be avoided

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COURSE STRUCTUREThe 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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Apply good personal care and healthy habits at work Learning hours 4

Learning outcomes Contents Learning activities Resources 11 Identify important health

practices in the workplace

bull Healthy habits o Discussiono Individual worko Presentation

983085 List of habits for good

health983085 Health education material

from Ministry of Health orother organisations

983085 Posterspictures of healthhabits

12 Describe the importanceof personal and public

cleanliness

bull Definition of hygienebull Definition of sanitationbull Importance of hygiene and

sanitation at workbull

o Presentation by trainero Group work and discussiono Role play

983085 Handout healthy hygieneand sanitation practices

food sanitation clean waterand toilet facilities

13 Know how to prevent thespread of illness andcontamination at work

bull Sources of germs microbesbull Prevention techniques (Hygiene

and sanitation good practices)

o Brainstorming

11 Identify important healthpractices in the workplace

bull Healthy habits o Discussiono Individual worko Presentation

983085 List of habits for goodhealth

983085 Health education materialfrom Ministry of Health orother organisations

983085 Posterspictures of healthhabits

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Learning unit 2 Address unsafe situations on the job Learning hours 10

Learning outcomes Contents Learning activities Resources 21 Identify the primaryhazards found in workplaces

bull Types of hazards in theworkplace (safety chemicalbiological other health hazards)

o Brainstormingo Group worko Discussion

Pictures

22 Understand why thesituation or substance is

hazardous

bull Hazardous situationsbull Dangerous substances

23 Identify the best ways toaddress specific problemsituations

bull Control methods (removehazard work policies andprocedures protectiveequipment)

o Brainstormingo Discussion

Stories and pictures

Learning unit 3 Respond appropriately to emergencies at work Learning hours 8

Learning outcomes Contents Learning activities Resources 31 Identify emergencies bull Definition of emergency

bull Types of emergencies in aworkplace

o Presentation by the trainero Experience sharing

32 Handle emergencies bull Possible responses toemergencies in the workplace

o Disaster Blaster Game 983085 Disaster Blaster Gameboard paper marker dicegame cards

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Learning unit 4 Prevent HIVAIDS and sexual violence Learning hours 8

Learning outcomes Contents Learning activities Resources 41 Understand reproductivehealth

bull Puberty and body changebull Female reproductionbull Male reproductionbull Consequences of early

pregnancy

o Small group discussionso Pair discussiono

42 Be sensitized to HIV AIDS

bull Definitionbull Transmissionbull Prevention (ABC)bull Treatmentbull Other STIrsquosbull Stigma and VCT

o HIV gameo Questions and answerso True or falseo Group worko Demonstration (condom use)o Role play (condom negotiation)

983085 Scenarios for HIV game983085 True and false statements

43 Be sensitized to sexualviolence

bull Definition of sexual violencebull Definition of rapebull Consequences of sexual

violence

o Story tellingo Group discussiono Large group discussion

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project3 HARE Prevention of HIV and AIDS in Rwanda through education Irish Aid and VSO

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MODULE 4 Communication on the workplace

Competence Communicate effectively on the workplace

RTQF LEVEL CREDITS 2 LEARNING HOURS 20

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to communicate and get along well with others in a variety of settings and for arange of purposes The module will allow the participant to speak and listen actively and appropriately one-on-one and in groups to

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

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Listen and speak effectively 11 Strategies for effective listening are applied

12 Instructions are adequately interpreted and followed

13 Clear and accurate information and instructions are provided to colleagues

2 Cooperate and work as a team member 21 Team objectives are reached through effective cooperation

22 Diversity of team members is respected

23 Lead a team efficiently

24 Demonstrate problem solving and decision making skills

3 Apply customer care 31 Importance and principles of good customer service are understood

32 Quality service is provided

33 Clear verbal information is provided to customers face to face or on thetelephone

34 Conflicts with customers are handled politely and adequately

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COURSE STRUCTUREThe 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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Listen and speak effectively Learning hours 6

Learning outcomes Contents Learning activities Resources

11 Apply effective listen skills

amp strategies

bull Effective listening skills amp

strategiesbull Assess onersquos listening skillsbull Model good listening skills

o Role play

o Observing role playo Feedback from observerso discussion

983085 Role play scenarios

983085 List of effective listening

skills amp strategies983085 Effective Listening

Observation Form

12 Give and receiveinstructions

bull Importance of giving clearconcise instructions

bull Formulation of instructions

bull Strategies to ask questions forclarification

o individual worko group discussion

13 Identify non-verbalcommunication signs and theimpact on peoplersquosperceptions

bull Importance of non-verbalcommunication

bull Impacts of non-verbalcommunication on how we giveinformation and how we listen

o pair worko large group discussion

14 Demonstrate effectivespeaking skills

bull Effective speaking skills andstrategies

o small group worko practice presentationso large group discussion

983085 List of Effective SpeakingSkills amp Strategies

983085 Speaking Scenarios forgroup work

983085 Effective SpeakingObservation Form

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Learning unit 2 Cooperate and work as a team member Learning hours 8

Learning outcomes Contents Learning activities Resources

21 Identify the differentpersonalities

bull Different personalities andapproaches that individualsbring to a group

o Self-assessmento large group activity (innerouter

circles)o Discussion

983085 Working in Groups Self Assessment

983085 Cooperating with OthersRoles

983085

Elements of an Effective ampCooperative TeamMember

22 Handle differentpersonalities in a group

bull Strategies on how to handledifferent personalities in agroup

23 Cooperate with others toreach the same objective

bull Characteristics of an effectiveand cooperative team member

o Large group activityo Large group discussiono Individual reflectionjournal writing

o Pair work

24 Lead a team efficiently bull Qualities of an effective leaderbull Different leadership stylesbull Appropriate leadership style in a

given contextbull Strategies to lead a team

efficiently

o large group discussiono small group worko role playso small group activity

983085 Role play scenarios

25 Demonstrate problemsolving and decision makingskills

bull challenges and dynamicsamongst people during theproblem solving process

bull steps of problem solving towork and community relatedproblems

bull Communication as a tool forproblem solving

o Large group activityo pair sharingo small group worko large group discussiono Task leadership competition

983085 Scenarios for problem

solving activity

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Learning unit 3 Apply customer care Learning hours 6

Learning outcomes Contents Learning activities Resources

31 Understand theimportance of good customercare

bull Definition of customer servicebull Levels of customer servicebull Customer care principlesbull Importance of customer care

o Experience sharingo Brainstorming

Presentation by trainer

-32 Provide exceptionalquality service

bull Basic customer needsbull Service to meet basic customer

needsbull Definition of customerrsquos

perceptionbull Meeting and exceeding

expectationsbull Getting feedback on the

provided service

o individual reflectiono large group discussiono role play

33 Communicate effectivelywith customers by telephoneand face to face

bull Telephone tipsbull Recording a telephone message

o large group discussiono skito pair role plays

983085 Role Play scenarios forCommunicating withCustomers

34 Handle conflict withdifficult customers

bull Definition of conflict conflictresolutionmanagement

bull Steps of conflict management

with difficult customers

o individual reflectiono Brainstormingo large group discussion

o role play

983085

Reference books 3 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project4 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

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MODULE 5 Computer literacy

Competence 5 Apply computer literacy

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to follow health safety and security procedures identifyhazards assess the associated safety risks and take measures to eliminate or control and minimise the risk It isan obligation for each employee to participate in the management of their own health and safety and that oftheir colleagues and anyone else in the workplace They have a duty to cooperate with their employersinitiatives to ensure safety at work

LEARNING ASSUMED TO BE IN PLACE

Not applicable

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LEARNING UNITS AND PERFORMANCE CRITERIALearning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be ableto

Performance criteria

1 Apply computer fundamentals 11

12

13

14

Identification of Various connectors and ports

Use of different IO devices

Use of Desktoprsquos elements

Scanning of Viruses in the computer and Different Storages Devices

2Use a current word processing package 21

22

23

24

25

56

Text formatting

Table creation and editing

Text Editing

Printing

Saving

Inserting of header Footer and footnotes

3 Use current spreadsheet package 31

32

Using of basic excel tasks

Managing of Sheets in excel workbook

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33

34

35

Formatting of cells and their contents

Using of functions and perform mathematical operations

Excel worksheet Printing

4Use current Power Point Presentations 41

42

43

44

45

46

47

Creating a new presentation

Creating Inserting a slide

Inserting of Graphics

Converting word documents to PowerPoint presentation

Animation

Using Different Presentation view

Printing a presentation

5Use InternetIntranet (Outlook) 51

52

53

54

55

56

Defining and explaining a website

Interacting through instant messaging (Chatting)

Using search Engines (example Google)

Creating Managing favorites using internet explorer

Browsing the internet using the hyperlinks

Downloading and Uploading files using internet

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COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Apply computer fundamentals Learning hours10

Learning outcomes Contents Learning activities Resources

11 Apply Computerbasics

bull Computer Definition

bull Types of computers

Laptops

Desktops

Palm tops

PDA (Personnal Digital assistance)

bull Computer HardwareMemorybull Definition

bull Role of Memory

bull Features

- Capacity

- Speed

- Non Volativitybull Types of Memory

- ROM (Read only memory)

- RAM (Random access memory)

- ExternalInternal memories (Hard

diskdisketteCDFlash disketc)

-Open a computer case andObserve different types ofmemory-Group Discussion on each type ofmemory

-Computer Lab-Computer Tool Kit-CD DVDs Diskettes-White Board-Markers

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12Identify Variousconnectors and ports

bull Connectors and ports

- Definition

bull IO (Input and Output) Ports andconnectors

- Serial ports

- Parallel ports

- USB

- Keyboard Mouse connectors

- VGA Connectors

-Observe different connectors aswell as input and output ports

-Exercises on ports identifications

-Computer Lab-Computer Tool Kit

-CD DVDs Diskettes-Different types of CablesDifferent types Connectors-White Board-Markers

13Use different IOdevices

bull Peripherals

- Definition

- Categories IO devices

Input devices (mouse Keyboard

scanner CDDVD-ROM and

diskettes drivers etc)

Output devices (Monitor Diskette

CDDVD-ROM Writer Printer etc)

Types of keyboards

- AZERTY

- QWERTY

Practical exercises on connectingthe mouse keyboard Monitor tothe CPU (Central processing unit)

-Computer Lab-Computer Tool Kit-CD DVDs Diskettes-Printer-Scanner

-White Board

14Use Desktoprsquoselements

bull Windows and its components

- Desktop

- Task bar

- Start menu

- Minimize Maximize Close buttons

-Brainstorming on Desktoprsquoselements-Use the desktop the tasks barand the start menu

-Computer Lab-Projector

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- My Computer

15Scan Viruses in thecomputer and DifferentStorages Devices (Flashdisk External Hard disk)

bull Antivirus definitionbull Importance of antivirusbull Functionalitybull Different Types of antivirus- Norton- Kaspersky- Symantecbull Storages to be scanned- Flash disk- External hard disk- Memory card- Computer hard disk

-Brainstorming the use ofantivirus-Practical exercises on Scanningviruses-Compile activities reports

-Computer Lab-Flash disks-External Hard disk-Cds DVDs-Antivirus-White Board-Markers

Learning Unit 2 Use a word processing package Learning hours 5

Learning outcomes Contents Learning activities Resources

21Format a text bull StyleFontSizeColourbull Paragraphbull Columnbull Tabulationbull Paragraph spacingbull Inserting symbolsSpecial

charactersbullet and numberingbull Borders and shadingheader and

footer

-Reproduce document alreadyformatted-Various exercises to familiarizewith formatting a text

-Computer Lab With CurrentWord processing Packageinstalled in each computer-Projector-White Board

-Markers

22Create and edit atable

bull Inserting a tablebull Inserting a columnbull Inserting a row

-Practical exercises on creatingediting and handling a table

-Computer Lab With CurrentWord processing Packageinstalled in each computer

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bull Deleting tablebull Deleting rowbull

Deleting columnbull Merging cellsbull Splitting cellsbull Drawing a tablebull Table auto formatbull Formula

-Projector-White Board

23Edit document

(Text)

bull SearchFindReplace

bull Deleting a range of textbull The undo commandbull Spelling and grammarbull Synonyms

-Brainstorming Editing text

-Perform practical exercises onthe various tips (options)-compile activities reports

-Computer Lab With Current

Word processing Packageinstalled in each computer-Projector-White Board-Markers

24Print document bull Page setupbull Print previewbull

Print dialog boxbull Selecting printer namebull Printer optionsbull Printing one or more copiesbull Printing in blackwhite or colorbull Print page ranges

-Exercises on printing one ormore copies of a colored

document in black and white-printing in landscape portrait

-Computer Lab With CurrentWord processing Package

installed in each computer-Printer-Projector

25Save documents bull File management- Creation of files- Creation of Folders- File Naming- File Formats

-Practical Exercises on creation offiles folders and file Saving

-Compile activities reports

-Computer Lab With CurrentWord processing Package

installed in each computer-Projector

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26Insert HeaderFooter and footnotes

bull Footnotesbull Header and Footer

- Automatic pagenumbering- Total number of pages- Automatic date- Automatic automatic

authors name

-Exercises on footnotes-Create a document containing

several pagesWith elements such as the pagenumber date automation-practical exercises

-Computer Lab With CurrentWord processing Package

installed in each computer-Projector

Learning Unit 3 Use spreadsheet package Learning hours 5

Learning outcomes Contents Learning activities Resources

31Use Some basicexcel tasks

bull Basic excel tasks

- Open

- Close

- New document

- Undo

- Savesave ashellip

- Sheet

- Selecting a cell

- Validating a cell

- Deleting cell contents

- Modifying cell contents- Selecting group of cells

- Increase and reduce the

cell size

- Delete row and column

- Duplicate cell

-Practical exercises on the use ofbasic excel tasks-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer-Projector

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32Manage Sheets inexcel workbook

bull Selecting a sheet

bull Renaming a sheet

bull Insert new sheetsbull Moving a sheet in a workbook

bull Deleting a sheet

-Practical exercisesOn Managing sheets in excel

workbook

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector

33Format cells andtheir contents

bull Formatting text and cells

- Choosing fontsizecolour

- Adjusting Cow height

- Alignment of cell - Number format

- Inserting rows

- Merging cells

- Creating borders

- Patterns

-Practical exercises in groups andindividual homework onformatting cells

-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer

-Projector

34Use some functionsand performmathematical operations

bull Numbers and Mathematicalcalculations

- Addition - Multiplication - Division - Subtraction - AutoSum

- Absolute and relativeReference - Function

Average Minimum Maximum

-Practical exercises in groups andindividual homework onformatting cells-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer-Projector

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35 Print an excelworksheet

bull Page setupbull Print previewbull

Print dialogue boxbull Print optionsbull Print one or more copiesbull Print in blackwhite or colorbull Print page rangesbull Printing a selection

-Print one or more copies of aworksheet

-Print colour or white and blackworksheet-practical exercises (individualand in group)-print horizontallyvertically

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector-Printer

Learning Unit 4 Use Presentation application Learning hours 5

Learning outcomes Learning outcomes Learning outcomes Learning outcomes

41Launch Ms Powerpoint

bull Power point Definition

bull Role

bull Power point environment

- Title Bar

- Menu Bar- Toolbars

- Formatting tool bar

- Title

- Sub title

-Using a power pointpresentation with slide showgetfeedback from learners on thearea of application of Ms powerpoint-Launch powerpoint and observethe screen individual exercises

-Computer Lab With Currentpresentation Software installed in each computer-Projector

42Create a newpresentation

bull Creating new presentation

bull Blank presentation

bull Design template

bull Auto content wizards

-Create presentation using thevarious methods-practical exercises (individualand in groups)

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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43Create Insert a slide bull Creating a slide

bull Inserting a slide

bull Modifying a slide

-Exercises on creating insertingand modifying a slide

-Computer Lab With Currentpresentation Software

installed in each computer-Projector

44Insert Graphics bull GraphicsClip artWord

ArtLibrary ImagesInserting

image from file

Exercises on inserting images inthe slides

-Computer Lab With Currentpresentation Software installed in each computer-Projector

45Convert word

documents toPowerPoint presentation

bull Copy Cut Move

bull Process of conversion

-Practical exercises on File

transformation

-Computer Lab With Current

presentation Software installed in each computer-Projector

46Animate apresentation

bull Animation

bull Custom animation

bull Slide transition

-Familiarize with animation of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

47Use DifferentPresentation view

bull Normal View

bull Slide Sorter view

bull Slide show

-Switch between the views toimprove the presentation-Group discussion andbrainstorming

-Computer Lab With Currentpresentation Software installed in each computer-Projector

48 Print a presentation bull Printing a presentation

bull Print preview

bull Printing a copy or multiple

-Exercises on printing in blackand white or in colour printingone or more copies of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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copies

bull Printing one slide on a page

bull Printing more slides on a page

Learning Unit 5 Use InternetIntranet (Outlook) Learning hours 5

Learning outcomes Contents Learning activities Resources

51 Define and explain awebsite

bull Introduction

World wide web

Web page

Web site

-Visit web sites and browsedifferent pages-Group discussion based onobservation

-Internet Connection-Computer Lab-projector

52Interact throughinstant messaging

(Chatting)

bull Definition

bull Steps to create a chat account

bull Chatting options

Instant messaging with or

no web cam

Calling

Sending files

-Group Discussion on Interactingthrough instant messaging

-Exercises on chatting in groups-Compile activities reports

-Internet Connection-Computer Lab

-projector

53Use search Engines(example Google)bull

Search engines- Definition

- Role

- Some Types of search

engine

wwwGooglecom

-Perform practical exercises onthe use of search engines -Internet Connection-Computer Lab-projector

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wwwYahoocom

54Create Managefavorites using internetexplorer

bull Favorites

- Create Favorites

- Rename Move Favorites

-Practical exercises on creatingmoving and renaming favorites

-Internet Connection-Computer Lab-projector

55Browse the internetusing the hyperlinks

bull Web Browser

- Browser buttons

- Address bar

- Status bar

- Scroll bar

- Home page

- FrontBack arrows

- Refresh button

- Start page

-Open a web using the addressbar-Browse different web pages

-practical exercises On Browsinginternet using hyperlink

-Internet Connection-Computer Lab-projector

56Download andUpload files usinginternet

bull Downloadingbull File attachment

-Practical exercises ondownloading and uploading filesusing internet

-Internet Connection-Computer Lab-projector

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MODULE 6 Mise en place and cooking methods

Competence Organise and cook food

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to use kitchen equipment and tools to prepare mise en place and use basic cookingmethods

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 hygiene and food safety

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be ableto

Performance criteria

1 Select and use cooking equipment andtechnology

11 Appropriate equipment and technology is selected for particular cookingmethods

12 Equipment is used hygienically safely and according to manufacturerinstructions

2 Prepare mise en place 21 Ingredients are identified and obtained according to standards recipe

22 Ingredients are prepared according to the correct quantity type and quality

3 Prepare and cook food using basic methods ofcooking

31 Various cooking methods are used to prepare dishes to enterprise standard

32 Correct quantities and ratios of commodities for specific cooking methods arecalculated

33 Cooking process is completed in a logical and safe manner

34 Problems with the cooking process are identified promptly and take correctiveaction

35 Dishes are prepared using a range of methods and current technology withinacceptable enterprise and customer timeframes

36 Work cooperatively with kitchen and front-of-house colleagues to ensure timelypreparation of dishes

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and use cooking equipment and technology Learning hours 20

Learning outcomes Content Leaning activities Resources

11 Identify kitchenequipment and tools

bull Specification of Kitchenequipment amp tools

bull Kitchen orientation

o Group discussiono Researcho Role Playo

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

12 Use and maintain Kitchenequipment and tools

bull

Hand tools

bull Electrical toolsbull Heavy equipment

o Group discussiono Researcho Role Play

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

Learning unit 2 Prepare mise en place Learning hours 20

Learning outcomes Content Leaning activities Resources

21 Identify ingredients for arecipe

bull Types of food itemsbull Characteristics and uses of food

items

o Group discussiono Researcho Role Play

983085 Recipe book983085 Reference Books983085 Flipchart markers-

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bull Contents of recipebull Quantities in function of

number of customers to be

servedbull Quality of ingredients

983085 Projectors983085 Board983085 Laptops

22 Prepare ingredients bull Cleaning techniquesbull Pealing and cutting techniquesbull Measuring and weighingbull Storage for different type of

ingredients

o Demonstrationo Individual practice

983085 Kitchen equipment Kitchentools

23 Apply checklist procedures bull FIFObull LIFObull Verification of quality product

o Group discussiono Demonstrationo Individual practiceo Role Play

983085 Recipe book Flipchart

983085 Markers983085 Tags983085 Products983085 Bin cards983085 Checklist

Learning unit 3 Prepare and cook food using basic methods of cooking Learning hours 20

Learning outcomes Content Leaning activities Resources

31 Identify the differentcooking methods

bull Types of cooking methods Boiling Deep frying Stir-frying

Baking Steaming Simmering skimming grilling roasting broiling

o Small group discussiono Demonstrationo Individual practice

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smoking poaching

bull Characteristics of different

foods and appropriate cookingmethods

bull Underlying principles of all basiccooking methods

bull Effect of different cookingmethods on the nutritionalvalue of food

32 Cook basic dishes using arange of methods

bull Basic dishes o Demonstrationo Individual practice

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MODULE 7 Salads and Sandwiches

Competence Prepare salads and sandwiches

RTQF LEVEL CREDITS 4 LEARNING HOURS 40

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present different sorts of salads and sandwiches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare and present a variety of salads anddressings

11 Suitable ingredients are chosen

12 Salads are prepared using fresh ingredients and respecting nutritional valueeating characteristics and taste

13 Suitable sauces and dressings are prepared and incorporated into or servedwith salad

14 Salads are presented attractively

2 Prepare and present sandwiches 21 Suitable bases are selected from a range of bread types

22 A variety of sandwich types are prepared using a range of appropriate

techniques

23 Appropriate equipment is selected for toasting and heating sandwiches andused correctly and safely

24 Sandwiches are present in an attractive manner using suitable garnishesand serviceware

3 Store salads and sandwiches 31 Store salads and sandwiches hygienically at the correct temperature in

appropriate conditions and containers to maintain freshness taste andquality

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare and present a variety of salad and dressings Learning hours 20

Learning Outcome Content Learning Activities Resources

11 Identify ingredients for

salads

bull Commodities and food

combinations for use in salads

o Researcho Presentationo Group work

983085 Salad recipes

12 Prepare salads bull Types of salads Simple Compound

bull Components of salads Base Body Dressing Garnish

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls

983085 Knife sets

983085 Required ingredients983085 Cutting Board

13 Prepare dressings bull Types of salad dressing French dressing

Italian dressing Dijon dressing Vinaigrette Thousand Island dressing

bull Compatibility of dressings withdifferent types of salads

o Researcho Presentationo Demonstrationo Individual practice

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14 Present salads bull Methods of attractivepresentation for salads anddressings

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 2 Prepare Sandwiches Learning hours 15

Learning outcome Content Learning Activity Resources

21 Identify ingredients forsandwiches

bull Suitable breads White bread Wheat bread Buns Baguette

bull Suitable filling Cheese Ham Fried eggs Vegetables Cooked meat

o Presentationo Research

983085 Sandwiches recipes

22 Prepare sandwiches bull Types of Sandwiches Hot Cold

bull Food combinations forsandwiches

bull Preparation techniques spreading layering portioning moulding cutting garnishing

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls983085 Knife sets983085 Required ingredients983085 Salamander983085 Cutting Board

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toasting

23 Present sandwiches bull Methods of attractivepresentation for sandwiches

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 3 Store salads and sandwiches Learning hours 5

Learning outcome Content Learning Activity Resources

31 Store salads andsandwiches

bull Suitable storage techniques tomaintain optimum quality ofingredients

bull Types of containers

o Presentationo Demonstrationo Individual practice

983085 Containers983085 Fridge

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MODULE 9 Pasta and starches

Competence Cook pasta and starches

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present pastas and starches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare pasta 11 The different types of pasta are identified

12 Various pasta are prepared using appropriate methods to ensure optimumquality

13 Appropriate sauces and accompaniments are selected

2 Prepare starches 21 The different types of starches are identified

22 Various starches are prepared using appropriate methods to ensureoptimum quality

Appropriate sauces and accompaniments are selected

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare Pasta Learning hours 30

Learning outcome Content Learning Activities Resources

11 identify the different types

of pasta

bull Types of Pasta amp their products

Egg Pasta Noodles

Egg less pasta Spaghetti

White pasta Lasagna

Green Pasta Green lasagna

Stuffed Past Ravioli Cannelloni Lunette

Dessert Pasta Poppy seed pasta Cinnamon pasta

Dumpling Pasta Gnocchi

Whole wheat

o Researcho Presentation

983085 Reference books

983085 recipes

12 Prepare pasta dishes bull Cooking methods Boiling Stir-frying Baking

o Demonstrationo Researcho Individual practiceso Presentation

983085 Recipes983085 Baking trays983085 Baking Ovens983085 Required ingredients

S C k

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Steaming 983085 Cooking pans983085 Pasta roller983085 Flip chart

983085 Markers

983085 Boards983085 Tongs983085 Forks983085 Plates

13 Present pasta dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

Learning Unit 2 Prepare Starches Learning hours 30

Learning outcome Content Learning Activities Resources

21 Identify the differenttypes of pasta

bull Starch products Cassava Yams Sweet potatoes Rice Maize meal

o Researcho Presentation

983085 Reference books983085 recipes

21 Prepare starch products bull Cooking methods Boiling Deep frying Stir-frying Baking Steaming

o Demonstrationo Individual practices

983085 Baking trays983085 Baking Ovens983085 Required ingredients983085 Cooking pans983085 Steaming Machine983085 Flip chart

983085 Markers

983085 Boards983085 Forks983085 Spoons983085 Plates

23 Present starch dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

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MODULE 10 Stocks sauces and soups

Competence Prepare stocks sauces and soups

RTQF LEVEL CREDITS 10 LEARNING HOURS 100

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare different types of stocks soups and sauces

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplace

Module 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare stocks required for menu items 11 Ingredients and flavouring agents are uses according to standard recipes

12 A variety of stocks are produced

2 Prepare sauces required for menu items 21 A variety of hot and cold sauces are produced from classical andcontemporary recipes

22 A variety of thickening agents and convenience products are usedappropriately

23 Sauces are evaluated for flavour colour and consistency and any problemsare rectified

3 Prepare soups 31 The correct ingredients are selected and assembled to produce soupsincluding stocks and prepared garnishes

32 A variety of soups is produced

33Clarifying and thickening agents and methods are used where appropriate

34 Soups are evaluated for flavour colour consistency and temperature and anyproblems are rectified

35 Soups are presented at the right temperature in clean serviceware withoutdrips and spills using suitable garnishes and accompaniments

4 St d tit t t k d 4 1

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4 Store and reconstitute stocks sauces and soups 41 Store stocks sauces and soups to maintain optimum freshness and quality

42 Reconstitute stocks sauces and soups to appropriate standards ofconsistency

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Prepare stocks required for menu items Learning hours 30

Learning outcomes Content Learning activities Resources

11 Identify the ingredients

for different types of stocks

bull Types of stocks

Vegetable stock Beef stock Chicken stock Fish stock

bull Ingredients

o Group discussion

o Presentationo research

983085 reference books

983085 recipes

12 Cook various stocks bull Cooking methods Boiling Simmering Skimming Cooling Straining

o Applicationo Exerciseo Demonstration

983085 Equipments983085 Tools

983085 CLeaning products

983085 Cleaning materials983085 Stock pots983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

Learning unit 2 Prepare sauces required for menu items Learning hours 30

Learning outcomes Content Leaning activities Resources

21 Identify the ingredientsfor different types of sauces

bull Types of sauces Cold sauces Hot sauces

o Demonstrationo Individual practiceo Presentation

983085 Books983085 Flipchart983085 Markers Projectors

Mother sauces 983085 White board Laptops

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Mother sauces Basic Derivations Special sauces

White board Laptops983085 Recipe books

22 Identify equipments bull Identification of Tools andequipments sauce pots blender strainer sauce ladles knife set spatulas

cutting boards lighter stove

o Explanationo Demonstrationo Individual practice

983085 Books

983085 Flipchart Markers983085 Projectors983085 White board983085 Laptops983085 Recipe books983085 Menu

23 Prepare sauces bull Methods of cooking Boiling Simmering

bull Thickening agents Roux Cornflour Modified starch Liaison

o Explanationo Demonstrationo Individual practice

983085 Equipments983085 Tools983085 Cleaning products983085 Cleaning materials

983085 Stock pots

983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

24 Evaluate the quality ofsauces and rectify thembull Common problems in saucesbull Techniques to rectify sauces

o Observationo Group worko Individual practice

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Learning unit 3 Prepare soup Learning hours 30

Learning outcomes Content Leaning activities Resources

31 Identify the ingredientsfor different types of sauces

bull Types of soup Clear soups Pureacutee soups Cream soups

bull Ingredients

o Researcho Brainstorming

983085 Recipe guide983085 Cooking books

32 Prepare different types of

soup

bull Method of cooking Boiling

bull Thickening agents

o Demonstrationo Individual practiceo Presentation

983085 Note book

983085 pens

983085 Board983085 Markers983085 Fish stock983085 Beef stock983085 Vegetable stock983085 Strainers

33 Evaluate the quality ofsoups and rectify them

bull Common problems in soupsbull Techniques to rectify soups

o Observationo Group worko Individual practice

34 Present soup bull Presentation techniquesbull Garnishing techniquesbull Soup accompaniments

o Observationo Individual practice

983085 Plates983085 Bowls

Learning unit 4 Store and reconstitute stocks sauces and soups Learning hours 10

Learning outcomes Content Leaning activities Resources41 Store stocks sauces andsoups

bull Storage techniques andprocedures

bull Labelling

o Demonstrationo Explanationo Individual practice

983085 Pots983085 Fridge983085 Freezer983085 Labelling cards

42 Reconstitute stockssauces and soups

bull Reheating techniquesbull Principles of hygiene

983085 Equipment

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MODULE 11 Meat poultry and fish

Competence Select prepare and cook meat poultry and fish

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safety

Module 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unit Performance criteria

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gBy the end of the module the trainee will be able to

1 Select and purchase poultry meat and fish11 Poultry is selected and purchased according to quantity and quality required

12 Primary secondary and portioned cuts of pork goat beef and veal are selectedaccording to quantity and quality required

13 Fish is selected according to quality according to quantity and quality required

14 Low-cost cuts and meat products are selected when and where appropriate

15 The best supplier for quality and price is selected

2 Handle and store meat poultry and fish 21 Suitable knives and equipment for poultry meat and fish handling is selected andused

22 Poultry meat and fish are handled and portioned according to menu requirementsand hygienically to minimise risk of food spoilage or cross-contamination

23 Poultry meat and fish are stored hygienically ensuring optimal storage conditions andappropriate temperature are maintained

24 Frozen poultry meat and fish are thawed correctly to ensure maximum qualityhygiene and nutrition

3 Cook basic poultry meat and fish dishes 31 Suitable equipment for poultry meat and fish preparation and cooking is selected andused

32 Suitable marinades are prepared and used where appropriate for a variety of poultrymeat and fish cuts

33 A variety of appropriate cooking methods are used for basic poultry meat and fishdishes

34 A variety basic poultry meat and fish dishes are cooked and presented to standardrecipe specifications

35 Poultry meat and fish dishes are presented using suitable sauces garnishes andaccompaniments

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and purchase poultry meat and fish Learning hours 10

Learning outcomes Content Leaning activities Resources

11 Identify different types of

poultry meat and fish

bull Types of poultry

Chicken Turkey Duck

bull Types of meat Beef Veal Lamb Goat

Porkbull Types of fish

White fish Oily fish Shellfish

o Research

o Brainstormingo Group worko Presentationo

983085 Resource books

12 Select poultry meat andfish

bull Chicken meat and fish cutsbull Processed productsbull Quality criteria for selecting

fresh and healthy chicken meatand fish Quality points for poultry- Smell- Skin- Colour

o Visit of butcheryo Group worko Researcho Presentation

983085 Resource books

- Flexible breastboneUnbroken bones

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- Unbroken bones

Quality points for meat

- Smell- Colour- Compact structure- Texture and colour of fat- Kidney covered with fat

Quality points for Fish- Eyes- Gills- Fresh

- Scales- Skin- Smell- Guts

Learning unit 2 Handle and store meat poultry and fish Learning hours 40

Learning outcomes Content Leaning activities Resources

11 Handle and portionchickenbull

Techniques De-boning Filleting

bull Appropriate equipment andknives

o

Explanation-Demonstrationo Group discussiono Individual Practice

983085

Knife set983085 Cutting Board983085 Reference books983085 Flip chart983085 Markers983085 Board983085 Meat Tag983085 Weighing

983085 Scales

12 Handle and portion meat bull Preparation of butcherrsquos meatDeboning

o Demonstrationindividual practice

983085 Weighing scaleKnife Set

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- Deboning- Portioning

- Cutting- Trimming

- Mincing bull Appropriate equipment and

knives

o individual practice 983085 Knife Set983085 Cutting boards

983085 Slicing machine

983085 Flip Chart983085 Boards983085 Markers

13 Handle and portion fish bull Preparation of fish Gutting portioning Scaling Filleting Skinning

o Demonstrationo Individual practice

983085 Flip chat983085 Markers983085 Board983085

Laptop983085 Projector983085 Cutting board983085 Knife set983085 weighing scale

14 Store chicken meat andfish

bull Storage standards Chemical Store Dry Store

Perishable Freezer Quality and Quantity

bull Preservation methods Salting Smoking Drying Canning

Freezing Marinating

bull Orderingbull Receivingbull Issuing

o Demonstrationo Individual practice

983085 Freezer983085 Fridge983085 Reference Books

983085 Flip chart

983085 Markers983085 Board983085 Scale983085 Shelves983085 Containers983085 Trolley983085 Probe Thermometer

983085 Purchasing order

983085 Receiving form983085 Requisition form

15 Thaw chicken meat andfish

bull Defrosting techniquesbull Health and hygiene regulations

o Demonstrationo Individual practice

983085 drip tray

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Learning unit 3 Cook and present basic poultry meat and fish dishes Learning hours 70

Learning outcomes Content Leaning activities Resources

21 Cook and present basicpoultry dishes

bull Marinating Herbs Oil spices

bull Cooking method

steaming grilling roasting boiling baking broiling smoking poaching

bull Seasoning salt black pepper or white

pepper

bull Presentation techniques

o Demonstrationo Individual practice

983085 Recipes983085 Heavy pans983085 Frying pans983085 Chopping board983085 Knives

983085 Flip chat

983085 Markers983085 Board983085 Laptop983085 Projector983085 Cutting board983085 Knife set983085 Weighing scale

983085 Oil

983085 Onions983085 Garlic983085 Rose mary983085 Salt983085 Light soya sauce

22 Cook and present basicmeat dishes 23 Cook and present basic

fish dishes

MODULE 12 Basic pastries and cakes

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MODULE 12 Basic pastries and cakes

Competence Make basic pastries and cakes

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

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

1 Prepare basic pastries and cakes 11 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are prepared

12 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are decorated

13 Suitable equipment safely and efficiently selected and used

2 Prepare and produce bakery products 21 A range of yeast-based doughs are prepared to standard recipes

22 Suitable equipment safely and efficiently selected and used

3 Portion and store pastries cakes and yeast goods 31 Portion control is applied to minimise wastage

32 Cakes pastry and bakery products Store to minimise spoilage and wastage

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare basic pastries and cakes Credit6

Learning Outcome Content Learning Activities Resources11 Identify different types ofpastries and cakes

bull Types of Pastry Products Sponge cakes Choux paste Sugar paste Sweet bread Cookies

o Researcho Presentationo Brainstorming

983085 Reference books

Mousses Ice cream

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doughnuts

12 Prepare basic pastryproducts

bull Sponge cakes Preparation techniques Baking techniques

bull Doughnuts Preparation techniques Baking techniques

bull Cookies Preparation techniques Baking techniques

o Demonstrationo Individual practices

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons13 Decorate pastries and

cakesbull Fillings

Butter cream Fruit Jam

bull Sauces Chocolate sauce Custard Sauce Strawberry Vanilla

o Demonstrationo Individual practiceso

Learning Unit 2 Prepare and produce bakery products

Learning outcomes Content Leaning activities Resources21 Identify different types ofbakery products

bull Types of bakery Products Yeast products

White Bread French Bread Croissant Rolls

o Researcho Presentationo Brainstorming

983085 Reference books

Chapatti Samosa dough

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Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

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MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

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bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

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Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

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Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

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76

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

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Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

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Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 14: Curriculum Cooker

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1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

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15

MODULE 2 Health safety and security on the workplace

Competence Apply health safety and security procedures on the workplace

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to follow health safety and security procedures identify hazards assess theassociated safety risks and take measures to eliminate or control and minimise the risk

It is an obligation for each employee to participate in the management of their own health and safety and that of their colleagues andanyone else in the workplace They have a duty to cooperate with their employers initiatives to ensure safety at work

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be

able to

Performance criteria

1 Apply good personal care and healthyhabits at work

11 Hands are washes at appropriate times and hand washing procedures are followedcorrectly and consistently according to organisation and legal requirements

12 Clothes are clean required personal protective clothing are worn and onlyorganisation-approved bandages and dressings are used

13 Food is not contaminated with anybody fluids or tobacco product from sneezing coughing blowing nose spittingsmoking

14 Clean materials and clothes are used and safe and hygienic practices are respectedto ensure that no cross-contamination of other items in the workplace occurs

2 Address unsafe situations on the job 21 Appropriate methods are used to identify actual or foreseeable hazards that have thepotential to harm the health and safety of workers or anyone else in the workplace

22 Immediate work area is free from hazards

23 Control measures are implemented according to individual level of responsibility orappropriate personnel is referred to for permission or further action

3 Respond appropriately to emergencies atwork

31 Emergency and potential emergency situations are recognised promptly and requiredactions are determined or taken within the scope of individual responsibility

32 Appropriately response to emergencies is provided

33 Assistance from colleagues or other authorities is sought promptly and when

appropriate

4 Prevent HIVAIDS and sexual violence 41 Reproductive health is understood

42 Transmission prevention and treatment of HIVAIDS and other STIrsquos are understood

43 Sexual violence is understood and can be avoided

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COURSE STRUCTUREThe 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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Apply good personal care and healthy habits at work Learning hours 4

Learning outcomes Contents Learning activities Resources 11 Identify important health

practices in the workplace

bull Healthy habits o Discussiono Individual worko Presentation

983085 List of habits for good

health983085 Health education material

from Ministry of Health orother organisations

983085 Posterspictures of healthhabits

12 Describe the importanceof personal and public

cleanliness

bull Definition of hygienebull Definition of sanitationbull Importance of hygiene and

sanitation at workbull

o Presentation by trainero Group work and discussiono Role play

983085 Handout healthy hygieneand sanitation practices

food sanitation clean waterand toilet facilities

13 Know how to prevent thespread of illness andcontamination at work

bull Sources of germs microbesbull Prevention techniques (Hygiene

and sanitation good practices)

o Brainstorming

11 Identify important healthpractices in the workplace

bull Healthy habits o Discussiono Individual worko Presentation

983085 List of habits for goodhealth

983085 Health education materialfrom Ministry of Health orother organisations

983085 Posterspictures of healthhabits

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Learning unit 2 Address unsafe situations on the job Learning hours 10

Learning outcomes Contents Learning activities Resources 21 Identify the primaryhazards found in workplaces

bull Types of hazards in theworkplace (safety chemicalbiological other health hazards)

o Brainstormingo Group worko Discussion

Pictures

22 Understand why thesituation or substance is

hazardous

bull Hazardous situationsbull Dangerous substances

23 Identify the best ways toaddress specific problemsituations

bull Control methods (removehazard work policies andprocedures protectiveequipment)

o Brainstormingo Discussion

Stories and pictures

Learning unit 3 Respond appropriately to emergencies at work Learning hours 8

Learning outcomes Contents Learning activities Resources 31 Identify emergencies bull Definition of emergency

bull Types of emergencies in aworkplace

o Presentation by the trainero Experience sharing

32 Handle emergencies bull Possible responses toemergencies in the workplace

o Disaster Blaster Game 983085 Disaster Blaster Gameboard paper marker dicegame cards

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19

Learning unit 4 Prevent HIVAIDS and sexual violence Learning hours 8

Learning outcomes Contents Learning activities Resources 41 Understand reproductivehealth

bull Puberty and body changebull Female reproductionbull Male reproductionbull Consequences of early

pregnancy

o Small group discussionso Pair discussiono

42 Be sensitized to HIV AIDS

bull Definitionbull Transmissionbull Prevention (ABC)bull Treatmentbull Other STIrsquosbull Stigma and VCT

o HIV gameo Questions and answerso True or falseo Group worko Demonstration (condom use)o Role play (condom negotiation)

983085 Scenarios for HIV game983085 True and false statements

43 Be sensitized to sexualviolence

bull Definition of sexual violencebull Definition of rapebull Consequences of sexual

violence

o Story tellingo Group discussiono Large group discussion

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project3 HARE Prevention of HIV and AIDS in Rwanda through education Irish Aid and VSO

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MODULE 4 Communication on the workplace

Competence Communicate effectively on the workplace

RTQF LEVEL CREDITS 2 LEARNING HOURS 20

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to communicate and get along well with others in a variety of settings and for arange of purposes The module will allow the participant to speak and listen actively and appropriately one-on-one and in groups to

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

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Listen and speak effectively 11 Strategies for effective listening are applied

12 Instructions are adequately interpreted and followed

13 Clear and accurate information and instructions are provided to colleagues

2 Cooperate and work as a team member 21 Team objectives are reached through effective cooperation

22 Diversity of team members is respected

23 Lead a team efficiently

24 Demonstrate problem solving and decision making skills

3 Apply customer care 31 Importance and principles of good customer service are understood

32 Quality service is provided

33 Clear verbal information is provided to customers face to face or on thetelephone

34 Conflicts with customers are handled politely and adequately

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COURSE STRUCTUREThe 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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Listen and speak effectively Learning hours 6

Learning outcomes Contents Learning activities Resources

11 Apply effective listen skills

amp strategies

bull Effective listening skills amp

strategiesbull Assess onersquos listening skillsbull Model good listening skills

o Role play

o Observing role playo Feedback from observerso discussion

983085 Role play scenarios

983085 List of effective listening

skills amp strategies983085 Effective Listening

Observation Form

12 Give and receiveinstructions

bull Importance of giving clearconcise instructions

bull Formulation of instructions

bull Strategies to ask questions forclarification

o individual worko group discussion

13 Identify non-verbalcommunication signs and theimpact on peoplersquosperceptions

bull Importance of non-verbalcommunication

bull Impacts of non-verbalcommunication on how we giveinformation and how we listen

o pair worko large group discussion

14 Demonstrate effectivespeaking skills

bull Effective speaking skills andstrategies

o small group worko practice presentationso large group discussion

983085 List of Effective SpeakingSkills amp Strategies

983085 Speaking Scenarios forgroup work

983085 Effective SpeakingObservation Form

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Learning unit 2 Cooperate and work as a team member Learning hours 8

Learning outcomes Contents Learning activities Resources

21 Identify the differentpersonalities

bull Different personalities andapproaches that individualsbring to a group

o Self-assessmento large group activity (innerouter

circles)o Discussion

983085 Working in Groups Self Assessment

983085 Cooperating with OthersRoles

983085

Elements of an Effective ampCooperative TeamMember

22 Handle differentpersonalities in a group

bull Strategies on how to handledifferent personalities in agroup

23 Cooperate with others toreach the same objective

bull Characteristics of an effectiveand cooperative team member

o Large group activityo Large group discussiono Individual reflectionjournal writing

o Pair work

24 Lead a team efficiently bull Qualities of an effective leaderbull Different leadership stylesbull Appropriate leadership style in a

given contextbull Strategies to lead a team

efficiently

o large group discussiono small group worko role playso small group activity

983085 Role play scenarios

25 Demonstrate problemsolving and decision makingskills

bull challenges and dynamicsamongst people during theproblem solving process

bull steps of problem solving towork and community relatedproblems

bull Communication as a tool forproblem solving

o Large group activityo pair sharingo small group worko large group discussiono Task leadership competition

983085 Scenarios for problem

solving activity

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Learning unit 3 Apply customer care Learning hours 6

Learning outcomes Contents Learning activities Resources

31 Understand theimportance of good customercare

bull Definition of customer servicebull Levels of customer servicebull Customer care principlesbull Importance of customer care

o Experience sharingo Brainstorming

Presentation by trainer

-32 Provide exceptionalquality service

bull Basic customer needsbull Service to meet basic customer

needsbull Definition of customerrsquos

perceptionbull Meeting and exceeding

expectationsbull Getting feedback on the

provided service

o individual reflectiono large group discussiono role play

33 Communicate effectivelywith customers by telephoneand face to face

bull Telephone tipsbull Recording a telephone message

o large group discussiono skito pair role plays

983085 Role Play scenarios forCommunicating withCustomers

34 Handle conflict withdifficult customers

bull Definition of conflict conflictresolutionmanagement

bull Steps of conflict management

with difficult customers

o individual reflectiono Brainstormingo large group discussion

o role play

983085

Reference books 3 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project4 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

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MODULE 5 Computer literacy

Competence 5 Apply computer literacy

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to follow health safety and security procedures identifyhazards assess the associated safety risks and take measures to eliminate or control and minimise the risk It isan obligation for each employee to participate in the management of their own health and safety and that oftheir colleagues and anyone else in the workplace They have a duty to cooperate with their employersinitiatives to ensure safety at work

LEARNING ASSUMED TO BE IN PLACE

Not applicable

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LEARNING UNITS AND PERFORMANCE CRITERIALearning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be ableto

Performance criteria

1 Apply computer fundamentals 11

12

13

14

Identification of Various connectors and ports

Use of different IO devices

Use of Desktoprsquos elements

Scanning of Viruses in the computer and Different Storages Devices

2Use a current word processing package 21

22

23

24

25

56

Text formatting

Table creation and editing

Text Editing

Printing

Saving

Inserting of header Footer and footnotes

3 Use current spreadsheet package 31

32

Using of basic excel tasks

Managing of Sheets in excel workbook

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33

34

35

Formatting of cells and their contents

Using of functions and perform mathematical operations

Excel worksheet Printing

4Use current Power Point Presentations 41

42

43

44

45

46

47

Creating a new presentation

Creating Inserting a slide

Inserting of Graphics

Converting word documents to PowerPoint presentation

Animation

Using Different Presentation view

Printing a presentation

5Use InternetIntranet (Outlook) 51

52

53

54

55

56

Defining and explaining a website

Interacting through instant messaging (Chatting)

Using search Engines (example Google)

Creating Managing favorites using internet explorer

Browsing the internet using the hyperlinks

Downloading and Uploading files using internet

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COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Apply computer fundamentals Learning hours10

Learning outcomes Contents Learning activities Resources

11 Apply Computerbasics

bull Computer Definition

bull Types of computers

Laptops

Desktops

Palm tops

PDA (Personnal Digital assistance)

bull Computer HardwareMemorybull Definition

bull Role of Memory

bull Features

- Capacity

- Speed

- Non Volativitybull Types of Memory

- ROM (Read only memory)

- RAM (Random access memory)

- ExternalInternal memories (Hard

diskdisketteCDFlash disketc)

-Open a computer case andObserve different types ofmemory-Group Discussion on each type ofmemory

-Computer Lab-Computer Tool Kit-CD DVDs Diskettes-White Board-Markers

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12Identify Variousconnectors and ports

bull Connectors and ports

- Definition

bull IO (Input and Output) Ports andconnectors

- Serial ports

- Parallel ports

- USB

- Keyboard Mouse connectors

- VGA Connectors

-Observe different connectors aswell as input and output ports

-Exercises on ports identifications

-Computer Lab-Computer Tool Kit

-CD DVDs Diskettes-Different types of CablesDifferent types Connectors-White Board-Markers

13Use different IOdevices

bull Peripherals

- Definition

- Categories IO devices

Input devices (mouse Keyboard

scanner CDDVD-ROM and

diskettes drivers etc)

Output devices (Monitor Diskette

CDDVD-ROM Writer Printer etc)

Types of keyboards

- AZERTY

- QWERTY

Practical exercises on connectingthe mouse keyboard Monitor tothe CPU (Central processing unit)

-Computer Lab-Computer Tool Kit-CD DVDs Diskettes-Printer-Scanner

-White Board

14Use Desktoprsquoselements

bull Windows and its components

- Desktop

- Task bar

- Start menu

- Minimize Maximize Close buttons

-Brainstorming on Desktoprsquoselements-Use the desktop the tasks barand the start menu

-Computer Lab-Projector

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- My Computer

15Scan Viruses in thecomputer and DifferentStorages Devices (Flashdisk External Hard disk)

bull Antivirus definitionbull Importance of antivirusbull Functionalitybull Different Types of antivirus- Norton- Kaspersky- Symantecbull Storages to be scanned- Flash disk- External hard disk- Memory card- Computer hard disk

-Brainstorming the use ofantivirus-Practical exercises on Scanningviruses-Compile activities reports

-Computer Lab-Flash disks-External Hard disk-Cds DVDs-Antivirus-White Board-Markers

Learning Unit 2 Use a word processing package Learning hours 5

Learning outcomes Contents Learning activities Resources

21Format a text bull StyleFontSizeColourbull Paragraphbull Columnbull Tabulationbull Paragraph spacingbull Inserting symbolsSpecial

charactersbullet and numberingbull Borders and shadingheader and

footer

-Reproduce document alreadyformatted-Various exercises to familiarizewith formatting a text

-Computer Lab With CurrentWord processing Packageinstalled in each computer-Projector-White Board

-Markers

22Create and edit atable

bull Inserting a tablebull Inserting a columnbull Inserting a row

-Practical exercises on creatingediting and handling a table

-Computer Lab With CurrentWord processing Packageinstalled in each computer

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bull Deleting tablebull Deleting rowbull

Deleting columnbull Merging cellsbull Splitting cellsbull Drawing a tablebull Table auto formatbull Formula

-Projector-White Board

23Edit document

(Text)

bull SearchFindReplace

bull Deleting a range of textbull The undo commandbull Spelling and grammarbull Synonyms

-Brainstorming Editing text

-Perform practical exercises onthe various tips (options)-compile activities reports

-Computer Lab With Current

Word processing Packageinstalled in each computer-Projector-White Board-Markers

24Print document bull Page setupbull Print previewbull

Print dialog boxbull Selecting printer namebull Printer optionsbull Printing one or more copiesbull Printing in blackwhite or colorbull Print page ranges

-Exercises on printing one ormore copies of a colored

document in black and white-printing in landscape portrait

-Computer Lab With CurrentWord processing Package

installed in each computer-Printer-Projector

25Save documents bull File management- Creation of files- Creation of Folders- File Naming- File Formats

-Practical Exercises on creation offiles folders and file Saving

-Compile activities reports

-Computer Lab With CurrentWord processing Package

installed in each computer-Projector

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26Insert HeaderFooter and footnotes

bull Footnotesbull Header and Footer

- Automatic pagenumbering- Total number of pages- Automatic date- Automatic automatic

authors name

-Exercises on footnotes-Create a document containing

several pagesWith elements such as the pagenumber date automation-practical exercises

-Computer Lab With CurrentWord processing Package

installed in each computer-Projector

Learning Unit 3 Use spreadsheet package Learning hours 5

Learning outcomes Contents Learning activities Resources

31Use Some basicexcel tasks

bull Basic excel tasks

- Open

- Close

- New document

- Undo

- Savesave ashellip

- Sheet

- Selecting a cell

- Validating a cell

- Deleting cell contents

- Modifying cell contents- Selecting group of cells

- Increase and reduce the

cell size

- Delete row and column

- Duplicate cell

-Practical exercises on the use ofbasic excel tasks-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer-Projector

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32Manage Sheets inexcel workbook

bull Selecting a sheet

bull Renaming a sheet

bull Insert new sheetsbull Moving a sheet in a workbook

bull Deleting a sheet

-Practical exercisesOn Managing sheets in excel

workbook

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector

33Format cells andtheir contents

bull Formatting text and cells

- Choosing fontsizecolour

- Adjusting Cow height

- Alignment of cell - Number format

- Inserting rows

- Merging cells

- Creating borders

- Patterns

-Practical exercises in groups andindividual homework onformatting cells

-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer

-Projector

34Use some functionsand performmathematical operations

bull Numbers and Mathematicalcalculations

- Addition - Multiplication - Division - Subtraction - AutoSum

- Absolute and relativeReference - Function

Average Minimum Maximum

-Practical exercises in groups andindividual homework onformatting cells-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer-Projector

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35 Print an excelworksheet

bull Page setupbull Print previewbull

Print dialogue boxbull Print optionsbull Print one or more copiesbull Print in blackwhite or colorbull Print page rangesbull Printing a selection

-Print one or more copies of aworksheet

-Print colour or white and blackworksheet-practical exercises (individualand in group)-print horizontallyvertically

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector-Printer

Learning Unit 4 Use Presentation application Learning hours 5

Learning outcomes Learning outcomes Learning outcomes Learning outcomes

41Launch Ms Powerpoint

bull Power point Definition

bull Role

bull Power point environment

- Title Bar

- Menu Bar- Toolbars

- Formatting tool bar

- Title

- Sub title

-Using a power pointpresentation with slide showgetfeedback from learners on thearea of application of Ms powerpoint-Launch powerpoint and observethe screen individual exercises

-Computer Lab With Currentpresentation Software installed in each computer-Projector

42Create a newpresentation

bull Creating new presentation

bull Blank presentation

bull Design template

bull Auto content wizards

-Create presentation using thevarious methods-practical exercises (individualand in groups)

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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43Create Insert a slide bull Creating a slide

bull Inserting a slide

bull Modifying a slide

-Exercises on creating insertingand modifying a slide

-Computer Lab With Currentpresentation Software

installed in each computer-Projector

44Insert Graphics bull GraphicsClip artWord

ArtLibrary ImagesInserting

image from file

Exercises on inserting images inthe slides

-Computer Lab With Currentpresentation Software installed in each computer-Projector

45Convert word

documents toPowerPoint presentation

bull Copy Cut Move

bull Process of conversion

-Practical exercises on File

transformation

-Computer Lab With Current

presentation Software installed in each computer-Projector

46Animate apresentation

bull Animation

bull Custom animation

bull Slide transition

-Familiarize with animation of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

47Use DifferentPresentation view

bull Normal View

bull Slide Sorter view

bull Slide show

-Switch between the views toimprove the presentation-Group discussion andbrainstorming

-Computer Lab With Currentpresentation Software installed in each computer-Projector

48 Print a presentation bull Printing a presentation

bull Print preview

bull Printing a copy or multiple

-Exercises on printing in blackand white or in colour printingone or more copies of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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copies

bull Printing one slide on a page

bull Printing more slides on a page

Learning Unit 5 Use InternetIntranet (Outlook) Learning hours 5

Learning outcomes Contents Learning activities Resources

51 Define and explain awebsite

bull Introduction

World wide web

Web page

Web site

-Visit web sites and browsedifferent pages-Group discussion based onobservation

-Internet Connection-Computer Lab-projector

52Interact throughinstant messaging

(Chatting)

bull Definition

bull Steps to create a chat account

bull Chatting options

Instant messaging with or

no web cam

Calling

Sending files

-Group Discussion on Interactingthrough instant messaging

-Exercises on chatting in groups-Compile activities reports

-Internet Connection-Computer Lab

-projector

53Use search Engines(example Google)bull

Search engines- Definition

- Role

- Some Types of search

engine

wwwGooglecom

-Perform practical exercises onthe use of search engines -Internet Connection-Computer Lab-projector

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wwwYahoocom

54Create Managefavorites using internetexplorer

bull Favorites

- Create Favorites

- Rename Move Favorites

-Practical exercises on creatingmoving and renaming favorites

-Internet Connection-Computer Lab-projector

55Browse the internetusing the hyperlinks

bull Web Browser

- Browser buttons

- Address bar

- Status bar

- Scroll bar

- Home page

- FrontBack arrows

- Refresh button

- Start page

-Open a web using the addressbar-Browse different web pages

-practical exercises On Browsinginternet using hyperlink

-Internet Connection-Computer Lab-projector

56Download andUpload files usinginternet

bull Downloadingbull File attachment

-Practical exercises ondownloading and uploading filesusing internet

-Internet Connection-Computer Lab-projector

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MODULE 6 Mise en place and cooking methods

Competence Organise and cook food

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to use kitchen equipment and tools to prepare mise en place and use basic cookingmethods

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 hygiene and food safety

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be ableto

Performance criteria

1 Select and use cooking equipment andtechnology

11 Appropriate equipment and technology is selected for particular cookingmethods

12 Equipment is used hygienically safely and according to manufacturerinstructions

2 Prepare mise en place 21 Ingredients are identified and obtained according to standards recipe

22 Ingredients are prepared according to the correct quantity type and quality

3 Prepare and cook food using basic methods ofcooking

31 Various cooking methods are used to prepare dishes to enterprise standard

32 Correct quantities and ratios of commodities for specific cooking methods arecalculated

33 Cooking process is completed in a logical and safe manner

34 Problems with the cooking process are identified promptly and take correctiveaction

35 Dishes are prepared using a range of methods and current technology withinacceptable enterprise and customer timeframes

36 Work cooperatively with kitchen and front-of-house colleagues to ensure timelypreparation of dishes

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and use cooking equipment and technology Learning hours 20

Learning outcomes Content Leaning activities Resources

11 Identify kitchenequipment and tools

bull Specification of Kitchenequipment amp tools

bull Kitchen orientation

o Group discussiono Researcho Role Playo

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

12 Use and maintain Kitchenequipment and tools

bull

Hand tools

bull Electrical toolsbull Heavy equipment

o Group discussiono Researcho Role Play

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

Learning unit 2 Prepare mise en place Learning hours 20

Learning outcomes Content Leaning activities Resources

21 Identify ingredients for arecipe

bull Types of food itemsbull Characteristics and uses of food

items

o Group discussiono Researcho Role Play

983085 Recipe book983085 Reference Books983085 Flipchart markers-

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bull Contents of recipebull Quantities in function of

number of customers to be

servedbull Quality of ingredients

983085 Projectors983085 Board983085 Laptops

22 Prepare ingredients bull Cleaning techniquesbull Pealing and cutting techniquesbull Measuring and weighingbull Storage for different type of

ingredients

o Demonstrationo Individual practice

983085 Kitchen equipment Kitchentools

23 Apply checklist procedures bull FIFObull LIFObull Verification of quality product

o Group discussiono Demonstrationo Individual practiceo Role Play

983085 Recipe book Flipchart

983085 Markers983085 Tags983085 Products983085 Bin cards983085 Checklist

Learning unit 3 Prepare and cook food using basic methods of cooking Learning hours 20

Learning outcomes Content Leaning activities Resources

31 Identify the differentcooking methods

bull Types of cooking methods Boiling Deep frying Stir-frying

Baking Steaming Simmering skimming grilling roasting broiling

o Small group discussiono Demonstrationo Individual practice

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smoking poaching

bull Characteristics of different

foods and appropriate cookingmethods

bull Underlying principles of all basiccooking methods

bull Effect of different cookingmethods on the nutritionalvalue of food

32 Cook basic dishes using arange of methods

bull Basic dishes o Demonstrationo Individual practice

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MODULE 7 Salads and Sandwiches

Competence Prepare salads and sandwiches

RTQF LEVEL CREDITS 4 LEARNING HOURS 40

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present different sorts of salads and sandwiches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare and present a variety of salads anddressings

11 Suitable ingredients are chosen

12 Salads are prepared using fresh ingredients and respecting nutritional valueeating characteristics and taste

13 Suitable sauces and dressings are prepared and incorporated into or servedwith salad

14 Salads are presented attractively

2 Prepare and present sandwiches 21 Suitable bases are selected from a range of bread types

22 A variety of sandwich types are prepared using a range of appropriate

techniques

23 Appropriate equipment is selected for toasting and heating sandwiches andused correctly and safely

24 Sandwiches are present in an attractive manner using suitable garnishesand serviceware

3 Store salads and sandwiches 31 Store salads and sandwiches hygienically at the correct temperature in

appropriate conditions and containers to maintain freshness taste andquality

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare and present a variety of salad and dressings Learning hours 20

Learning Outcome Content Learning Activities Resources

11 Identify ingredients for

salads

bull Commodities and food

combinations for use in salads

o Researcho Presentationo Group work

983085 Salad recipes

12 Prepare salads bull Types of salads Simple Compound

bull Components of salads Base Body Dressing Garnish

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls

983085 Knife sets

983085 Required ingredients983085 Cutting Board

13 Prepare dressings bull Types of salad dressing French dressing

Italian dressing Dijon dressing Vinaigrette Thousand Island dressing

bull Compatibility of dressings withdifferent types of salads

o Researcho Presentationo Demonstrationo Individual practice

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14 Present salads bull Methods of attractivepresentation for salads anddressings

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 2 Prepare Sandwiches Learning hours 15

Learning outcome Content Learning Activity Resources

21 Identify ingredients forsandwiches

bull Suitable breads White bread Wheat bread Buns Baguette

bull Suitable filling Cheese Ham Fried eggs Vegetables Cooked meat

o Presentationo Research

983085 Sandwiches recipes

22 Prepare sandwiches bull Types of Sandwiches Hot Cold

bull Food combinations forsandwiches

bull Preparation techniques spreading layering portioning moulding cutting garnishing

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls983085 Knife sets983085 Required ingredients983085 Salamander983085 Cutting Board

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toasting

23 Present sandwiches bull Methods of attractivepresentation for sandwiches

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 3 Store salads and sandwiches Learning hours 5

Learning outcome Content Learning Activity Resources

31 Store salads andsandwiches

bull Suitable storage techniques tomaintain optimum quality ofingredients

bull Types of containers

o Presentationo Demonstrationo Individual practice

983085 Containers983085 Fridge

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MODULE 9 Pasta and starches

Competence Cook pasta and starches

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present pastas and starches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare pasta 11 The different types of pasta are identified

12 Various pasta are prepared using appropriate methods to ensure optimumquality

13 Appropriate sauces and accompaniments are selected

2 Prepare starches 21 The different types of starches are identified

22 Various starches are prepared using appropriate methods to ensureoptimum quality

Appropriate sauces and accompaniments are selected

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare Pasta Learning hours 30

Learning outcome Content Learning Activities Resources

11 identify the different types

of pasta

bull Types of Pasta amp their products

Egg Pasta Noodles

Egg less pasta Spaghetti

White pasta Lasagna

Green Pasta Green lasagna

Stuffed Past Ravioli Cannelloni Lunette

Dessert Pasta Poppy seed pasta Cinnamon pasta

Dumpling Pasta Gnocchi

Whole wheat

o Researcho Presentation

983085 Reference books

983085 recipes

12 Prepare pasta dishes bull Cooking methods Boiling Stir-frying Baking

o Demonstrationo Researcho Individual practiceso Presentation

983085 Recipes983085 Baking trays983085 Baking Ovens983085 Required ingredients

S C k

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Steaming 983085 Cooking pans983085 Pasta roller983085 Flip chart

983085 Markers

983085 Boards983085 Tongs983085 Forks983085 Plates

13 Present pasta dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

Learning Unit 2 Prepare Starches Learning hours 30

Learning outcome Content Learning Activities Resources

21 Identify the differenttypes of pasta

bull Starch products Cassava Yams Sweet potatoes Rice Maize meal

o Researcho Presentation

983085 Reference books983085 recipes

21 Prepare starch products bull Cooking methods Boiling Deep frying Stir-frying Baking Steaming

o Demonstrationo Individual practices

983085 Baking trays983085 Baking Ovens983085 Required ingredients983085 Cooking pans983085 Steaming Machine983085 Flip chart

983085 Markers

983085 Boards983085 Forks983085 Spoons983085 Plates

23 Present starch dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

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MODULE 10 Stocks sauces and soups

Competence Prepare stocks sauces and soups

RTQF LEVEL CREDITS 10 LEARNING HOURS 100

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare different types of stocks soups and sauces

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplace

Module 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare stocks required for menu items 11 Ingredients and flavouring agents are uses according to standard recipes

12 A variety of stocks are produced

2 Prepare sauces required for menu items 21 A variety of hot and cold sauces are produced from classical andcontemporary recipes

22 A variety of thickening agents and convenience products are usedappropriately

23 Sauces are evaluated for flavour colour and consistency and any problemsare rectified

3 Prepare soups 31 The correct ingredients are selected and assembled to produce soupsincluding stocks and prepared garnishes

32 A variety of soups is produced

33Clarifying and thickening agents and methods are used where appropriate

34 Soups are evaluated for flavour colour consistency and temperature and anyproblems are rectified

35 Soups are presented at the right temperature in clean serviceware withoutdrips and spills using suitable garnishes and accompaniments

4 St d tit t t k d 4 1

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4 Store and reconstitute stocks sauces and soups 41 Store stocks sauces and soups to maintain optimum freshness and quality

42 Reconstitute stocks sauces and soups to appropriate standards ofconsistency

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Prepare stocks required for menu items Learning hours 30

Learning outcomes Content Learning activities Resources

11 Identify the ingredients

for different types of stocks

bull Types of stocks

Vegetable stock Beef stock Chicken stock Fish stock

bull Ingredients

o Group discussion

o Presentationo research

983085 reference books

983085 recipes

12 Cook various stocks bull Cooking methods Boiling Simmering Skimming Cooling Straining

o Applicationo Exerciseo Demonstration

983085 Equipments983085 Tools

983085 CLeaning products

983085 Cleaning materials983085 Stock pots983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

Learning unit 2 Prepare sauces required for menu items Learning hours 30

Learning outcomes Content Leaning activities Resources

21 Identify the ingredientsfor different types of sauces

bull Types of sauces Cold sauces Hot sauces

o Demonstrationo Individual practiceo Presentation

983085 Books983085 Flipchart983085 Markers Projectors

Mother sauces 983085 White board Laptops

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Mother sauces Basic Derivations Special sauces

White board Laptops983085 Recipe books

22 Identify equipments bull Identification of Tools andequipments sauce pots blender strainer sauce ladles knife set spatulas

cutting boards lighter stove

o Explanationo Demonstrationo Individual practice

983085 Books

983085 Flipchart Markers983085 Projectors983085 White board983085 Laptops983085 Recipe books983085 Menu

23 Prepare sauces bull Methods of cooking Boiling Simmering

bull Thickening agents Roux Cornflour Modified starch Liaison

o Explanationo Demonstrationo Individual practice

983085 Equipments983085 Tools983085 Cleaning products983085 Cleaning materials

983085 Stock pots

983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

24 Evaluate the quality ofsauces and rectify thembull Common problems in saucesbull Techniques to rectify sauces

o Observationo Group worko Individual practice

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Learning unit 3 Prepare soup Learning hours 30

Learning outcomes Content Leaning activities Resources

31 Identify the ingredientsfor different types of sauces

bull Types of soup Clear soups Pureacutee soups Cream soups

bull Ingredients

o Researcho Brainstorming

983085 Recipe guide983085 Cooking books

32 Prepare different types of

soup

bull Method of cooking Boiling

bull Thickening agents

o Demonstrationo Individual practiceo Presentation

983085 Note book

983085 pens

983085 Board983085 Markers983085 Fish stock983085 Beef stock983085 Vegetable stock983085 Strainers

33 Evaluate the quality ofsoups and rectify them

bull Common problems in soupsbull Techniques to rectify soups

o Observationo Group worko Individual practice

34 Present soup bull Presentation techniquesbull Garnishing techniquesbull Soup accompaniments

o Observationo Individual practice

983085 Plates983085 Bowls

Learning unit 4 Store and reconstitute stocks sauces and soups Learning hours 10

Learning outcomes Content Leaning activities Resources41 Store stocks sauces andsoups

bull Storage techniques andprocedures

bull Labelling

o Demonstrationo Explanationo Individual practice

983085 Pots983085 Fridge983085 Freezer983085 Labelling cards

42 Reconstitute stockssauces and soups

bull Reheating techniquesbull Principles of hygiene

983085 Equipment

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MODULE 11 Meat poultry and fish

Competence Select prepare and cook meat poultry and fish

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safety

Module 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unit Performance criteria

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gBy the end of the module the trainee will be able to

1 Select and purchase poultry meat and fish11 Poultry is selected and purchased according to quantity and quality required

12 Primary secondary and portioned cuts of pork goat beef and veal are selectedaccording to quantity and quality required

13 Fish is selected according to quality according to quantity and quality required

14 Low-cost cuts and meat products are selected when and where appropriate

15 The best supplier for quality and price is selected

2 Handle and store meat poultry and fish 21 Suitable knives and equipment for poultry meat and fish handling is selected andused

22 Poultry meat and fish are handled and portioned according to menu requirementsand hygienically to minimise risk of food spoilage or cross-contamination

23 Poultry meat and fish are stored hygienically ensuring optimal storage conditions andappropriate temperature are maintained

24 Frozen poultry meat and fish are thawed correctly to ensure maximum qualityhygiene and nutrition

3 Cook basic poultry meat and fish dishes 31 Suitable equipment for poultry meat and fish preparation and cooking is selected andused

32 Suitable marinades are prepared and used where appropriate for a variety of poultrymeat and fish cuts

33 A variety of appropriate cooking methods are used for basic poultry meat and fishdishes

34 A variety basic poultry meat and fish dishes are cooked and presented to standardrecipe specifications

35 Poultry meat and fish dishes are presented using suitable sauces garnishes andaccompaniments

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and purchase poultry meat and fish Learning hours 10

Learning outcomes Content Leaning activities Resources

11 Identify different types of

poultry meat and fish

bull Types of poultry

Chicken Turkey Duck

bull Types of meat Beef Veal Lamb Goat

Porkbull Types of fish

White fish Oily fish Shellfish

o Research

o Brainstormingo Group worko Presentationo

983085 Resource books

12 Select poultry meat andfish

bull Chicken meat and fish cutsbull Processed productsbull Quality criteria for selecting

fresh and healthy chicken meatand fish Quality points for poultry- Smell- Skin- Colour

o Visit of butcheryo Group worko Researcho Presentation

983085 Resource books

- Flexible breastboneUnbroken bones

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- Unbroken bones

Quality points for meat

- Smell- Colour- Compact structure- Texture and colour of fat- Kidney covered with fat

Quality points for Fish- Eyes- Gills- Fresh

- Scales- Skin- Smell- Guts

Learning unit 2 Handle and store meat poultry and fish Learning hours 40

Learning outcomes Content Leaning activities Resources

11 Handle and portionchickenbull

Techniques De-boning Filleting

bull Appropriate equipment andknives

o

Explanation-Demonstrationo Group discussiono Individual Practice

983085

Knife set983085 Cutting Board983085 Reference books983085 Flip chart983085 Markers983085 Board983085 Meat Tag983085 Weighing

983085 Scales

12 Handle and portion meat bull Preparation of butcherrsquos meatDeboning

o Demonstrationindividual practice

983085 Weighing scaleKnife Set

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- Deboning- Portioning

- Cutting- Trimming

- Mincing bull Appropriate equipment and

knives

o individual practice 983085 Knife Set983085 Cutting boards

983085 Slicing machine

983085 Flip Chart983085 Boards983085 Markers

13 Handle and portion fish bull Preparation of fish Gutting portioning Scaling Filleting Skinning

o Demonstrationo Individual practice

983085 Flip chat983085 Markers983085 Board983085

Laptop983085 Projector983085 Cutting board983085 Knife set983085 weighing scale

14 Store chicken meat andfish

bull Storage standards Chemical Store Dry Store

Perishable Freezer Quality and Quantity

bull Preservation methods Salting Smoking Drying Canning

Freezing Marinating

bull Orderingbull Receivingbull Issuing

o Demonstrationo Individual practice

983085 Freezer983085 Fridge983085 Reference Books

983085 Flip chart

983085 Markers983085 Board983085 Scale983085 Shelves983085 Containers983085 Trolley983085 Probe Thermometer

983085 Purchasing order

983085 Receiving form983085 Requisition form

15 Thaw chicken meat andfish

bull Defrosting techniquesbull Health and hygiene regulations

o Demonstrationo Individual practice

983085 drip tray

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Learning unit 3 Cook and present basic poultry meat and fish dishes Learning hours 70

Learning outcomes Content Leaning activities Resources

21 Cook and present basicpoultry dishes

bull Marinating Herbs Oil spices

bull Cooking method

steaming grilling roasting boiling baking broiling smoking poaching

bull Seasoning salt black pepper or white

pepper

bull Presentation techniques

o Demonstrationo Individual practice

983085 Recipes983085 Heavy pans983085 Frying pans983085 Chopping board983085 Knives

983085 Flip chat

983085 Markers983085 Board983085 Laptop983085 Projector983085 Cutting board983085 Knife set983085 Weighing scale

983085 Oil

983085 Onions983085 Garlic983085 Rose mary983085 Salt983085 Light soya sauce

22 Cook and present basicmeat dishes 23 Cook and present basic

fish dishes

MODULE 12 Basic pastries and cakes

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MODULE 12 Basic pastries and cakes

Competence Make basic pastries and cakes

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

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

1 Prepare basic pastries and cakes 11 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are prepared

12 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are decorated

13 Suitable equipment safely and efficiently selected and used

2 Prepare and produce bakery products 21 A range of yeast-based doughs are prepared to standard recipes

22 Suitable equipment safely and efficiently selected and used

3 Portion and store pastries cakes and yeast goods 31 Portion control is applied to minimise wastage

32 Cakes pastry and bakery products Store to minimise spoilage and wastage

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare basic pastries and cakes Credit6

Learning Outcome Content Learning Activities Resources11 Identify different types ofpastries and cakes

bull Types of Pastry Products Sponge cakes Choux paste Sugar paste Sweet bread Cookies

o Researcho Presentationo Brainstorming

983085 Reference books

Mousses Ice cream

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doughnuts

12 Prepare basic pastryproducts

bull Sponge cakes Preparation techniques Baking techniques

bull Doughnuts Preparation techniques Baking techniques

bull Cookies Preparation techniques Baking techniques

o Demonstrationo Individual practices

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons13 Decorate pastries and

cakesbull Fillings

Butter cream Fruit Jam

bull Sauces Chocolate sauce Custard Sauce Strawberry Vanilla

o Demonstrationo Individual practiceso

Learning Unit 2 Prepare and produce bakery products

Learning outcomes Content Leaning activities Resources21 Identify different types ofbakery products

bull Types of bakery Products Yeast products

White Bread French Bread Croissant Rolls

o Researcho Presentationo Brainstorming

983085 Reference books

Chapatti Samosa dough

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Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

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MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

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bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

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Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

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Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

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76

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

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Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

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78

Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

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MODULE 2 Health safety and security on the workplace

Competence Apply health safety and security procedures on the workplace

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to follow health safety and security procedures identify hazards assess theassociated safety risks and take measures to eliminate or control and minimise the risk

It is an obligation for each employee to participate in the management of their own health and safety and that of their colleagues andanyone else in the workplace They have a duty to cooperate with their employers initiatives to ensure safety at work

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be

able to

Performance criteria

1 Apply good personal care and healthyhabits at work

11 Hands are washes at appropriate times and hand washing procedures are followedcorrectly and consistently according to organisation and legal requirements

12 Clothes are clean required personal protective clothing are worn and onlyorganisation-approved bandages and dressings are used

13 Food is not contaminated with anybody fluids or tobacco product from sneezing coughing blowing nose spittingsmoking

14 Clean materials and clothes are used and safe and hygienic practices are respectedto ensure that no cross-contamination of other items in the workplace occurs

2 Address unsafe situations on the job 21 Appropriate methods are used to identify actual or foreseeable hazards that have thepotential to harm the health and safety of workers or anyone else in the workplace

22 Immediate work area is free from hazards

23 Control measures are implemented according to individual level of responsibility orappropriate personnel is referred to for permission or further action

3 Respond appropriately to emergencies atwork

31 Emergency and potential emergency situations are recognised promptly and requiredactions are determined or taken within the scope of individual responsibility

32 Appropriately response to emergencies is provided

33 Assistance from colleagues or other authorities is sought promptly and when

appropriate

4 Prevent HIVAIDS and sexual violence 41 Reproductive health is understood

42 Transmission prevention and treatment of HIVAIDS and other STIrsquos are understood

43 Sexual violence is understood and can be avoided

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COURSE STRUCTUREThe 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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Apply good personal care and healthy habits at work Learning hours 4

Learning outcomes Contents Learning activities Resources 11 Identify important health

practices in the workplace

bull Healthy habits o Discussiono Individual worko Presentation

983085 List of habits for good

health983085 Health education material

from Ministry of Health orother organisations

983085 Posterspictures of healthhabits

12 Describe the importanceof personal and public

cleanliness

bull Definition of hygienebull Definition of sanitationbull Importance of hygiene and

sanitation at workbull

o Presentation by trainero Group work and discussiono Role play

983085 Handout healthy hygieneand sanitation practices

food sanitation clean waterand toilet facilities

13 Know how to prevent thespread of illness andcontamination at work

bull Sources of germs microbesbull Prevention techniques (Hygiene

and sanitation good practices)

o Brainstorming

11 Identify important healthpractices in the workplace

bull Healthy habits o Discussiono Individual worko Presentation

983085 List of habits for goodhealth

983085 Health education materialfrom Ministry of Health orother organisations

983085 Posterspictures of healthhabits

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Learning unit 2 Address unsafe situations on the job Learning hours 10

Learning outcomes Contents Learning activities Resources 21 Identify the primaryhazards found in workplaces

bull Types of hazards in theworkplace (safety chemicalbiological other health hazards)

o Brainstormingo Group worko Discussion

Pictures

22 Understand why thesituation or substance is

hazardous

bull Hazardous situationsbull Dangerous substances

23 Identify the best ways toaddress specific problemsituations

bull Control methods (removehazard work policies andprocedures protectiveequipment)

o Brainstormingo Discussion

Stories and pictures

Learning unit 3 Respond appropriately to emergencies at work Learning hours 8

Learning outcomes Contents Learning activities Resources 31 Identify emergencies bull Definition of emergency

bull Types of emergencies in aworkplace

o Presentation by the trainero Experience sharing

32 Handle emergencies bull Possible responses toemergencies in the workplace

o Disaster Blaster Game 983085 Disaster Blaster Gameboard paper marker dicegame cards

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Learning unit 4 Prevent HIVAIDS and sexual violence Learning hours 8

Learning outcomes Contents Learning activities Resources 41 Understand reproductivehealth

bull Puberty and body changebull Female reproductionbull Male reproductionbull Consequences of early

pregnancy

o Small group discussionso Pair discussiono

42 Be sensitized to HIV AIDS

bull Definitionbull Transmissionbull Prevention (ABC)bull Treatmentbull Other STIrsquosbull Stigma and VCT

o HIV gameo Questions and answerso True or falseo Group worko Demonstration (condom use)o Role play (condom negotiation)

983085 Scenarios for HIV game983085 True and false statements

43 Be sensitized to sexualviolence

bull Definition of sexual violencebull Definition of rapebull Consequences of sexual

violence

o Story tellingo Group discussiono Large group discussion

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project3 HARE Prevention of HIV and AIDS in Rwanda through education Irish Aid and VSO

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MODULE 4 Communication on the workplace

Competence Communicate effectively on the workplace

RTQF LEVEL CREDITS 2 LEARNING HOURS 20

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to communicate and get along well with others in a variety of settings and for arange of purposes The module will allow the participant to speak and listen actively and appropriately one-on-one and in groups to

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

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Listen and speak effectively 11 Strategies for effective listening are applied

12 Instructions are adequately interpreted and followed

13 Clear and accurate information and instructions are provided to colleagues

2 Cooperate and work as a team member 21 Team objectives are reached through effective cooperation

22 Diversity of team members is respected

23 Lead a team efficiently

24 Demonstrate problem solving and decision making skills

3 Apply customer care 31 Importance and principles of good customer service are understood

32 Quality service is provided

33 Clear verbal information is provided to customers face to face or on thetelephone

34 Conflicts with customers are handled politely and adequately

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COURSE STRUCTUREThe 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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Listen and speak effectively Learning hours 6

Learning outcomes Contents Learning activities Resources

11 Apply effective listen skills

amp strategies

bull Effective listening skills amp

strategiesbull Assess onersquos listening skillsbull Model good listening skills

o Role play

o Observing role playo Feedback from observerso discussion

983085 Role play scenarios

983085 List of effective listening

skills amp strategies983085 Effective Listening

Observation Form

12 Give and receiveinstructions

bull Importance of giving clearconcise instructions

bull Formulation of instructions

bull Strategies to ask questions forclarification

o individual worko group discussion

13 Identify non-verbalcommunication signs and theimpact on peoplersquosperceptions

bull Importance of non-verbalcommunication

bull Impacts of non-verbalcommunication on how we giveinformation and how we listen

o pair worko large group discussion

14 Demonstrate effectivespeaking skills

bull Effective speaking skills andstrategies

o small group worko practice presentationso large group discussion

983085 List of Effective SpeakingSkills amp Strategies

983085 Speaking Scenarios forgroup work

983085 Effective SpeakingObservation Form

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Learning unit 2 Cooperate and work as a team member Learning hours 8

Learning outcomes Contents Learning activities Resources

21 Identify the differentpersonalities

bull Different personalities andapproaches that individualsbring to a group

o Self-assessmento large group activity (innerouter

circles)o Discussion

983085 Working in Groups Self Assessment

983085 Cooperating with OthersRoles

983085

Elements of an Effective ampCooperative TeamMember

22 Handle differentpersonalities in a group

bull Strategies on how to handledifferent personalities in agroup

23 Cooperate with others toreach the same objective

bull Characteristics of an effectiveand cooperative team member

o Large group activityo Large group discussiono Individual reflectionjournal writing

o Pair work

24 Lead a team efficiently bull Qualities of an effective leaderbull Different leadership stylesbull Appropriate leadership style in a

given contextbull Strategies to lead a team

efficiently

o large group discussiono small group worko role playso small group activity

983085 Role play scenarios

25 Demonstrate problemsolving and decision makingskills

bull challenges and dynamicsamongst people during theproblem solving process

bull steps of problem solving towork and community relatedproblems

bull Communication as a tool forproblem solving

o Large group activityo pair sharingo small group worko large group discussiono Task leadership competition

983085 Scenarios for problem

solving activity

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Learning unit 3 Apply customer care Learning hours 6

Learning outcomes Contents Learning activities Resources

31 Understand theimportance of good customercare

bull Definition of customer servicebull Levels of customer servicebull Customer care principlesbull Importance of customer care

o Experience sharingo Brainstorming

Presentation by trainer

-32 Provide exceptionalquality service

bull Basic customer needsbull Service to meet basic customer

needsbull Definition of customerrsquos

perceptionbull Meeting and exceeding

expectationsbull Getting feedback on the

provided service

o individual reflectiono large group discussiono role play

33 Communicate effectivelywith customers by telephoneand face to face

bull Telephone tipsbull Recording a telephone message

o large group discussiono skito pair role plays

983085 Role Play scenarios forCommunicating withCustomers

34 Handle conflict withdifficult customers

bull Definition of conflict conflictresolutionmanagement

bull Steps of conflict management

with difficult customers

o individual reflectiono Brainstormingo large group discussion

o role play

983085

Reference books 3 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project4 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

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MODULE 5 Computer literacy

Competence 5 Apply computer literacy

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to follow health safety and security procedures identifyhazards assess the associated safety risks and take measures to eliminate or control and minimise the risk It isan obligation for each employee to participate in the management of their own health and safety and that oftheir colleagues and anyone else in the workplace They have a duty to cooperate with their employersinitiatives to ensure safety at work

LEARNING ASSUMED TO BE IN PLACE

Not applicable

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LEARNING UNITS AND PERFORMANCE CRITERIALearning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be ableto

Performance criteria

1 Apply computer fundamentals 11

12

13

14

Identification of Various connectors and ports

Use of different IO devices

Use of Desktoprsquos elements

Scanning of Viruses in the computer and Different Storages Devices

2Use a current word processing package 21

22

23

24

25

56

Text formatting

Table creation and editing

Text Editing

Printing

Saving

Inserting of header Footer and footnotes

3 Use current spreadsheet package 31

32

Using of basic excel tasks

Managing of Sheets in excel workbook

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33

34

35

Formatting of cells and their contents

Using of functions and perform mathematical operations

Excel worksheet Printing

4Use current Power Point Presentations 41

42

43

44

45

46

47

Creating a new presentation

Creating Inserting a slide

Inserting of Graphics

Converting word documents to PowerPoint presentation

Animation

Using Different Presentation view

Printing a presentation

5Use InternetIntranet (Outlook) 51

52

53

54

55

56

Defining and explaining a website

Interacting through instant messaging (Chatting)

Using search Engines (example Google)

Creating Managing favorites using internet explorer

Browsing the internet using the hyperlinks

Downloading and Uploading files using internet

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COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Apply computer fundamentals Learning hours10

Learning outcomes Contents Learning activities Resources

11 Apply Computerbasics

bull Computer Definition

bull Types of computers

Laptops

Desktops

Palm tops

PDA (Personnal Digital assistance)

bull Computer HardwareMemorybull Definition

bull Role of Memory

bull Features

- Capacity

- Speed

- Non Volativitybull Types of Memory

- ROM (Read only memory)

- RAM (Random access memory)

- ExternalInternal memories (Hard

diskdisketteCDFlash disketc)

-Open a computer case andObserve different types ofmemory-Group Discussion on each type ofmemory

-Computer Lab-Computer Tool Kit-CD DVDs Diskettes-White Board-Markers

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12Identify Variousconnectors and ports

bull Connectors and ports

- Definition

bull IO (Input and Output) Ports andconnectors

- Serial ports

- Parallel ports

- USB

- Keyboard Mouse connectors

- VGA Connectors

-Observe different connectors aswell as input and output ports

-Exercises on ports identifications

-Computer Lab-Computer Tool Kit

-CD DVDs Diskettes-Different types of CablesDifferent types Connectors-White Board-Markers

13Use different IOdevices

bull Peripherals

- Definition

- Categories IO devices

Input devices (mouse Keyboard

scanner CDDVD-ROM and

diskettes drivers etc)

Output devices (Monitor Diskette

CDDVD-ROM Writer Printer etc)

Types of keyboards

- AZERTY

- QWERTY

Practical exercises on connectingthe mouse keyboard Monitor tothe CPU (Central processing unit)

-Computer Lab-Computer Tool Kit-CD DVDs Diskettes-Printer-Scanner

-White Board

14Use Desktoprsquoselements

bull Windows and its components

- Desktop

- Task bar

- Start menu

- Minimize Maximize Close buttons

-Brainstorming on Desktoprsquoselements-Use the desktop the tasks barand the start menu

-Computer Lab-Projector

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- My Computer

15Scan Viruses in thecomputer and DifferentStorages Devices (Flashdisk External Hard disk)

bull Antivirus definitionbull Importance of antivirusbull Functionalitybull Different Types of antivirus- Norton- Kaspersky- Symantecbull Storages to be scanned- Flash disk- External hard disk- Memory card- Computer hard disk

-Brainstorming the use ofantivirus-Practical exercises on Scanningviruses-Compile activities reports

-Computer Lab-Flash disks-External Hard disk-Cds DVDs-Antivirus-White Board-Markers

Learning Unit 2 Use a word processing package Learning hours 5

Learning outcomes Contents Learning activities Resources

21Format a text bull StyleFontSizeColourbull Paragraphbull Columnbull Tabulationbull Paragraph spacingbull Inserting symbolsSpecial

charactersbullet and numberingbull Borders and shadingheader and

footer

-Reproduce document alreadyformatted-Various exercises to familiarizewith formatting a text

-Computer Lab With CurrentWord processing Packageinstalled in each computer-Projector-White Board

-Markers

22Create and edit atable

bull Inserting a tablebull Inserting a columnbull Inserting a row

-Practical exercises on creatingediting and handling a table

-Computer Lab With CurrentWord processing Packageinstalled in each computer

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bull Deleting tablebull Deleting rowbull

Deleting columnbull Merging cellsbull Splitting cellsbull Drawing a tablebull Table auto formatbull Formula

-Projector-White Board

23Edit document

(Text)

bull SearchFindReplace

bull Deleting a range of textbull The undo commandbull Spelling and grammarbull Synonyms

-Brainstorming Editing text

-Perform practical exercises onthe various tips (options)-compile activities reports

-Computer Lab With Current

Word processing Packageinstalled in each computer-Projector-White Board-Markers

24Print document bull Page setupbull Print previewbull

Print dialog boxbull Selecting printer namebull Printer optionsbull Printing one or more copiesbull Printing in blackwhite or colorbull Print page ranges

-Exercises on printing one ormore copies of a colored

document in black and white-printing in landscape portrait

-Computer Lab With CurrentWord processing Package

installed in each computer-Printer-Projector

25Save documents bull File management- Creation of files- Creation of Folders- File Naming- File Formats

-Practical Exercises on creation offiles folders and file Saving

-Compile activities reports

-Computer Lab With CurrentWord processing Package

installed in each computer-Projector

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26Insert HeaderFooter and footnotes

bull Footnotesbull Header and Footer

- Automatic pagenumbering- Total number of pages- Automatic date- Automatic automatic

authors name

-Exercises on footnotes-Create a document containing

several pagesWith elements such as the pagenumber date automation-practical exercises

-Computer Lab With CurrentWord processing Package

installed in each computer-Projector

Learning Unit 3 Use spreadsheet package Learning hours 5

Learning outcomes Contents Learning activities Resources

31Use Some basicexcel tasks

bull Basic excel tasks

- Open

- Close

- New document

- Undo

- Savesave ashellip

- Sheet

- Selecting a cell

- Validating a cell

- Deleting cell contents

- Modifying cell contents- Selecting group of cells

- Increase and reduce the

cell size

- Delete row and column

- Duplicate cell

-Practical exercises on the use ofbasic excel tasks-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer-Projector

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32Manage Sheets inexcel workbook

bull Selecting a sheet

bull Renaming a sheet

bull Insert new sheetsbull Moving a sheet in a workbook

bull Deleting a sheet

-Practical exercisesOn Managing sheets in excel

workbook

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector

33Format cells andtheir contents

bull Formatting text and cells

- Choosing fontsizecolour

- Adjusting Cow height

- Alignment of cell - Number format

- Inserting rows

- Merging cells

- Creating borders

- Patterns

-Practical exercises in groups andindividual homework onformatting cells

-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer

-Projector

34Use some functionsand performmathematical operations

bull Numbers and Mathematicalcalculations

- Addition - Multiplication - Division - Subtraction - AutoSum

- Absolute and relativeReference - Function

Average Minimum Maximum

-Practical exercises in groups andindividual homework onformatting cells-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer-Projector

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35 Print an excelworksheet

bull Page setupbull Print previewbull

Print dialogue boxbull Print optionsbull Print one or more copiesbull Print in blackwhite or colorbull Print page rangesbull Printing a selection

-Print one or more copies of aworksheet

-Print colour or white and blackworksheet-practical exercises (individualand in group)-print horizontallyvertically

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector-Printer

Learning Unit 4 Use Presentation application Learning hours 5

Learning outcomes Learning outcomes Learning outcomes Learning outcomes

41Launch Ms Powerpoint

bull Power point Definition

bull Role

bull Power point environment

- Title Bar

- Menu Bar- Toolbars

- Formatting tool bar

- Title

- Sub title

-Using a power pointpresentation with slide showgetfeedback from learners on thearea of application of Ms powerpoint-Launch powerpoint and observethe screen individual exercises

-Computer Lab With Currentpresentation Software installed in each computer-Projector

42Create a newpresentation

bull Creating new presentation

bull Blank presentation

bull Design template

bull Auto content wizards

-Create presentation using thevarious methods-practical exercises (individualand in groups)

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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43Create Insert a slide bull Creating a slide

bull Inserting a slide

bull Modifying a slide

-Exercises on creating insertingand modifying a slide

-Computer Lab With Currentpresentation Software

installed in each computer-Projector

44Insert Graphics bull GraphicsClip artWord

ArtLibrary ImagesInserting

image from file

Exercises on inserting images inthe slides

-Computer Lab With Currentpresentation Software installed in each computer-Projector

45Convert word

documents toPowerPoint presentation

bull Copy Cut Move

bull Process of conversion

-Practical exercises on File

transformation

-Computer Lab With Current

presentation Software installed in each computer-Projector

46Animate apresentation

bull Animation

bull Custom animation

bull Slide transition

-Familiarize with animation of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

47Use DifferentPresentation view

bull Normal View

bull Slide Sorter view

bull Slide show

-Switch between the views toimprove the presentation-Group discussion andbrainstorming

-Computer Lab With Currentpresentation Software installed in each computer-Projector

48 Print a presentation bull Printing a presentation

bull Print preview

bull Printing a copy or multiple

-Exercises on printing in blackand white or in colour printingone or more copies of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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copies

bull Printing one slide on a page

bull Printing more slides on a page

Learning Unit 5 Use InternetIntranet (Outlook) Learning hours 5

Learning outcomes Contents Learning activities Resources

51 Define and explain awebsite

bull Introduction

World wide web

Web page

Web site

-Visit web sites and browsedifferent pages-Group discussion based onobservation

-Internet Connection-Computer Lab-projector

52Interact throughinstant messaging

(Chatting)

bull Definition

bull Steps to create a chat account

bull Chatting options

Instant messaging with or

no web cam

Calling

Sending files

-Group Discussion on Interactingthrough instant messaging

-Exercises on chatting in groups-Compile activities reports

-Internet Connection-Computer Lab

-projector

53Use search Engines(example Google)bull

Search engines- Definition

- Role

- Some Types of search

engine

wwwGooglecom

-Perform practical exercises onthe use of search engines -Internet Connection-Computer Lab-projector

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wwwYahoocom

54Create Managefavorites using internetexplorer

bull Favorites

- Create Favorites

- Rename Move Favorites

-Practical exercises on creatingmoving and renaming favorites

-Internet Connection-Computer Lab-projector

55Browse the internetusing the hyperlinks

bull Web Browser

- Browser buttons

- Address bar

- Status bar

- Scroll bar

- Home page

- FrontBack arrows

- Refresh button

- Start page

-Open a web using the addressbar-Browse different web pages

-practical exercises On Browsinginternet using hyperlink

-Internet Connection-Computer Lab-projector

56Download andUpload files usinginternet

bull Downloadingbull File attachment

-Practical exercises ondownloading and uploading filesusing internet

-Internet Connection-Computer Lab-projector

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MODULE 6 Mise en place and cooking methods

Competence Organise and cook food

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to use kitchen equipment and tools to prepare mise en place and use basic cookingmethods

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 hygiene and food safety

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be ableto

Performance criteria

1 Select and use cooking equipment andtechnology

11 Appropriate equipment and technology is selected for particular cookingmethods

12 Equipment is used hygienically safely and according to manufacturerinstructions

2 Prepare mise en place 21 Ingredients are identified and obtained according to standards recipe

22 Ingredients are prepared according to the correct quantity type and quality

3 Prepare and cook food using basic methods ofcooking

31 Various cooking methods are used to prepare dishes to enterprise standard

32 Correct quantities and ratios of commodities for specific cooking methods arecalculated

33 Cooking process is completed in a logical and safe manner

34 Problems with the cooking process are identified promptly and take correctiveaction

35 Dishes are prepared using a range of methods and current technology withinacceptable enterprise and customer timeframes

36 Work cooperatively with kitchen and front-of-house colleagues to ensure timelypreparation of dishes

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and use cooking equipment and technology Learning hours 20

Learning outcomes Content Leaning activities Resources

11 Identify kitchenequipment and tools

bull Specification of Kitchenequipment amp tools

bull Kitchen orientation

o Group discussiono Researcho Role Playo

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

12 Use and maintain Kitchenequipment and tools

bull

Hand tools

bull Electrical toolsbull Heavy equipment

o Group discussiono Researcho Role Play

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

Learning unit 2 Prepare mise en place Learning hours 20

Learning outcomes Content Leaning activities Resources

21 Identify ingredients for arecipe

bull Types of food itemsbull Characteristics and uses of food

items

o Group discussiono Researcho Role Play

983085 Recipe book983085 Reference Books983085 Flipchart markers-

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bull Contents of recipebull Quantities in function of

number of customers to be

servedbull Quality of ingredients

983085 Projectors983085 Board983085 Laptops

22 Prepare ingredients bull Cleaning techniquesbull Pealing and cutting techniquesbull Measuring and weighingbull Storage for different type of

ingredients

o Demonstrationo Individual practice

983085 Kitchen equipment Kitchentools

23 Apply checklist procedures bull FIFObull LIFObull Verification of quality product

o Group discussiono Demonstrationo Individual practiceo Role Play

983085 Recipe book Flipchart

983085 Markers983085 Tags983085 Products983085 Bin cards983085 Checklist

Learning unit 3 Prepare and cook food using basic methods of cooking Learning hours 20

Learning outcomes Content Leaning activities Resources

31 Identify the differentcooking methods

bull Types of cooking methods Boiling Deep frying Stir-frying

Baking Steaming Simmering skimming grilling roasting broiling

o Small group discussiono Demonstrationo Individual practice

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smoking poaching

bull Characteristics of different

foods and appropriate cookingmethods

bull Underlying principles of all basiccooking methods

bull Effect of different cookingmethods on the nutritionalvalue of food

32 Cook basic dishes using arange of methods

bull Basic dishes o Demonstrationo Individual practice

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MODULE 7 Salads and Sandwiches

Competence Prepare salads and sandwiches

RTQF LEVEL CREDITS 4 LEARNING HOURS 40

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present different sorts of salads and sandwiches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare and present a variety of salads anddressings

11 Suitable ingredients are chosen

12 Salads are prepared using fresh ingredients and respecting nutritional valueeating characteristics and taste

13 Suitable sauces and dressings are prepared and incorporated into or servedwith salad

14 Salads are presented attractively

2 Prepare and present sandwiches 21 Suitable bases are selected from a range of bread types

22 A variety of sandwich types are prepared using a range of appropriate

techniques

23 Appropriate equipment is selected for toasting and heating sandwiches andused correctly and safely

24 Sandwiches are present in an attractive manner using suitable garnishesand serviceware

3 Store salads and sandwiches 31 Store salads and sandwiches hygienically at the correct temperature in

appropriate conditions and containers to maintain freshness taste andquality

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare and present a variety of salad and dressings Learning hours 20

Learning Outcome Content Learning Activities Resources

11 Identify ingredients for

salads

bull Commodities and food

combinations for use in salads

o Researcho Presentationo Group work

983085 Salad recipes

12 Prepare salads bull Types of salads Simple Compound

bull Components of salads Base Body Dressing Garnish

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls

983085 Knife sets

983085 Required ingredients983085 Cutting Board

13 Prepare dressings bull Types of salad dressing French dressing

Italian dressing Dijon dressing Vinaigrette Thousand Island dressing

bull Compatibility of dressings withdifferent types of salads

o Researcho Presentationo Demonstrationo Individual practice

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14 Present salads bull Methods of attractivepresentation for salads anddressings

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 2 Prepare Sandwiches Learning hours 15

Learning outcome Content Learning Activity Resources

21 Identify ingredients forsandwiches

bull Suitable breads White bread Wheat bread Buns Baguette

bull Suitable filling Cheese Ham Fried eggs Vegetables Cooked meat

o Presentationo Research

983085 Sandwiches recipes

22 Prepare sandwiches bull Types of Sandwiches Hot Cold

bull Food combinations forsandwiches

bull Preparation techniques spreading layering portioning moulding cutting garnishing

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls983085 Knife sets983085 Required ingredients983085 Salamander983085 Cutting Board

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toasting

23 Present sandwiches bull Methods of attractivepresentation for sandwiches

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 3 Store salads and sandwiches Learning hours 5

Learning outcome Content Learning Activity Resources

31 Store salads andsandwiches

bull Suitable storage techniques tomaintain optimum quality ofingredients

bull Types of containers

o Presentationo Demonstrationo Individual practice

983085 Containers983085 Fridge

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MODULE 9 Pasta and starches

Competence Cook pasta and starches

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present pastas and starches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare pasta 11 The different types of pasta are identified

12 Various pasta are prepared using appropriate methods to ensure optimumquality

13 Appropriate sauces and accompaniments are selected

2 Prepare starches 21 The different types of starches are identified

22 Various starches are prepared using appropriate methods to ensureoptimum quality

Appropriate sauces and accompaniments are selected

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare Pasta Learning hours 30

Learning outcome Content Learning Activities Resources

11 identify the different types

of pasta

bull Types of Pasta amp their products

Egg Pasta Noodles

Egg less pasta Spaghetti

White pasta Lasagna

Green Pasta Green lasagna

Stuffed Past Ravioli Cannelloni Lunette

Dessert Pasta Poppy seed pasta Cinnamon pasta

Dumpling Pasta Gnocchi

Whole wheat

o Researcho Presentation

983085 Reference books

983085 recipes

12 Prepare pasta dishes bull Cooking methods Boiling Stir-frying Baking

o Demonstrationo Researcho Individual practiceso Presentation

983085 Recipes983085 Baking trays983085 Baking Ovens983085 Required ingredients

S C k

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Steaming 983085 Cooking pans983085 Pasta roller983085 Flip chart

983085 Markers

983085 Boards983085 Tongs983085 Forks983085 Plates

13 Present pasta dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

Learning Unit 2 Prepare Starches Learning hours 30

Learning outcome Content Learning Activities Resources

21 Identify the differenttypes of pasta

bull Starch products Cassava Yams Sweet potatoes Rice Maize meal

o Researcho Presentation

983085 Reference books983085 recipes

21 Prepare starch products bull Cooking methods Boiling Deep frying Stir-frying Baking Steaming

o Demonstrationo Individual practices

983085 Baking trays983085 Baking Ovens983085 Required ingredients983085 Cooking pans983085 Steaming Machine983085 Flip chart

983085 Markers

983085 Boards983085 Forks983085 Spoons983085 Plates

23 Present starch dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

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MODULE 10 Stocks sauces and soups

Competence Prepare stocks sauces and soups

RTQF LEVEL CREDITS 10 LEARNING HOURS 100

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare different types of stocks soups and sauces

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplace

Module 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare stocks required for menu items 11 Ingredients and flavouring agents are uses according to standard recipes

12 A variety of stocks are produced

2 Prepare sauces required for menu items 21 A variety of hot and cold sauces are produced from classical andcontemporary recipes

22 A variety of thickening agents and convenience products are usedappropriately

23 Sauces are evaluated for flavour colour and consistency and any problemsare rectified

3 Prepare soups 31 The correct ingredients are selected and assembled to produce soupsincluding stocks and prepared garnishes

32 A variety of soups is produced

33Clarifying and thickening agents and methods are used where appropriate

34 Soups are evaluated for flavour colour consistency and temperature and anyproblems are rectified

35 Soups are presented at the right temperature in clean serviceware withoutdrips and spills using suitable garnishes and accompaniments

4 St d tit t t k d 4 1

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4 Store and reconstitute stocks sauces and soups 41 Store stocks sauces and soups to maintain optimum freshness and quality

42 Reconstitute stocks sauces and soups to appropriate standards ofconsistency

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Prepare stocks required for menu items Learning hours 30

Learning outcomes Content Learning activities Resources

11 Identify the ingredients

for different types of stocks

bull Types of stocks

Vegetable stock Beef stock Chicken stock Fish stock

bull Ingredients

o Group discussion

o Presentationo research

983085 reference books

983085 recipes

12 Cook various stocks bull Cooking methods Boiling Simmering Skimming Cooling Straining

o Applicationo Exerciseo Demonstration

983085 Equipments983085 Tools

983085 CLeaning products

983085 Cleaning materials983085 Stock pots983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

Learning unit 2 Prepare sauces required for menu items Learning hours 30

Learning outcomes Content Leaning activities Resources

21 Identify the ingredientsfor different types of sauces

bull Types of sauces Cold sauces Hot sauces

o Demonstrationo Individual practiceo Presentation

983085 Books983085 Flipchart983085 Markers Projectors

Mother sauces 983085 White board Laptops

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Mother sauces Basic Derivations Special sauces

White board Laptops983085 Recipe books

22 Identify equipments bull Identification of Tools andequipments sauce pots blender strainer sauce ladles knife set spatulas

cutting boards lighter stove

o Explanationo Demonstrationo Individual practice

983085 Books

983085 Flipchart Markers983085 Projectors983085 White board983085 Laptops983085 Recipe books983085 Menu

23 Prepare sauces bull Methods of cooking Boiling Simmering

bull Thickening agents Roux Cornflour Modified starch Liaison

o Explanationo Demonstrationo Individual practice

983085 Equipments983085 Tools983085 Cleaning products983085 Cleaning materials

983085 Stock pots

983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

24 Evaluate the quality ofsauces and rectify thembull Common problems in saucesbull Techniques to rectify sauces

o Observationo Group worko Individual practice

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Learning unit 3 Prepare soup Learning hours 30

Learning outcomes Content Leaning activities Resources

31 Identify the ingredientsfor different types of sauces

bull Types of soup Clear soups Pureacutee soups Cream soups

bull Ingredients

o Researcho Brainstorming

983085 Recipe guide983085 Cooking books

32 Prepare different types of

soup

bull Method of cooking Boiling

bull Thickening agents

o Demonstrationo Individual practiceo Presentation

983085 Note book

983085 pens

983085 Board983085 Markers983085 Fish stock983085 Beef stock983085 Vegetable stock983085 Strainers

33 Evaluate the quality ofsoups and rectify them

bull Common problems in soupsbull Techniques to rectify soups

o Observationo Group worko Individual practice

34 Present soup bull Presentation techniquesbull Garnishing techniquesbull Soup accompaniments

o Observationo Individual practice

983085 Plates983085 Bowls

Learning unit 4 Store and reconstitute stocks sauces and soups Learning hours 10

Learning outcomes Content Leaning activities Resources41 Store stocks sauces andsoups

bull Storage techniques andprocedures

bull Labelling

o Demonstrationo Explanationo Individual practice

983085 Pots983085 Fridge983085 Freezer983085 Labelling cards

42 Reconstitute stockssauces and soups

bull Reheating techniquesbull Principles of hygiene

983085 Equipment

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MODULE 11 Meat poultry and fish

Competence Select prepare and cook meat poultry and fish

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safety

Module 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unit Performance criteria

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gBy the end of the module the trainee will be able to

1 Select and purchase poultry meat and fish11 Poultry is selected and purchased according to quantity and quality required

12 Primary secondary and portioned cuts of pork goat beef and veal are selectedaccording to quantity and quality required

13 Fish is selected according to quality according to quantity and quality required

14 Low-cost cuts and meat products are selected when and where appropriate

15 The best supplier for quality and price is selected

2 Handle and store meat poultry and fish 21 Suitable knives and equipment for poultry meat and fish handling is selected andused

22 Poultry meat and fish are handled and portioned according to menu requirementsand hygienically to minimise risk of food spoilage or cross-contamination

23 Poultry meat and fish are stored hygienically ensuring optimal storage conditions andappropriate temperature are maintained

24 Frozen poultry meat and fish are thawed correctly to ensure maximum qualityhygiene and nutrition

3 Cook basic poultry meat and fish dishes 31 Suitable equipment for poultry meat and fish preparation and cooking is selected andused

32 Suitable marinades are prepared and used where appropriate for a variety of poultrymeat and fish cuts

33 A variety of appropriate cooking methods are used for basic poultry meat and fishdishes

34 A variety basic poultry meat and fish dishes are cooked and presented to standardrecipe specifications

35 Poultry meat and fish dishes are presented using suitable sauces garnishes andaccompaniments

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and purchase poultry meat and fish Learning hours 10

Learning outcomes Content Leaning activities Resources

11 Identify different types of

poultry meat and fish

bull Types of poultry

Chicken Turkey Duck

bull Types of meat Beef Veal Lamb Goat

Porkbull Types of fish

White fish Oily fish Shellfish

o Research

o Brainstormingo Group worko Presentationo

983085 Resource books

12 Select poultry meat andfish

bull Chicken meat and fish cutsbull Processed productsbull Quality criteria for selecting

fresh and healthy chicken meatand fish Quality points for poultry- Smell- Skin- Colour

o Visit of butcheryo Group worko Researcho Presentation

983085 Resource books

- Flexible breastboneUnbroken bones

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- Unbroken bones

Quality points for meat

- Smell- Colour- Compact structure- Texture and colour of fat- Kidney covered with fat

Quality points for Fish- Eyes- Gills- Fresh

- Scales- Skin- Smell- Guts

Learning unit 2 Handle and store meat poultry and fish Learning hours 40

Learning outcomes Content Leaning activities Resources

11 Handle and portionchickenbull

Techniques De-boning Filleting

bull Appropriate equipment andknives

o

Explanation-Demonstrationo Group discussiono Individual Practice

983085

Knife set983085 Cutting Board983085 Reference books983085 Flip chart983085 Markers983085 Board983085 Meat Tag983085 Weighing

983085 Scales

12 Handle and portion meat bull Preparation of butcherrsquos meatDeboning

o Demonstrationindividual practice

983085 Weighing scaleKnife Set

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- Deboning- Portioning

- Cutting- Trimming

- Mincing bull Appropriate equipment and

knives

o individual practice 983085 Knife Set983085 Cutting boards

983085 Slicing machine

983085 Flip Chart983085 Boards983085 Markers

13 Handle and portion fish bull Preparation of fish Gutting portioning Scaling Filleting Skinning

o Demonstrationo Individual practice

983085 Flip chat983085 Markers983085 Board983085

Laptop983085 Projector983085 Cutting board983085 Knife set983085 weighing scale

14 Store chicken meat andfish

bull Storage standards Chemical Store Dry Store

Perishable Freezer Quality and Quantity

bull Preservation methods Salting Smoking Drying Canning

Freezing Marinating

bull Orderingbull Receivingbull Issuing

o Demonstrationo Individual practice

983085 Freezer983085 Fridge983085 Reference Books

983085 Flip chart

983085 Markers983085 Board983085 Scale983085 Shelves983085 Containers983085 Trolley983085 Probe Thermometer

983085 Purchasing order

983085 Receiving form983085 Requisition form

15 Thaw chicken meat andfish

bull Defrosting techniquesbull Health and hygiene regulations

o Demonstrationo Individual practice

983085 drip tray

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Learning unit 3 Cook and present basic poultry meat and fish dishes Learning hours 70

Learning outcomes Content Leaning activities Resources

21 Cook and present basicpoultry dishes

bull Marinating Herbs Oil spices

bull Cooking method

steaming grilling roasting boiling baking broiling smoking poaching

bull Seasoning salt black pepper or white

pepper

bull Presentation techniques

o Demonstrationo Individual practice

983085 Recipes983085 Heavy pans983085 Frying pans983085 Chopping board983085 Knives

983085 Flip chat

983085 Markers983085 Board983085 Laptop983085 Projector983085 Cutting board983085 Knife set983085 Weighing scale

983085 Oil

983085 Onions983085 Garlic983085 Rose mary983085 Salt983085 Light soya sauce

22 Cook and present basicmeat dishes 23 Cook and present basic

fish dishes

MODULE 12 Basic pastries and cakes

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MODULE 12 Basic pastries and cakes

Competence Make basic pastries and cakes

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

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

1 Prepare basic pastries and cakes 11 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are prepared

12 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are decorated

13 Suitable equipment safely and efficiently selected and used

2 Prepare and produce bakery products 21 A range of yeast-based doughs are prepared to standard recipes

22 Suitable equipment safely and efficiently selected and used

3 Portion and store pastries cakes and yeast goods 31 Portion control is applied to minimise wastage

32 Cakes pastry and bakery products Store to minimise spoilage and wastage

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare basic pastries and cakes Credit6

Learning Outcome Content Learning Activities Resources11 Identify different types ofpastries and cakes

bull Types of Pastry Products Sponge cakes Choux paste Sugar paste Sweet bread Cookies

o Researcho Presentationo Brainstorming

983085 Reference books

Mousses Ice cream

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doughnuts

12 Prepare basic pastryproducts

bull Sponge cakes Preparation techniques Baking techniques

bull Doughnuts Preparation techniques Baking techniques

bull Cookies Preparation techniques Baking techniques

o Demonstrationo Individual practices

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons13 Decorate pastries and

cakesbull Fillings

Butter cream Fruit Jam

bull Sauces Chocolate sauce Custard Sauce Strawberry Vanilla

o Demonstrationo Individual practiceso

Learning Unit 2 Prepare and produce bakery products

Learning outcomes Content Leaning activities Resources21 Identify different types ofbakery products

bull Types of bakery Products Yeast products

White Bread French Bread Croissant Rolls

o Researcho Presentationo Brainstorming

983085 Reference books

Chapatti Samosa dough

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Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

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MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

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bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

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Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

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Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

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76

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

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Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

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Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 16: Curriculum Cooker

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Learning unitBy the end of the module the trainee will be

able to

Performance criteria

1 Apply good personal care and healthyhabits at work

11 Hands are washes at appropriate times and hand washing procedures are followedcorrectly and consistently according to organisation and legal requirements

12 Clothes are clean required personal protective clothing are worn and onlyorganisation-approved bandages and dressings are used

13 Food is not contaminated with anybody fluids or tobacco product from sneezing coughing blowing nose spittingsmoking

14 Clean materials and clothes are used and safe and hygienic practices are respectedto ensure that no cross-contamination of other items in the workplace occurs

2 Address unsafe situations on the job 21 Appropriate methods are used to identify actual or foreseeable hazards that have thepotential to harm the health and safety of workers or anyone else in the workplace

22 Immediate work area is free from hazards

23 Control measures are implemented according to individual level of responsibility orappropriate personnel is referred to for permission or further action

3 Respond appropriately to emergencies atwork

31 Emergency and potential emergency situations are recognised promptly and requiredactions are determined or taken within the scope of individual responsibility

32 Appropriately response to emergencies is provided

33 Assistance from colleagues or other authorities is sought promptly and when

appropriate

4 Prevent HIVAIDS and sexual violence 41 Reproductive health is understood

42 Transmission prevention and treatment of HIVAIDS and other STIrsquos are understood

43 Sexual violence is understood and can be avoided

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COURSE STRUCTUREThe 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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Apply good personal care and healthy habits at work Learning hours 4

Learning outcomes Contents Learning activities Resources 11 Identify important health

practices in the workplace

bull Healthy habits o Discussiono Individual worko Presentation

983085 List of habits for good

health983085 Health education material

from Ministry of Health orother organisations

983085 Posterspictures of healthhabits

12 Describe the importanceof personal and public

cleanliness

bull Definition of hygienebull Definition of sanitationbull Importance of hygiene and

sanitation at workbull

o Presentation by trainero Group work and discussiono Role play

983085 Handout healthy hygieneand sanitation practices

food sanitation clean waterand toilet facilities

13 Know how to prevent thespread of illness andcontamination at work

bull Sources of germs microbesbull Prevention techniques (Hygiene

and sanitation good practices)

o Brainstorming

11 Identify important healthpractices in the workplace

bull Healthy habits o Discussiono Individual worko Presentation

983085 List of habits for goodhealth

983085 Health education materialfrom Ministry of Health orother organisations

983085 Posterspictures of healthhabits

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Learning unit 2 Address unsafe situations on the job Learning hours 10

Learning outcomes Contents Learning activities Resources 21 Identify the primaryhazards found in workplaces

bull Types of hazards in theworkplace (safety chemicalbiological other health hazards)

o Brainstormingo Group worko Discussion

Pictures

22 Understand why thesituation or substance is

hazardous

bull Hazardous situationsbull Dangerous substances

23 Identify the best ways toaddress specific problemsituations

bull Control methods (removehazard work policies andprocedures protectiveequipment)

o Brainstormingo Discussion

Stories and pictures

Learning unit 3 Respond appropriately to emergencies at work Learning hours 8

Learning outcomes Contents Learning activities Resources 31 Identify emergencies bull Definition of emergency

bull Types of emergencies in aworkplace

o Presentation by the trainero Experience sharing

32 Handle emergencies bull Possible responses toemergencies in the workplace

o Disaster Blaster Game 983085 Disaster Blaster Gameboard paper marker dicegame cards

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Learning unit 4 Prevent HIVAIDS and sexual violence Learning hours 8

Learning outcomes Contents Learning activities Resources 41 Understand reproductivehealth

bull Puberty and body changebull Female reproductionbull Male reproductionbull Consequences of early

pregnancy

o Small group discussionso Pair discussiono

42 Be sensitized to HIV AIDS

bull Definitionbull Transmissionbull Prevention (ABC)bull Treatmentbull Other STIrsquosbull Stigma and VCT

o HIV gameo Questions and answerso True or falseo Group worko Demonstration (condom use)o Role play (condom negotiation)

983085 Scenarios for HIV game983085 True and false statements

43 Be sensitized to sexualviolence

bull Definition of sexual violencebull Definition of rapebull Consequences of sexual

violence

o Story tellingo Group discussiono Large group discussion

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project3 HARE Prevention of HIV and AIDS in Rwanda through education Irish Aid and VSO

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MODULE 4 Communication on the workplace

Competence Communicate effectively on the workplace

RTQF LEVEL CREDITS 2 LEARNING HOURS 20

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to communicate and get along well with others in a variety of settings and for arange of purposes The module will allow the participant to speak and listen actively and appropriately one-on-one and in groups to

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

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Listen and speak effectively 11 Strategies for effective listening are applied

12 Instructions are adequately interpreted and followed

13 Clear and accurate information and instructions are provided to colleagues

2 Cooperate and work as a team member 21 Team objectives are reached through effective cooperation

22 Diversity of team members is respected

23 Lead a team efficiently

24 Demonstrate problem solving and decision making skills

3 Apply customer care 31 Importance and principles of good customer service are understood

32 Quality service is provided

33 Clear verbal information is provided to customers face to face or on thetelephone

34 Conflicts with customers are handled politely and adequately

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COURSE STRUCTUREThe 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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Listen and speak effectively Learning hours 6

Learning outcomes Contents Learning activities Resources

11 Apply effective listen skills

amp strategies

bull Effective listening skills amp

strategiesbull Assess onersquos listening skillsbull Model good listening skills

o Role play

o Observing role playo Feedback from observerso discussion

983085 Role play scenarios

983085 List of effective listening

skills amp strategies983085 Effective Listening

Observation Form

12 Give and receiveinstructions

bull Importance of giving clearconcise instructions

bull Formulation of instructions

bull Strategies to ask questions forclarification

o individual worko group discussion

13 Identify non-verbalcommunication signs and theimpact on peoplersquosperceptions

bull Importance of non-verbalcommunication

bull Impacts of non-verbalcommunication on how we giveinformation and how we listen

o pair worko large group discussion

14 Demonstrate effectivespeaking skills

bull Effective speaking skills andstrategies

o small group worko practice presentationso large group discussion

983085 List of Effective SpeakingSkills amp Strategies

983085 Speaking Scenarios forgroup work

983085 Effective SpeakingObservation Form

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Learning unit 2 Cooperate and work as a team member Learning hours 8

Learning outcomes Contents Learning activities Resources

21 Identify the differentpersonalities

bull Different personalities andapproaches that individualsbring to a group

o Self-assessmento large group activity (innerouter

circles)o Discussion

983085 Working in Groups Self Assessment

983085 Cooperating with OthersRoles

983085

Elements of an Effective ampCooperative TeamMember

22 Handle differentpersonalities in a group

bull Strategies on how to handledifferent personalities in agroup

23 Cooperate with others toreach the same objective

bull Characteristics of an effectiveand cooperative team member

o Large group activityo Large group discussiono Individual reflectionjournal writing

o Pair work

24 Lead a team efficiently bull Qualities of an effective leaderbull Different leadership stylesbull Appropriate leadership style in a

given contextbull Strategies to lead a team

efficiently

o large group discussiono small group worko role playso small group activity

983085 Role play scenarios

25 Demonstrate problemsolving and decision makingskills

bull challenges and dynamicsamongst people during theproblem solving process

bull steps of problem solving towork and community relatedproblems

bull Communication as a tool forproblem solving

o Large group activityo pair sharingo small group worko large group discussiono Task leadership competition

983085 Scenarios for problem

solving activity

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Learning unit 3 Apply customer care Learning hours 6

Learning outcomes Contents Learning activities Resources

31 Understand theimportance of good customercare

bull Definition of customer servicebull Levels of customer servicebull Customer care principlesbull Importance of customer care

o Experience sharingo Brainstorming

Presentation by trainer

-32 Provide exceptionalquality service

bull Basic customer needsbull Service to meet basic customer

needsbull Definition of customerrsquos

perceptionbull Meeting and exceeding

expectationsbull Getting feedback on the

provided service

o individual reflectiono large group discussiono role play

33 Communicate effectivelywith customers by telephoneand face to face

bull Telephone tipsbull Recording a telephone message

o large group discussiono skito pair role plays

983085 Role Play scenarios forCommunicating withCustomers

34 Handle conflict withdifficult customers

bull Definition of conflict conflictresolutionmanagement

bull Steps of conflict management

with difficult customers

o individual reflectiono Brainstormingo large group discussion

o role play

983085

Reference books 3 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project4 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

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MODULE 5 Computer literacy

Competence 5 Apply computer literacy

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to follow health safety and security procedures identifyhazards assess the associated safety risks and take measures to eliminate or control and minimise the risk It isan obligation for each employee to participate in the management of their own health and safety and that oftheir colleagues and anyone else in the workplace They have a duty to cooperate with their employersinitiatives to ensure safety at work

LEARNING ASSUMED TO BE IN PLACE

Not applicable

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LEARNING UNITS AND PERFORMANCE CRITERIALearning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be ableto

Performance criteria

1 Apply computer fundamentals 11

12

13

14

Identification of Various connectors and ports

Use of different IO devices

Use of Desktoprsquos elements

Scanning of Viruses in the computer and Different Storages Devices

2Use a current word processing package 21

22

23

24

25

56

Text formatting

Table creation and editing

Text Editing

Printing

Saving

Inserting of header Footer and footnotes

3 Use current spreadsheet package 31

32

Using of basic excel tasks

Managing of Sheets in excel workbook

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33

34

35

Formatting of cells and their contents

Using of functions and perform mathematical operations

Excel worksheet Printing

4Use current Power Point Presentations 41

42

43

44

45

46

47

Creating a new presentation

Creating Inserting a slide

Inserting of Graphics

Converting word documents to PowerPoint presentation

Animation

Using Different Presentation view

Printing a presentation

5Use InternetIntranet (Outlook) 51

52

53

54

55

56

Defining and explaining a website

Interacting through instant messaging (Chatting)

Using search Engines (example Google)

Creating Managing favorites using internet explorer

Browsing the internet using the hyperlinks

Downloading and Uploading files using internet

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COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Apply computer fundamentals Learning hours10

Learning outcomes Contents Learning activities Resources

11 Apply Computerbasics

bull Computer Definition

bull Types of computers

Laptops

Desktops

Palm tops

PDA (Personnal Digital assistance)

bull Computer HardwareMemorybull Definition

bull Role of Memory

bull Features

- Capacity

- Speed

- Non Volativitybull Types of Memory

- ROM (Read only memory)

- RAM (Random access memory)

- ExternalInternal memories (Hard

diskdisketteCDFlash disketc)

-Open a computer case andObserve different types ofmemory-Group Discussion on each type ofmemory

-Computer Lab-Computer Tool Kit-CD DVDs Diskettes-White Board-Markers

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12Identify Variousconnectors and ports

bull Connectors and ports

- Definition

bull IO (Input and Output) Ports andconnectors

- Serial ports

- Parallel ports

- USB

- Keyboard Mouse connectors

- VGA Connectors

-Observe different connectors aswell as input and output ports

-Exercises on ports identifications

-Computer Lab-Computer Tool Kit

-CD DVDs Diskettes-Different types of CablesDifferent types Connectors-White Board-Markers

13Use different IOdevices

bull Peripherals

- Definition

- Categories IO devices

Input devices (mouse Keyboard

scanner CDDVD-ROM and

diskettes drivers etc)

Output devices (Monitor Diskette

CDDVD-ROM Writer Printer etc)

Types of keyboards

- AZERTY

- QWERTY

Practical exercises on connectingthe mouse keyboard Monitor tothe CPU (Central processing unit)

-Computer Lab-Computer Tool Kit-CD DVDs Diskettes-Printer-Scanner

-White Board

14Use Desktoprsquoselements

bull Windows and its components

- Desktop

- Task bar

- Start menu

- Minimize Maximize Close buttons

-Brainstorming on Desktoprsquoselements-Use the desktop the tasks barand the start menu

-Computer Lab-Projector

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- My Computer

15Scan Viruses in thecomputer and DifferentStorages Devices (Flashdisk External Hard disk)

bull Antivirus definitionbull Importance of antivirusbull Functionalitybull Different Types of antivirus- Norton- Kaspersky- Symantecbull Storages to be scanned- Flash disk- External hard disk- Memory card- Computer hard disk

-Brainstorming the use ofantivirus-Practical exercises on Scanningviruses-Compile activities reports

-Computer Lab-Flash disks-External Hard disk-Cds DVDs-Antivirus-White Board-Markers

Learning Unit 2 Use a word processing package Learning hours 5

Learning outcomes Contents Learning activities Resources

21Format a text bull StyleFontSizeColourbull Paragraphbull Columnbull Tabulationbull Paragraph spacingbull Inserting symbolsSpecial

charactersbullet and numberingbull Borders and shadingheader and

footer

-Reproduce document alreadyformatted-Various exercises to familiarizewith formatting a text

-Computer Lab With CurrentWord processing Packageinstalled in each computer-Projector-White Board

-Markers

22Create and edit atable

bull Inserting a tablebull Inserting a columnbull Inserting a row

-Practical exercises on creatingediting and handling a table

-Computer Lab With CurrentWord processing Packageinstalled in each computer

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bull Deleting tablebull Deleting rowbull

Deleting columnbull Merging cellsbull Splitting cellsbull Drawing a tablebull Table auto formatbull Formula

-Projector-White Board

23Edit document

(Text)

bull SearchFindReplace

bull Deleting a range of textbull The undo commandbull Spelling and grammarbull Synonyms

-Brainstorming Editing text

-Perform practical exercises onthe various tips (options)-compile activities reports

-Computer Lab With Current

Word processing Packageinstalled in each computer-Projector-White Board-Markers

24Print document bull Page setupbull Print previewbull

Print dialog boxbull Selecting printer namebull Printer optionsbull Printing one or more copiesbull Printing in blackwhite or colorbull Print page ranges

-Exercises on printing one ormore copies of a colored

document in black and white-printing in landscape portrait

-Computer Lab With CurrentWord processing Package

installed in each computer-Printer-Projector

25Save documents bull File management- Creation of files- Creation of Folders- File Naming- File Formats

-Practical Exercises on creation offiles folders and file Saving

-Compile activities reports

-Computer Lab With CurrentWord processing Package

installed in each computer-Projector

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26Insert HeaderFooter and footnotes

bull Footnotesbull Header and Footer

- Automatic pagenumbering- Total number of pages- Automatic date- Automatic automatic

authors name

-Exercises on footnotes-Create a document containing

several pagesWith elements such as the pagenumber date automation-practical exercises

-Computer Lab With CurrentWord processing Package

installed in each computer-Projector

Learning Unit 3 Use spreadsheet package Learning hours 5

Learning outcomes Contents Learning activities Resources

31Use Some basicexcel tasks

bull Basic excel tasks

- Open

- Close

- New document

- Undo

- Savesave ashellip

- Sheet

- Selecting a cell

- Validating a cell

- Deleting cell contents

- Modifying cell contents- Selecting group of cells

- Increase and reduce the

cell size

- Delete row and column

- Duplicate cell

-Practical exercises on the use ofbasic excel tasks-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer-Projector

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32Manage Sheets inexcel workbook

bull Selecting a sheet

bull Renaming a sheet

bull Insert new sheetsbull Moving a sheet in a workbook

bull Deleting a sheet

-Practical exercisesOn Managing sheets in excel

workbook

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector

33Format cells andtheir contents

bull Formatting text and cells

- Choosing fontsizecolour

- Adjusting Cow height

- Alignment of cell - Number format

- Inserting rows

- Merging cells

- Creating borders

- Patterns

-Practical exercises in groups andindividual homework onformatting cells

-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer

-Projector

34Use some functionsand performmathematical operations

bull Numbers and Mathematicalcalculations

- Addition - Multiplication - Division - Subtraction - AutoSum

- Absolute and relativeReference - Function

Average Minimum Maximum

-Practical exercises in groups andindividual homework onformatting cells-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer-Projector

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35 Print an excelworksheet

bull Page setupbull Print previewbull

Print dialogue boxbull Print optionsbull Print one or more copiesbull Print in blackwhite or colorbull Print page rangesbull Printing a selection

-Print one or more copies of aworksheet

-Print colour or white and blackworksheet-practical exercises (individualand in group)-print horizontallyvertically

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector-Printer

Learning Unit 4 Use Presentation application Learning hours 5

Learning outcomes Learning outcomes Learning outcomes Learning outcomes

41Launch Ms Powerpoint

bull Power point Definition

bull Role

bull Power point environment

- Title Bar

- Menu Bar- Toolbars

- Formatting tool bar

- Title

- Sub title

-Using a power pointpresentation with slide showgetfeedback from learners on thearea of application of Ms powerpoint-Launch powerpoint and observethe screen individual exercises

-Computer Lab With Currentpresentation Software installed in each computer-Projector

42Create a newpresentation

bull Creating new presentation

bull Blank presentation

bull Design template

bull Auto content wizards

-Create presentation using thevarious methods-practical exercises (individualand in groups)

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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43Create Insert a slide bull Creating a slide

bull Inserting a slide

bull Modifying a slide

-Exercises on creating insertingand modifying a slide

-Computer Lab With Currentpresentation Software

installed in each computer-Projector

44Insert Graphics bull GraphicsClip artWord

ArtLibrary ImagesInserting

image from file

Exercises on inserting images inthe slides

-Computer Lab With Currentpresentation Software installed in each computer-Projector

45Convert word

documents toPowerPoint presentation

bull Copy Cut Move

bull Process of conversion

-Practical exercises on File

transformation

-Computer Lab With Current

presentation Software installed in each computer-Projector

46Animate apresentation

bull Animation

bull Custom animation

bull Slide transition

-Familiarize with animation of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

47Use DifferentPresentation view

bull Normal View

bull Slide Sorter view

bull Slide show

-Switch between the views toimprove the presentation-Group discussion andbrainstorming

-Computer Lab With Currentpresentation Software installed in each computer-Projector

48 Print a presentation bull Printing a presentation

bull Print preview

bull Printing a copy or multiple

-Exercises on printing in blackand white or in colour printingone or more copies of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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copies

bull Printing one slide on a page

bull Printing more slides on a page

Learning Unit 5 Use InternetIntranet (Outlook) Learning hours 5

Learning outcomes Contents Learning activities Resources

51 Define and explain awebsite

bull Introduction

World wide web

Web page

Web site

-Visit web sites and browsedifferent pages-Group discussion based onobservation

-Internet Connection-Computer Lab-projector

52Interact throughinstant messaging

(Chatting)

bull Definition

bull Steps to create a chat account

bull Chatting options

Instant messaging with or

no web cam

Calling

Sending files

-Group Discussion on Interactingthrough instant messaging

-Exercises on chatting in groups-Compile activities reports

-Internet Connection-Computer Lab

-projector

53Use search Engines(example Google)bull

Search engines- Definition

- Role

- Some Types of search

engine

wwwGooglecom

-Perform practical exercises onthe use of search engines -Internet Connection-Computer Lab-projector

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wwwYahoocom

54Create Managefavorites using internetexplorer

bull Favorites

- Create Favorites

- Rename Move Favorites

-Practical exercises on creatingmoving and renaming favorites

-Internet Connection-Computer Lab-projector

55Browse the internetusing the hyperlinks

bull Web Browser

- Browser buttons

- Address bar

- Status bar

- Scroll bar

- Home page

- FrontBack arrows

- Refresh button

- Start page

-Open a web using the addressbar-Browse different web pages

-practical exercises On Browsinginternet using hyperlink

-Internet Connection-Computer Lab-projector

56Download andUpload files usinginternet

bull Downloadingbull File attachment

-Practical exercises ondownloading and uploading filesusing internet

-Internet Connection-Computer Lab-projector

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MODULE 6 Mise en place and cooking methods

Competence Organise and cook food

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to use kitchen equipment and tools to prepare mise en place and use basic cookingmethods

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 hygiene and food safety

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be ableto

Performance criteria

1 Select and use cooking equipment andtechnology

11 Appropriate equipment and technology is selected for particular cookingmethods

12 Equipment is used hygienically safely and according to manufacturerinstructions

2 Prepare mise en place 21 Ingredients are identified and obtained according to standards recipe

22 Ingredients are prepared according to the correct quantity type and quality

3 Prepare and cook food using basic methods ofcooking

31 Various cooking methods are used to prepare dishes to enterprise standard

32 Correct quantities and ratios of commodities for specific cooking methods arecalculated

33 Cooking process is completed in a logical and safe manner

34 Problems with the cooking process are identified promptly and take correctiveaction

35 Dishes are prepared using a range of methods and current technology withinacceptable enterprise and customer timeframes

36 Work cooperatively with kitchen and front-of-house colleagues to ensure timelypreparation of dishes

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and use cooking equipment and technology Learning hours 20

Learning outcomes Content Leaning activities Resources

11 Identify kitchenequipment and tools

bull Specification of Kitchenequipment amp tools

bull Kitchen orientation

o Group discussiono Researcho Role Playo

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

12 Use and maintain Kitchenequipment and tools

bull

Hand tools

bull Electrical toolsbull Heavy equipment

o Group discussiono Researcho Role Play

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

Learning unit 2 Prepare mise en place Learning hours 20

Learning outcomes Content Leaning activities Resources

21 Identify ingredients for arecipe

bull Types of food itemsbull Characteristics and uses of food

items

o Group discussiono Researcho Role Play

983085 Recipe book983085 Reference Books983085 Flipchart markers-

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bull Contents of recipebull Quantities in function of

number of customers to be

servedbull Quality of ingredients

983085 Projectors983085 Board983085 Laptops

22 Prepare ingredients bull Cleaning techniquesbull Pealing and cutting techniquesbull Measuring and weighingbull Storage for different type of

ingredients

o Demonstrationo Individual practice

983085 Kitchen equipment Kitchentools

23 Apply checklist procedures bull FIFObull LIFObull Verification of quality product

o Group discussiono Demonstrationo Individual practiceo Role Play

983085 Recipe book Flipchart

983085 Markers983085 Tags983085 Products983085 Bin cards983085 Checklist

Learning unit 3 Prepare and cook food using basic methods of cooking Learning hours 20

Learning outcomes Content Leaning activities Resources

31 Identify the differentcooking methods

bull Types of cooking methods Boiling Deep frying Stir-frying

Baking Steaming Simmering skimming grilling roasting broiling

o Small group discussiono Demonstrationo Individual practice

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smoking poaching

bull Characteristics of different

foods and appropriate cookingmethods

bull Underlying principles of all basiccooking methods

bull Effect of different cookingmethods on the nutritionalvalue of food

32 Cook basic dishes using arange of methods

bull Basic dishes o Demonstrationo Individual practice

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MODULE 7 Salads and Sandwiches

Competence Prepare salads and sandwiches

RTQF LEVEL CREDITS 4 LEARNING HOURS 40

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present different sorts of salads and sandwiches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare and present a variety of salads anddressings

11 Suitable ingredients are chosen

12 Salads are prepared using fresh ingredients and respecting nutritional valueeating characteristics and taste

13 Suitable sauces and dressings are prepared and incorporated into or servedwith salad

14 Salads are presented attractively

2 Prepare and present sandwiches 21 Suitable bases are selected from a range of bread types

22 A variety of sandwich types are prepared using a range of appropriate

techniques

23 Appropriate equipment is selected for toasting and heating sandwiches andused correctly and safely

24 Sandwiches are present in an attractive manner using suitable garnishesand serviceware

3 Store salads and sandwiches 31 Store salads and sandwiches hygienically at the correct temperature in

appropriate conditions and containers to maintain freshness taste andquality

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare and present a variety of salad and dressings Learning hours 20

Learning Outcome Content Learning Activities Resources

11 Identify ingredients for

salads

bull Commodities and food

combinations for use in salads

o Researcho Presentationo Group work

983085 Salad recipes

12 Prepare salads bull Types of salads Simple Compound

bull Components of salads Base Body Dressing Garnish

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls

983085 Knife sets

983085 Required ingredients983085 Cutting Board

13 Prepare dressings bull Types of salad dressing French dressing

Italian dressing Dijon dressing Vinaigrette Thousand Island dressing

bull Compatibility of dressings withdifferent types of salads

o Researcho Presentationo Demonstrationo Individual practice

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14 Present salads bull Methods of attractivepresentation for salads anddressings

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 2 Prepare Sandwiches Learning hours 15

Learning outcome Content Learning Activity Resources

21 Identify ingredients forsandwiches

bull Suitable breads White bread Wheat bread Buns Baguette

bull Suitable filling Cheese Ham Fried eggs Vegetables Cooked meat

o Presentationo Research

983085 Sandwiches recipes

22 Prepare sandwiches bull Types of Sandwiches Hot Cold

bull Food combinations forsandwiches

bull Preparation techniques spreading layering portioning moulding cutting garnishing

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls983085 Knife sets983085 Required ingredients983085 Salamander983085 Cutting Board

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toasting

23 Present sandwiches bull Methods of attractivepresentation for sandwiches

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 3 Store salads and sandwiches Learning hours 5

Learning outcome Content Learning Activity Resources

31 Store salads andsandwiches

bull Suitable storage techniques tomaintain optimum quality ofingredients

bull Types of containers

o Presentationo Demonstrationo Individual practice

983085 Containers983085 Fridge

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MODULE 9 Pasta and starches

Competence Cook pasta and starches

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present pastas and starches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare pasta 11 The different types of pasta are identified

12 Various pasta are prepared using appropriate methods to ensure optimumquality

13 Appropriate sauces and accompaniments are selected

2 Prepare starches 21 The different types of starches are identified

22 Various starches are prepared using appropriate methods to ensureoptimum quality

Appropriate sauces and accompaniments are selected

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare Pasta Learning hours 30

Learning outcome Content Learning Activities Resources

11 identify the different types

of pasta

bull Types of Pasta amp their products

Egg Pasta Noodles

Egg less pasta Spaghetti

White pasta Lasagna

Green Pasta Green lasagna

Stuffed Past Ravioli Cannelloni Lunette

Dessert Pasta Poppy seed pasta Cinnamon pasta

Dumpling Pasta Gnocchi

Whole wheat

o Researcho Presentation

983085 Reference books

983085 recipes

12 Prepare pasta dishes bull Cooking methods Boiling Stir-frying Baking

o Demonstrationo Researcho Individual practiceso Presentation

983085 Recipes983085 Baking trays983085 Baking Ovens983085 Required ingredients

S C k

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Steaming 983085 Cooking pans983085 Pasta roller983085 Flip chart

983085 Markers

983085 Boards983085 Tongs983085 Forks983085 Plates

13 Present pasta dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

Learning Unit 2 Prepare Starches Learning hours 30

Learning outcome Content Learning Activities Resources

21 Identify the differenttypes of pasta

bull Starch products Cassava Yams Sweet potatoes Rice Maize meal

o Researcho Presentation

983085 Reference books983085 recipes

21 Prepare starch products bull Cooking methods Boiling Deep frying Stir-frying Baking Steaming

o Demonstrationo Individual practices

983085 Baking trays983085 Baking Ovens983085 Required ingredients983085 Cooking pans983085 Steaming Machine983085 Flip chart

983085 Markers

983085 Boards983085 Forks983085 Spoons983085 Plates

23 Present starch dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

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MODULE 10 Stocks sauces and soups

Competence Prepare stocks sauces and soups

RTQF LEVEL CREDITS 10 LEARNING HOURS 100

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare different types of stocks soups and sauces

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplace

Module 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare stocks required for menu items 11 Ingredients and flavouring agents are uses according to standard recipes

12 A variety of stocks are produced

2 Prepare sauces required for menu items 21 A variety of hot and cold sauces are produced from classical andcontemporary recipes

22 A variety of thickening agents and convenience products are usedappropriately

23 Sauces are evaluated for flavour colour and consistency and any problemsare rectified

3 Prepare soups 31 The correct ingredients are selected and assembled to produce soupsincluding stocks and prepared garnishes

32 A variety of soups is produced

33Clarifying and thickening agents and methods are used where appropriate

34 Soups are evaluated for flavour colour consistency and temperature and anyproblems are rectified

35 Soups are presented at the right temperature in clean serviceware withoutdrips and spills using suitable garnishes and accompaniments

4 St d tit t t k d 4 1

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4 Store and reconstitute stocks sauces and soups 41 Store stocks sauces and soups to maintain optimum freshness and quality

42 Reconstitute stocks sauces and soups to appropriate standards ofconsistency

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Prepare stocks required for menu items Learning hours 30

Learning outcomes Content Learning activities Resources

11 Identify the ingredients

for different types of stocks

bull Types of stocks

Vegetable stock Beef stock Chicken stock Fish stock

bull Ingredients

o Group discussion

o Presentationo research

983085 reference books

983085 recipes

12 Cook various stocks bull Cooking methods Boiling Simmering Skimming Cooling Straining

o Applicationo Exerciseo Demonstration

983085 Equipments983085 Tools

983085 CLeaning products

983085 Cleaning materials983085 Stock pots983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

Learning unit 2 Prepare sauces required for menu items Learning hours 30

Learning outcomes Content Leaning activities Resources

21 Identify the ingredientsfor different types of sauces

bull Types of sauces Cold sauces Hot sauces

o Demonstrationo Individual practiceo Presentation

983085 Books983085 Flipchart983085 Markers Projectors

Mother sauces 983085 White board Laptops

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Mother sauces Basic Derivations Special sauces

White board Laptops983085 Recipe books

22 Identify equipments bull Identification of Tools andequipments sauce pots blender strainer sauce ladles knife set spatulas

cutting boards lighter stove

o Explanationo Demonstrationo Individual practice

983085 Books

983085 Flipchart Markers983085 Projectors983085 White board983085 Laptops983085 Recipe books983085 Menu

23 Prepare sauces bull Methods of cooking Boiling Simmering

bull Thickening agents Roux Cornflour Modified starch Liaison

o Explanationo Demonstrationo Individual practice

983085 Equipments983085 Tools983085 Cleaning products983085 Cleaning materials

983085 Stock pots

983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

24 Evaluate the quality ofsauces and rectify thembull Common problems in saucesbull Techniques to rectify sauces

o Observationo Group worko Individual practice

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Learning unit 3 Prepare soup Learning hours 30

Learning outcomes Content Leaning activities Resources

31 Identify the ingredientsfor different types of sauces

bull Types of soup Clear soups Pureacutee soups Cream soups

bull Ingredients

o Researcho Brainstorming

983085 Recipe guide983085 Cooking books

32 Prepare different types of

soup

bull Method of cooking Boiling

bull Thickening agents

o Demonstrationo Individual practiceo Presentation

983085 Note book

983085 pens

983085 Board983085 Markers983085 Fish stock983085 Beef stock983085 Vegetable stock983085 Strainers

33 Evaluate the quality ofsoups and rectify them

bull Common problems in soupsbull Techniques to rectify soups

o Observationo Group worko Individual practice

34 Present soup bull Presentation techniquesbull Garnishing techniquesbull Soup accompaniments

o Observationo Individual practice

983085 Plates983085 Bowls

Learning unit 4 Store and reconstitute stocks sauces and soups Learning hours 10

Learning outcomes Content Leaning activities Resources41 Store stocks sauces andsoups

bull Storage techniques andprocedures

bull Labelling

o Demonstrationo Explanationo Individual practice

983085 Pots983085 Fridge983085 Freezer983085 Labelling cards

42 Reconstitute stockssauces and soups

bull Reheating techniquesbull Principles of hygiene

983085 Equipment

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MODULE 11 Meat poultry and fish

Competence Select prepare and cook meat poultry and fish

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safety

Module 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unit Performance criteria

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gBy the end of the module the trainee will be able to

1 Select and purchase poultry meat and fish11 Poultry is selected and purchased according to quantity and quality required

12 Primary secondary and portioned cuts of pork goat beef and veal are selectedaccording to quantity and quality required

13 Fish is selected according to quality according to quantity and quality required

14 Low-cost cuts and meat products are selected when and where appropriate

15 The best supplier for quality and price is selected

2 Handle and store meat poultry and fish 21 Suitable knives and equipment for poultry meat and fish handling is selected andused

22 Poultry meat and fish are handled and portioned according to menu requirementsand hygienically to minimise risk of food spoilage or cross-contamination

23 Poultry meat and fish are stored hygienically ensuring optimal storage conditions andappropriate temperature are maintained

24 Frozen poultry meat and fish are thawed correctly to ensure maximum qualityhygiene and nutrition

3 Cook basic poultry meat and fish dishes 31 Suitable equipment for poultry meat and fish preparation and cooking is selected andused

32 Suitable marinades are prepared and used where appropriate for a variety of poultrymeat and fish cuts

33 A variety of appropriate cooking methods are used for basic poultry meat and fishdishes

34 A variety basic poultry meat and fish dishes are cooked and presented to standardrecipe specifications

35 Poultry meat and fish dishes are presented using suitable sauces garnishes andaccompaniments

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and purchase poultry meat and fish Learning hours 10

Learning outcomes Content Leaning activities Resources

11 Identify different types of

poultry meat and fish

bull Types of poultry

Chicken Turkey Duck

bull Types of meat Beef Veal Lamb Goat

Porkbull Types of fish

White fish Oily fish Shellfish

o Research

o Brainstormingo Group worko Presentationo

983085 Resource books

12 Select poultry meat andfish

bull Chicken meat and fish cutsbull Processed productsbull Quality criteria for selecting

fresh and healthy chicken meatand fish Quality points for poultry- Smell- Skin- Colour

o Visit of butcheryo Group worko Researcho Presentation

983085 Resource books

- Flexible breastboneUnbroken bones

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- Unbroken bones

Quality points for meat

- Smell- Colour- Compact structure- Texture and colour of fat- Kidney covered with fat

Quality points for Fish- Eyes- Gills- Fresh

- Scales- Skin- Smell- Guts

Learning unit 2 Handle and store meat poultry and fish Learning hours 40

Learning outcomes Content Leaning activities Resources

11 Handle and portionchickenbull

Techniques De-boning Filleting

bull Appropriate equipment andknives

o

Explanation-Demonstrationo Group discussiono Individual Practice

983085

Knife set983085 Cutting Board983085 Reference books983085 Flip chart983085 Markers983085 Board983085 Meat Tag983085 Weighing

983085 Scales

12 Handle and portion meat bull Preparation of butcherrsquos meatDeboning

o Demonstrationindividual practice

983085 Weighing scaleKnife Set

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- Deboning- Portioning

- Cutting- Trimming

- Mincing bull Appropriate equipment and

knives

o individual practice 983085 Knife Set983085 Cutting boards

983085 Slicing machine

983085 Flip Chart983085 Boards983085 Markers

13 Handle and portion fish bull Preparation of fish Gutting portioning Scaling Filleting Skinning

o Demonstrationo Individual practice

983085 Flip chat983085 Markers983085 Board983085

Laptop983085 Projector983085 Cutting board983085 Knife set983085 weighing scale

14 Store chicken meat andfish

bull Storage standards Chemical Store Dry Store

Perishable Freezer Quality and Quantity

bull Preservation methods Salting Smoking Drying Canning

Freezing Marinating

bull Orderingbull Receivingbull Issuing

o Demonstrationo Individual practice

983085 Freezer983085 Fridge983085 Reference Books

983085 Flip chart

983085 Markers983085 Board983085 Scale983085 Shelves983085 Containers983085 Trolley983085 Probe Thermometer

983085 Purchasing order

983085 Receiving form983085 Requisition form

15 Thaw chicken meat andfish

bull Defrosting techniquesbull Health and hygiene regulations

o Demonstrationo Individual practice

983085 drip tray

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Learning unit 3 Cook and present basic poultry meat and fish dishes Learning hours 70

Learning outcomes Content Leaning activities Resources

21 Cook and present basicpoultry dishes

bull Marinating Herbs Oil spices

bull Cooking method

steaming grilling roasting boiling baking broiling smoking poaching

bull Seasoning salt black pepper or white

pepper

bull Presentation techniques

o Demonstrationo Individual practice

983085 Recipes983085 Heavy pans983085 Frying pans983085 Chopping board983085 Knives

983085 Flip chat

983085 Markers983085 Board983085 Laptop983085 Projector983085 Cutting board983085 Knife set983085 Weighing scale

983085 Oil

983085 Onions983085 Garlic983085 Rose mary983085 Salt983085 Light soya sauce

22 Cook and present basicmeat dishes 23 Cook and present basic

fish dishes

MODULE 12 Basic pastries and cakes

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MODULE 12 Basic pastries and cakes

Competence Make basic pastries and cakes

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

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

1 Prepare basic pastries and cakes 11 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are prepared

12 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are decorated

13 Suitable equipment safely and efficiently selected and used

2 Prepare and produce bakery products 21 A range of yeast-based doughs are prepared to standard recipes

22 Suitable equipment safely and efficiently selected and used

3 Portion and store pastries cakes and yeast goods 31 Portion control is applied to minimise wastage

32 Cakes pastry and bakery products Store to minimise spoilage and wastage

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare basic pastries and cakes Credit6

Learning Outcome Content Learning Activities Resources11 Identify different types ofpastries and cakes

bull Types of Pastry Products Sponge cakes Choux paste Sugar paste Sweet bread Cookies

o Researcho Presentationo Brainstorming

983085 Reference books

Mousses Ice cream

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doughnuts

12 Prepare basic pastryproducts

bull Sponge cakes Preparation techniques Baking techniques

bull Doughnuts Preparation techniques Baking techniques

bull Cookies Preparation techniques Baking techniques

o Demonstrationo Individual practices

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons13 Decorate pastries and

cakesbull Fillings

Butter cream Fruit Jam

bull Sauces Chocolate sauce Custard Sauce Strawberry Vanilla

o Demonstrationo Individual practiceso

Learning Unit 2 Prepare and produce bakery products

Learning outcomes Content Leaning activities Resources21 Identify different types ofbakery products

bull Types of bakery Products Yeast products

White Bread French Bread Croissant Rolls

o Researcho Presentationo Brainstorming

983085 Reference books

Chapatti Samosa dough

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Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

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MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

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bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

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Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

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Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

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76

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

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Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

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Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 17: Curriculum Cooker

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COURSE STRUCTUREThe 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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Apply good personal care and healthy habits at work Learning hours 4

Learning outcomes Contents Learning activities Resources 11 Identify important health

practices in the workplace

bull Healthy habits o Discussiono Individual worko Presentation

983085 List of habits for good

health983085 Health education material

from Ministry of Health orother organisations

983085 Posterspictures of healthhabits

12 Describe the importanceof personal and public

cleanliness

bull Definition of hygienebull Definition of sanitationbull Importance of hygiene and

sanitation at workbull

o Presentation by trainero Group work and discussiono Role play

983085 Handout healthy hygieneand sanitation practices

food sanitation clean waterand toilet facilities

13 Know how to prevent thespread of illness andcontamination at work

bull Sources of germs microbesbull Prevention techniques (Hygiene

and sanitation good practices)

o Brainstorming

11 Identify important healthpractices in the workplace

bull Healthy habits o Discussiono Individual worko Presentation

983085 List of habits for goodhealth

983085 Health education materialfrom Ministry of Health orother organisations

983085 Posterspictures of healthhabits

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Learning unit 2 Address unsafe situations on the job Learning hours 10

Learning outcomes Contents Learning activities Resources 21 Identify the primaryhazards found in workplaces

bull Types of hazards in theworkplace (safety chemicalbiological other health hazards)

o Brainstormingo Group worko Discussion

Pictures

22 Understand why thesituation or substance is

hazardous

bull Hazardous situationsbull Dangerous substances

23 Identify the best ways toaddress specific problemsituations

bull Control methods (removehazard work policies andprocedures protectiveequipment)

o Brainstormingo Discussion

Stories and pictures

Learning unit 3 Respond appropriately to emergencies at work Learning hours 8

Learning outcomes Contents Learning activities Resources 31 Identify emergencies bull Definition of emergency

bull Types of emergencies in aworkplace

o Presentation by the trainero Experience sharing

32 Handle emergencies bull Possible responses toemergencies in the workplace

o Disaster Blaster Game 983085 Disaster Blaster Gameboard paper marker dicegame cards

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Learning unit 4 Prevent HIVAIDS and sexual violence Learning hours 8

Learning outcomes Contents Learning activities Resources 41 Understand reproductivehealth

bull Puberty and body changebull Female reproductionbull Male reproductionbull Consequences of early

pregnancy

o Small group discussionso Pair discussiono

42 Be sensitized to HIV AIDS

bull Definitionbull Transmissionbull Prevention (ABC)bull Treatmentbull Other STIrsquosbull Stigma and VCT

o HIV gameo Questions and answerso True or falseo Group worko Demonstration (condom use)o Role play (condom negotiation)

983085 Scenarios for HIV game983085 True and false statements

43 Be sensitized to sexualviolence

bull Definition of sexual violencebull Definition of rapebull Consequences of sexual

violence

o Story tellingo Group discussiono Large group discussion

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project3 HARE Prevention of HIV and AIDS in Rwanda through education Irish Aid and VSO

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MODULE 4 Communication on the workplace

Competence Communicate effectively on the workplace

RTQF LEVEL CREDITS 2 LEARNING HOURS 20

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to communicate and get along well with others in a variety of settings and for arange of purposes The module will allow the participant to speak and listen actively and appropriately one-on-one and in groups to

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

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Listen and speak effectively 11 Strategies for effective listening are applied

12 Instructions are adequately interpreted and followed

13 Clear and accurate information and instructions are provided to colleagues

2 Cooperate and work as a team member 21 Team objectives are reached through effective cooperation

22 Diversity of team members is respected

23 Lead a team efficiently

24 Demonstrate problem solving and decision making skills

3 Apply customer care 31 Importance and principles of good customer service are understood

32 Quality service is provided

33 Clear verbal information is provided to customers face to face or on thetelephone

34 Conflicts with customers are handled politely and adequately

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COURSE STRUCTUREThe 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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Listen and speak effectively Learning hours 6

Learning outcomes Contents Learning activities Resources

11 Apply effective listen skills

amp strategies

bull Effective listening skills amp

strategiesbull Assess onersquos listening skillsbull Model good listening skills

o Role play

o Observing role playo Feedback from observerso discussion

983085 Role play scenarios

983085 List of effective listening

skills amp strategies983085 Effective Listening

Observation Form

12 Give and receiveinstructions

bull Importance of giving clearconcise instructions

bull Formulation of instructions

bull Strategies to ask questions forclarification

o individual worko group discussion

13 Identify non-verbalcommunication signs and theimpact on peoplersquosperceptions

bull Importance of non-verbalcommunication

bull Impacts of non-verbalcommunication on how we giveinformation and how we listen

o pair worko large group discussion

14 Demonstrate effectivespeaking skills

bull Effective speaking skills andstrategies

o small group worko practice presentationso large group discussion

983085 List of Effective SpeakingSkills amp Strategies

983085 Speaking Scenarios forgroup work

983085 Effective SpeakingObservation Form

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Learning unit 2 Cooperate and work as a team member Learning hours 8

Learning outcomes Contents Learning activities Resources

21 Identify the differentpersonalities

bull Different personalities andapproaches that individualsbring to a group

o Self-assessmento large group activity (innerouter

circles)o Discussion

983085 Working in Groups Self Assessment

983085 Cooperating with OthersRoles

983085

Elements of an Effective ampCooperative TeamMember

22 Handle differentpersonalities in a group

bull Strategies on how to handledifferent personalities in agroup

23 Cooperate with others toreach the same objective

bull Characteristics of an effectiveand cooperative team member

o Large group activityo Large group discussiono Individual reflectionjournal writing

o Pair work

24 Lead a team efficiently bull Qualities of an effective leaderbull Different leadership stylesbull Appropriate leadership style in a

given contextbull Strategies to lead a team

efficiently

o large group discussiono small group worko role playso small group activity

983085 Role play scenarios

25 Demonstrate problemsolving and decision makingskills

bull challenges and dynamicsamongst people during theproblem solving process

bull steps of problem solving towork and community relatedproblems

bull Communication as a tool forproblem solving

o Large group activityo pair sharingo small group worko large group discussiono Task leadership competition

983085 Scenarios for problem

solving activity

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Learning unit 3 Apply customer care Learning hours 6

Learning outcomes Contents Learning activities Resources

31 Understand theimportance of good customercare

bull Definition of customer servicebull Levels of customer servicebull Customer care principlesbull Importance of customer care

o Experience sharingo Brainstorming

Presentation by trainer

-32 Provide exceptionalquality service

bull Basic customer needsbull Service to meet basic customer

needsbull Definition of customerrsquos

perceptionbull Meeting and exceeding

expectationsbull Getting feedback on the

provided service

o individual reflectiono large group discussiono role play

33 Communicate effectivelywith customers by telephoneand face to face

bull Telephone tipsbull Recording a telephone message

o large group discussiono skito pair role plays

983085 Role Play scenarios forCommunicating withCustomers

34 Handle conflict withdifficult customers

bull Definition of conflict conflictresolutionmanagement

bull Steps of conflict management

with difficult customers

o individual reflectiono Brainstormingo large group discussion

o role play

983085

Reference books 3 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project4 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

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MODULE 5 Computer literacy

Competence 5 Apply computer literacy

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to follow health safety and security procedures identifyhazards assess the associated safety risks and take measures to eliminate or control and minimise the risk It isan obligation for each employee to participate in the management of their own health and safety and that oftheir colleagues and anyone else in the workplace They have a duty to cooperate with their employersinitiatives to ensure safety at work

LEARNING ASSUMED TO BE IN PLACE

Not applicable

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LEARNING UNITS AND PERFORMANCE CRITERIALearning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be ableto

Performance criteria

1 Apply computer fundamentals 11

12

13

14

Identification of Various connectors and ports

Use of different IO devices

Use of Desktoprsquos elements

Scanning of Viruses in the computer and Different Storages Devices

2Use a current word processing package 21

22

23

24

25

56

Text formatting

Table creation and editing

Text Editing

Printing

Saving

Inserting of header Footer and footnotes

3 Use current spreadsheet package 31

32

Using of basic excel tasks

Managing of Sheets in excel workbook

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33

34

35

Formatting of cells and their contents

Using of functions and perform mathematical operations

Excel worksheet Printing

4Use current Power Point Presentations 41

42

43

44

45

46

47

Creating a new presentation

Creating Inserting a slide

Inserting of Graphics

Converting word documents to PowerPoint presentation

Animation

Using Different Presentation view

Printing a presentation

5Use InternetIntranet (Outlook) 51

52

53

54

55

56

Defining and explaining a website

Interacting through instant messaging (Chatting)

Using search Engines (example Google)

Creating Managing favorites using internet explorer

Browsing the internet using the hyperlinks

Downloading and Uploading files using internet

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COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Apply computer fundamentals Learning hours10

Learning outcomes Contents Learning activities Resources

11 Apply Computerbasics

bull Computer Definition

bull Types of computers

Laptops

Desktops

Palm tops

PDA (Personnal Digital assistance)

bull Computer HardwareMemorybull Definition

bull Role of Memory

bull Features

- Capacity

- Speed

- Non Volativitybull Types of Memory

- ROM (Read only memory)

- RAM (Random access memory)

- ExternalInternal memories (Hard

diskdisketteCDFlash disketc)

-Open a computer case andObserve different types ofmemory-Group Discussion on each type ofmemory

-Computer Lab-Computer Tool Kit-CD DVDs Diskettes-White Board-Markers

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12Identify Variousconnectors and ports

bull Connectors and ports

- Definition

bull IO (Input and Output) Ports andconnectors

- Serial ports

- Parallel ports

- USB

- Keyboard Mouse connectors

- VGA Connectors

-Observe different connectors aswell as input and output ports

-Exercises on ports identifications

-Computer Lab-Computer Tool Kit

-CD DVDs Diskettes-Different types of CablesDifferent types Connectors-White Board-Markers

13Use different IOdevices

bull Peripherals

- Definition

- Categories IO devices

Input devices (mouse Keyboard

scanner CDDVD-ROM and

diskettes drivers etc)

Output devices (Monitor Diskette

CDDVD-ROM Writer Printer etc)

Types of keyboards

- AZERTY

- QWERTY

Practical exercises on connectingthe mouse keyboard Monitor tothe CPU (Central processing unit)

-Computer Lab-Computer Tool Kit-CD DVDs Diskettes-Printer-Scanner

-White Board

14Use Desktoprsquoselements

bull Windows and its components

- Desktop

- Task bar

- Start menu

- Minimize Maximize Close buttons

-Brainstorming on Desktoprsquoselements-Use the desktop the tasks barand the start menu

-Computer Lab-Projector

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- My Computer

15Scan Viruses in thecomputer and DifferentStorages Devices (Flashdisk External Hard disk)

bull Antivirus definitionbull Importance of antivirusbull Functionalitybull Different Types of antivirus- Norton- Kaspersky- Symantecbull Storages to be scanned- Flash disk- External hard disk- Memory card- Computer hard disk

-Brainstorming the use ofantivirus-Practical exercises on Scanningviruses-Compile activities reports

-Computer Lab-Flash disks-External Hard disk-Cds DVDs-Antivirus-White Board-Markers

Learning Unit 2 Use a word processing package Learning hours 5

Learning outcomes Contents Learning activities Resources

21Format a text bull StyleFontSizeColourbull Paragraphbull Columnbull Tabulationbull Paragraph spacingbull Inserting symbolsSpecial

charactersbullet and numberingbull Borders and shadingheader and

footer

-Reproduce document alreadyformatted-Various exercises to familiarizewith formatting a text

-Computer Lab With CurrentWord processing Packageinstalled in each computer-Projector-White Board

-Markers

22Create and edit atable

bull Inserting a tablebull Inserting a columnbull Inserting a row

-Practical exercises on creatingediting and handling a table

-Computer Lab With CurrentWord processing Packageinstalled in each computer

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bull Deleting tablebull Deleting rowbull

Deleting columnbull Merging cellsbull Splitting cellsbull Drawing a tablebull Table auto formatbull Formula

-Projector-White Board

23Edit document

(Text)

bull SearchFindReplace

bull Deleting a range of textbull The undo commandbull Spelling and grammarbull Synonyms

-Brainstorming Editing text

-Perform practical exercises onthe various tips (options)-compile activities reports

-Computer Lab With Current

Word processing Packageinstalled in each computer-Projector-White Board-Markers

24Print document bull Page setupbull Print previewbull

Print dialog boxbull Selecting printer namebull Printer optionsbull Printing one or more copiesbull Printing in blackwhite or colorbull Print page ranges

-Exercises on printing one ormore copies of a colored

document in black and white-printing in landscape portrait

-Computer Lab With CurrentWord processing Package

installed in each computer-Printer-Projector

25Save documents bull File management- Creation of files- Creation of Folders- File Naming- File Formats

-Practical Exercises on creation offiles folders and file Saving

-Compile activities reports

-Computer Lab With CurrentWord processing Package

installed in each computer-Projector

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26Insert HeaderFooter and footnotes

bull Footnotesbull Header and Footer

- Automatic pagenumbering- Total number of pages- Automatic date- Automatic automatic

authors name

-Exercises on footnotes-Create a document containing

several pagesWith elements such as the pagenumber date automation-practical exercises

-Computer Lab With CurrentWord processing Package

installed in each computer-Projector

Learning Unit 3 Use spreadsheet package Learning hours 5

Learning outcomes Contents Learning activities Resources

31Use Some basicexcel tasks

bull Basic excel tasks

- Open

- Close

- New document

- Undo

- Savesave ashellip

- Sheet

- Selecting a cell

- Validating a cell

- Deleting cell contents

- Modifying cell contents- Selecting group of cells

- Increase and reduce the

cell size

- Delete row and column

- Duplicate cell

-Practical exercises on the use ofbasic excel tasks-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer-Projector

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32Manage Sheets inexcel workbook

bull Selecting a sheet

bull Renaming a sheet

bull Insert new sheetsbull Moving a sheet in a workbook

bull Deleting a sheet

-Practical exercisesOn Managing sheets in excel

workbook

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector

33Format cells andtheir contents

bull Formatting text and cells

- Choosing fontsizecolour

- Adjusting Cow height

- Alignment of cell - Number format

- Inserting rows

- Merging cells

- Creating borders

- Patterns

-Practical exercises in groups andindividual homework onformatting cells

-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer

-Projector

34Use some functionsand performmathematical operations

bull Numbers and Mathematicalcalculations

- Addition - Multiplication - Division - Subtraction - AutoSum

- Absolute and relativeReference - Function

Average Minimum Maximum

-Practical exercises in groups andindividual homework onformatting cells-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer-Projector

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35 Print an excelworksheet

bull Page setupbull Print previewbull

Print dialogue boxbull Print optionsbull Print one or more copiesbull Print in blackwhite or colorbull Print page rangesbull Printing a selection

-Print one or more copies of aworksheet

-Print colour or white and blackworksheet-practical exercises (individualand in group)-print horizontallyvertically

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector-Printer

Learning Unit 4 Use Presentation application Learning hours 5

Learning outcomes Learning outcomes Learning outcomes Learning outcomes

41Launch Ms Powerpoint

bull Power point Definition

bull Role

bull Power point environment

- Title Bar

- Menu Bar- Toolbars

- Formatting tool bar

- Title

- Sub title

-Using a power pointpresentation with slide showgetfeedback from learners on thearea of application of Ms powerpoint-Launch powerpoint and observethe screen individual exercises

-Computer Lab With Currentpresentation Software installed in each computer-Projector

42Create a newpresentation

bull Creating new presentation

bull Blank presentation

bull Design template

bull Auto content wizards

-Create presentation using thevarious methods-practical exercises (individualand in groups)

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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43Create Insert a slide bull Creating a slide

bull Inserting a slide

bull Modifying a slide

-Exercises on creating insertingand modifying a slide

-Computer Lab With Currentpresentation Software

installed in each computer-Projector

44Insert Graphics bull GraphicsClip artWord

ArtLibrary ImagesInserting

image from file

Exercises on inserting images inthe slides

-Computer Lab With Currentpresentation Software installed in each computer-Projector

45Convert word

documents toPowerPoint presentation

bull Copy Cut Move

bull Process of conversion

-Practical exercises on File

transformation

-Computer Lab With Current

presentation Software installed in each computer-Projector

46Animate apresentation

bull Animation

bull Custom animation

bull Slide transition

-Familiarize with animation of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

47Use DifferentPresentation view

bull Normal View

bull Slide Sorter view

bull Slide show

-Switch between the views toimprove the presentation-Group discussion andbrainstorming

-Computer Lab With Currentpresentation Software installed in each computer-Projector

48 Print a presentation bull Printing a presentation

bull Print preview

bull Printing a copy or multiple

-Exercises on printing in blackand white or in colour printingone or more copies of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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copies

bull Printing one slide on a page

bull Printing more slides on a page

Learning Unit 5 Use InternetIntranet (Outlook) Learning hours 5

Learning outcomes Contents Learning activities Resources

51 Define and explain awebsite

bull Introduction

World wide web

Web page

Web site

-Visit web sites and browsedifferent pages-Group discussion based onobservation

-Internet Connection-Computer Lab-projector

52Interact throughinstant messaging

(Chatting)

bull Definition

bull Steps to create a chat account

bull Chatting options

Instant messaging with or

no web cam

Calling

Sending files

-Group Discussion on Interactingthrough instant messaging

-Exercises on chatting in groups-Compile activities reports

-Internet Connection-Computer Lab

-projector

53Use search Engines(example Google)bull

Search engines- Definition

- Role

- Some Types of search

engine

wwwGooglecom

-Perform practical exercises onthe use of search engines -Internet Connection-Computer Lab-projector

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wwwYahoocom

54Create Managefavorites using internetexplorer

bull Favorites

- Create Favorites

- Rename Move Favorites

-Practical exercises on creatingmoving and renaming favorites

-Internet Connection-Computer Lab-projector

55Browse the internetusing the hyperlinks

bull Web Browser

- Browser buttons

- Address bar

- Status bar

- Scroll bar

- Home page

- FrontBack arrows

- Refresh button

- Start page

-Open a web using the addressbar-Browse different web pages

-practical exercises On Browsinginternet using hyperlink

-Internet Connection-Computer Lab-projector

56Download andUpload files usinginternet

bull Downloadingbull File attachment

-Practical exercises ondownloading and uploading filesusing internet

-Internet Connection-Computer Lab-projector

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MODULE 6 Mise en place and cooking methods

Competence Organise and cook food

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to use kitchen equipment and tools to prepare mise en place and use basic cookingmethods

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 hygiene and food safety

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be ableto

Performance criteria

1 Select and use cooking equipment andtechnology

11 Appropriate equipment and technology is selected for particular cookingmethods

12 Equipment is used hygienically safely and according to manufacturerinstructions

2 Prepare mise en place 21 Ingredients are identified and obtained according to standards recipe

22 Ingredients are prepared according to the correct quantity type and quality

3 Prepare and cook food using basic methods ofcooking

31 Various cooking methods are used to prepare dishes to enterprise standard

32 Correct quantities and ratios of commodities for specific cooking methods arecalculated

33 Cooking process is completed in a logical and safe manner

34 Problems with the cooking process are identified promptly and take correctiveaction

35 Dishes are prepared using a range of methods and current technology withinacceptable enterprise and customer timeframes

36 Work cooperatively with kitchen and front-of-house colleagues to ensure timelypreparation of dishes

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and use cooking equipment and technology Learning hours 20

Learning outcomes Content Leaning activities Resources

11 Identify kitchenequipment and tools

bull Specification of Kitchenequipment amp tools

bull Kitchen orientation

o Group discussiono Researcho Role Playo

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

12 Use and maintain Kitchenequipment and tools

bull

Hand tools

bull Electrical toolsbull Heavy equipment

o Group discussiono Researcho Role Play

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

Learning unit 2 Prepare mise en place Learning hours 20

Learning outcomes Content Leaning activities Resources

21 Identify ingredients for arecipe

bull Types of food itemsbull Characteristics and uses of food

items

o Group discussiono Researcho Role Play

983085 Recipe book983085 Reference Books983085 Flipchart markers-

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bull Contents of recipebull Quantities in function of

number of customers to be

servedbull Quality of ingredients

983085 Projectors983085 Board983085 Laptops

22 Prepare ingredients bull Cleaning techniquesbull Pealing and cutting techniquesbull Measuring and weighingbull Storage for different type of

ingredients

o Demonstrationo Individual practice

983085 Kitchen equipment Kitchentools

23 Apply checklist procedures bull FIFObull LIFObull Verification of quality product

o Group discussiono Demonstrationo Individual practiceo Role Play

983085 Recipe book Flipchart

983085 Markers983085 Tags983085 Products983085 Bin cards983085 Checklist

Learning unit 3 Prepare and cook food using basic methods of cooking Learning hours 20

Learning outcomes Content Leaning activities Resources

31 Identify the differentcooking methods

bull Types of cooking methods Boiling Deep frying Stir-frying

Baking Steaming Simmering skimming grilling roasting broiling

o Small group discussiono Demonstrationo Individual practice

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smoking poaching

bull Characteristics of different

foods and appropriate cookingmethods

bull Underlying principles of all basiccooking methods

bull Effect of different cookingmethods on the nutritionalvalue of food

32 Cook basic dishes using arange of methods

bull Basic dishes o Demonstrationo Individual practice

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MODULE 7 Salads and Sandwiches

Competence Prepare salads and sandwiches

RTQF LEVEL CREDITS 4 LEARNING HOURS 40

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present different sorts of salads and sandwiches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare and present a variety of salads anddressings

11 Suitable ingredients are chosen

12 Salads are prepared using fresh ingredients and respecting nutritional valueeating characteristics and taste

13 Suitable sauces and dressings are prepared and incorporated into or servedwith salad

14 Salads are presented attractively

2 Prepare and present sandwiches 21 Suitable bases are selected from a range of bread types

22 A variety of sandwich types are prepared using a range of appropriate

techniques

23 Appropriate equipment is selected for toasting and heating sandwiches andused correctly and safely

24 Sandwiches are present in an attractive manner using suitable garnishesand serviceware

3 Store salads and sandwiches 31 Store salads and sandwiches hygienically at the correct temperature in

appropriate conditions and containers to maintain freshness taste andquality

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare and present a variety of salad and dressings Learning hours 20

Learning Outcome Content Learning Activities Resources

11 Identify ingredients for

salads

bull Commodities and food

combinations for use in salads

o Researcho Presentationo Group work

983085 Salad recipes

12 Prepare salads bull Types of salads Simple Compound

bull Components of salads Base Body Dressing Garnish

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls

983085 Knife sets

983085 Required ingredients983085 Cutting Board

13 Prepare dressings bull Types of salad dressing French dressing

Italian dressing Dijon dressing Vinaigrette Thousand Island dressing

bull Compatibility of dressings withdifferent types of salads

o Researcho Presentationo Demonstrationo Individual practice

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14 Present salads bull Methods of attractivepresentation for salads anddressings

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 2 Prepare Sandwiches Learning hours 15

Learning outcome Content Learning Activity Resources

21 Identify ingredients forsandwiches

bull Suitable breads White bread Wheat bread Buns Baguette

bull Suitable filling Cheese Ham Fried eggs Vegetables Cooked meat

o Presentationo Research

983085 Sandwiches recipes

22 Prepare sandwiches bull Types of Sandwiches Hot Cold

bull Food combinations forsandwiches

bull Preparation techniques spreading layering portioning moulding cutting garnishing

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls983085 Knife sets983085 Required ingredients983085 Salamander983085 Cutting Board

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toasting

23 Present sandwiches bull Methods of attractivepresentation for sandwiches

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 3 Store salads and sandwiches Learning hours 5

Learning outcome Content Learning Activity Resources

31 Store salads andsandwiches

bull Suitable storage techniques tomaintain optimum quality ofingredients

bull Types of containers

o Presentationo Demonstrationo Individual practice

983085 Containers983085 Fridge

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MODULE 9 Pasta and starches

Competence Cook pasta and starches

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present pastas and starches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare pasta 11 The different types of pasta are identified

12 Various pasta are prepared using appropriate methods to ensure optimumquality

13 Appropriate sauces and accompaniments are selected

2 Prepare starches 21 The different types of starches are identified

22 Various starches are prepared using appropriate methods to ensureoptimum quality

Appropriate sauces and accompaniments are selected

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare Pasta Learning hours 30

Learning outcome Content Learning Activities Resources

11 identify the different types

of pasta

bull Types of Pasta amp their products

Egg Pasta Noodles

Egg less pasta Spaghetti

White pasta Lasagna

Green Pasta Green lasagna

Stuffed Past Ravioli Cannelloni Lunette

Dessert Pasta Poppy seed pasta Cinnamon pasta

Dumpling Pasta Gnocchi

Whole wheat

o Researcho Presentation

983085 Reference books

983085 recipes

12 Prepare pasta dishes bull Cooking methods Boiling Stir-frying Baking

o Demonstrationo Researcho Individual practiceso Presentation

983085 Recipes983085 Baking trays983085 Baking Ovens983085 Required ingredients

S C k

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Steaming 983085 Cooking pans983085 Pasta roller983085 Flip chart

983085 Markers

983085 Boards983085 Tongs983085 Forks983085 Plates

13 Present pasta dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

Learning Unit 2 Prepare Starches Learning hours 30

Learning outcome Content Learning Activities Resources

21 Identify the differenttypes of pasta

bull Starch products Cassava Yams Sweet potatoes Rice Maize meal

o Researcho Presentation

983085 Reference books983085 recipes

21 Prepare starch products bull Cooking methods Boiling Deep frying Stir-frying Baking Steaming

o Demonstrationo Individual practices

983085 Baking trays983085 Baking Ovens983085 Required ingredients983085 Cooking pans983085 Steaming Machine983085 Flip chart

983085 Markers

983085 Boards983085 Forks983085 Spoons983085 Plates

23 Present starch dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

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MODULE 10 Stocks sauces and soups

Competence Prepare stocks sauces and soups

RTQF LEVEL CREDITS 10 LEARNING HOURS 100

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare different types of stocks soups and sauces

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplace

Module 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare stocks required for menu items 11 Ingredients and flavouring agents are uses according to standard recipes

12 A variety of stocks are produced

2 Prepare sauces required for menu items 21 A variety of hot and cold sauces are produced from classical andcontemporary recipes

22 A variety of thickening agents and convenience products are usedappropriately

23 Sauces are evaluated for flavour colour and consistency and any problemsare rectified

3 Prepare soups 31 The correct ingredients are selected and assembled to produce soupsincluding stocks and prepared garnishes

32 A variety of soups is produced

33Clarifying and thickening agents and methods are used where appropriate

34 Soups are evaluated for flavour colour consistency and temperature and anyproblems are rectified

35 Soups are presented at the right temperature in clean serviceware withoutdrips and spills using suitable garnishes and accompaniments

4 St d tit t t k d 4 1

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4 Store and reconstitute stocks sauces and soups 41 Store stocks sauces and soups to maintain optimum freshness and quality

42 Reconstitute stocks sauces and soups to appropriate standards ofconsistency

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Prepare stocks required for menu items Learning hours 30

Learning outcomes Content Learning activities Resources

11 Identify the ingredients

for different types of stocks

bull Types of stocks

Vegetable stock Beef stock Chicken stock Fish stock

bull Ingredients

o Group discussion

o Presentationo research

983085 reference books

983085 recipes

12 Cook various stocks bull Cooking methods Boiling Simmering Skimming Cooling Straining

o Applicationo Exerciseo Demonstration

983085 Equipments983085 Tools

983085 CLeaning products

983085 Cleaning materials983085 Stock pots983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

Learning unit 2 Prepare sauces required for menu items Learning hours 30

Learning outcomes Content Leaning activities Resources

21 Identify the ingredientsfor different types of sauces

bull Types of sauces Cold sauces Hot sauces

o Demonstrationo Individual practiceo Presentation

983085 Books983085 Flipchart983085 Markers Projectors

Mother sauces 983085 White board Laptops

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Mother sauces Basic Derivations Special sauces

White board Laptops983085 Recipe books

22 Identify equipments bull Identification of Tools andequipments sauce pots blender strainer sauce ladles knife set spatulas

cutting boards lighter stove

o Explanationo Demonstrationo Individual practice

983085 Books

983085 Flipchart Markers983085 Projectors983085 White board983085 Laptops983085 Recipe books983085 Menu

23 Prepare sauces bull Methods of cooking Boiling Simmering

bull Thickening agents Roux Cornflour Modified starch Liaison

o Explanationo Demonstrationo Individual practice

983085 Equipments983085 Tools983085 Cleaning products983085 Cleaning materials

983085 Stock pots

983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

24 Evaluate the quality ofsauces and rectify thembull Common problems in saucesbull Techniques to rectify sauces

o Observationo Group worko Individual practice

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Learning unit 3 Prepare soup Learning hours 30

Learning outcomes Content Leaning activities Resources

31 Identify the ingredientsfor different types of sauces

bull Types of soup Clear soups Pureacutee soups Cream soups

bull Ingredients

o Researcho Brainstorming

983085 Recipe guide983085 Cooking books

32 Prepare different types of

soup

bull Method of cooking Boiling

bull Thickening agents

o Demonstrationo Individual practiceo Presentation

983085 Note book

983085 pens

983085 Board983085 Markers983085 Fish stock983085 Beef stock983085 Vegetable stock983085 Strainers

33 Evaluate the quality ofsoups and rectify them

bull Common problems in soupsbull Techniques to rectify soups

o Observationo Group worko Individual practice

34 Present soup bull Presentation techniquesbull Garnishing techniquesbull Soup accompaniments

o Observationo Individual practice

983085 Plates983085 Bowls

Learning unit 4 Store and reconstitute stocks sauces and soups Learning hours 10

Learning outcomes Content Leaning activities Resources41 Store stocks sauces andsoups

bull Storage techniques andprocedures

bull Labelling

o Demonstrationo Explanationo Individual practice

983085 Pots983085 Fridge983085 Freezer983085 Labelling cards

42 Reconstitute stockssauces and soups

bull Reheating techniquesbull Principles of hygiene

983085 Equipment

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MODULE 11 Meat poultry and fish

Competence Select prepare and cook meat poultry and fish

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safety

Module 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unit Performance criteria

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gBy the end of the module the trainee will be able to

1 Select and purchase poultry meat and fish11 Poultry is selected and purchased according to quantity and quality required

12 Primary secondary and portioned cuts of pork goat beef and veal are selectedaccording to quantity and quality required

13 Fish is selected according to quality according to quantity and quality required

14 Low-cost cuts and meat products are selected when and where appropriate

15 The best supplier for quality and price is selected

2 Handle and store meat poultry and fish 21 Suitable knives and equipment for poultry meat and fish handling is selected andused

22 Poultry meat and fish are handled and portioned according to menu requirementsand hygienically to minimise risk of food spoilage or cross-contamination

23 Poultry meat and fish are stored hygienically ensuring optimal storage conditions andappropriate temperature are maintained

24 Frozen poultry meat and fish are thawed correctly to ensure maximum qualityhygiene and nutrition

3 Cook basic poultry meat and fish dishes 31 Suitable equipment for poultry meat and fish preparation and cooking is selected andused

32 Suitable marinades are prepared and used where appropriate for a variety of poultrymeat and fish cuts

33 A variety of appropriate cooking methods are used for basic poultry meat and fishdishes

34 A variety basic poultry meat and fish dishes are cooked and presented to standardrecipe specifications

35 Poultry meat and fish dishes are presented using suitable sauces garnishes andaccompaniments

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and purchase poultry meat and fish Learning hours 10

Learning outcomes Content Leaning activities Resources

11 Identify different types of

poultry meat and fish

bull Types of poultry

Chicken Turkey Duck

bull Types of meat Beef Veal Lamb Goat

Porkbull Types of fish

White fish Oily fish Shellfish

o Research

o Brainstormingo Group worko Presentationo

983085 Resource books

12 Select poultry meat andfish

bull Chicken meat and fish cutsbull Processed productsbull Quality criteria for selecting

fresh and healthy chicken meatand fish Quality points for poultry- Smell- Skin- Colour

o Visit of butcheryo Group worko Researcho Presentation

983085 Resource books

- Flexible breastboneUnbroken bones

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- Unbroken bones

Quality points for meat

- Smell- Colour- Compact structure- Texture and colour of fat- Kidney covered with fat

Quality points for Fish- Eyes- Gills- Fresh

- Scales- Skin- Smell- Guts

Learning unit 2 Handle and store meat poultry and fish Learning hours 40

Learning outcomes Content Leaning activities Resources

11 Handle and portionchickenbull

Techniques De-boning Filleting

bull Appropriate equipment andknives

o

Explanation-Demonstrationo Group discussiono Individual Practice

983085

Knife set983085 Cutting Board983085 Reference books983085 Flip chart983085 Markers983085 Board983085 Meat Tag983085 Weighing

983085 Scales

12 Handle and portion meat bull Preparation of butcherrsquos meatDeboning

o Demonstrationindividual practice

983085 Weighing scaleKnife Set

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- Deboning- Portioning

- Cutting- Trimming

- Mincing bull Appropriate equipment and

knives

o individual practice 983085 Knife Set983085 Cutting boards

983085 Slicing machine

983085 Flip Chart983085 Boards983085 Markers

13 Handle and portion fish bull Preparation of fish Gutting portioning Scaling Filleting Skinning

o Demonstrationo Individual practice

983085 Flip chat983085 Markers983085 Board983085

Laptop983085 Projector983085 Cutting board983085 Knife set983085 weighing scale

14 Store chicken meat andfish

bull Storage standards Chemical Store Dry Store

Perishable Freezer Quality and Quantity

bull Preservation methods Salting Smoking Drying Canning

Freezing Marinating

bull Orderingbull Receivingbull Issuing

o Demonstrationo Individual practice

983085 Freezer983085 Fridge983085 Reference Books

983085 Flip chart

983085 Markers983085 Board983085 Scale983085 Shelves983085 Containers983085 Trolley983085 Probe Thermometer

983085 Purchasing order

983085 Receiving form983085 Requisition form

15 Thaw chicken meat andfish

bull Defrosting techniquesbull Health and hygiene regulations

o Demonstrationo Individual practice

983085 drip tray

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Learning unit 3 Cook and present basic poultry meat and fish dishes Learning hours 70

Learning outcomes Content Leaning activities Resources

21 Cook and present basicpoultry dishes

bull Marinating Herbs Oil spices

bull Cooking method

steaming grilling roasting boiling baking broiling smoking poaching

bull Seasoning salt black pepper or white

pepper

bull Presentation techniques

o Demonstrationo Individual practice

983085 Recipes983085 Heavy pans983085 Frying pans983085 Chopping board983085 Knives

983085 Flip chat

983085 Markers983085 Board983085 Laptop983085 Projector983085 Cutting board983085 Knife set983085 Weighing scale

983085 Oil

983085 Onions983085 Garlic983085 Rose mary983085 Salt983085 Light soya sauce

22 Cook and present basicmeat dishes 23 Cook and present basic

fish dishes

MODULE 12 Basic pastries and cakes

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MODULE 12 Basic pastries and cakes

Competence Make basic pastries and cakes

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

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

1 Prepare basic pastries and cakes 11 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are prepared

12 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are decorated

13 Suitable equipment safely and efficiently selected and used

2 Prepare and produce bakery products 21 A range of yeast-based doughs are prepared to standard recipes

22 Suitable equipment safely and efficiently selected and used

3 Portion and store pastries cakes and yeast goods 31 Portion control is applied to minimise wastage

32 Cakes pastry and bakery products Store to minimise spoilage and wastage

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare basic pastries and cakes Credit6

Learning Outcome Content Learning Activities Resources11 Identify different types ofpastries and cakes

bull Types of Pastry Products Sponge cakes Choux paste Sugar paste Sweet bread Cookies

o Researcho Presentationo Brainstorming

983085 Reference books

Mousses Ice cream

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doughnuts

12 Prepare basic pastryproducts

bull Sponge cakes Preparation techniques Baking techniques

bull Doughnuts Preparation techniques Baking techniques

bull Cookies Preparation techniques Baking techniques

o Demonstrationo Individual practices

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons13 Decorate pastries and

cakesbull Fillings

Butter cream Fruit Jam

bull Sauces Chocolate sauce Custard Sauce Strawberry Vanilla

o Demonstrationo Individual practiceso

Learning Unit 2 Prepare and produce bakery products

Learning outcomes Content Leaning activities Resources21 Identify different types ofbakery products

bull Types of bakery Products Yeast products

White Bread French Bread Croissant Rolls

o Researcho Presentationo Brainstorming

983085 Reference books

Chapatti Samosa dough

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Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

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MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

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bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

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Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

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Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

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Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

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Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 18: Curriculum Cooker

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Learning unit 2 Address unsafe situations on the job Learning hours 10

Learning outcomes Contents Learning activities Resources 21 Identify the primaryhazards found in workplaces

bull Types of hazards in theworkplace (safety chemicalbiological other health hazards)

o Brainstormingo Group worko Discussion

Pictures

22 Understand why thesituation or substance is

hazardous

bull Hazardous situationsbull Dangerous substances

23 Identify the best ways toaddress specific problemsituations

bull Control methods (removehazard work policies andprocedures protectiveequipment)

o Brainstormingo Discussion

Stories and pictures

Learning unit 3 Respond appropriately to emergencies at work Learning hours 8

Learning outcomes Contents Learning activities Resources 31 Identify emergencies bull Definition of emergency

bull Types of emergencies in aworkplace

o Presentation by the trainero Experience sharing

32 Handle emergencies bull Possible responses toemergencies in the workplace

o Disaster Blaster Game 983085 Disaster Blaster Gameboard paper marker dicegame cards

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Learning unit 4 Prevent HIVAIDS and sexual violence Learning hours 8

Learning outcomes Contents Learning activities Resources 41 Understand reproductivehealth

bull Puberty and body changebull Female reproductionbull Male reproductionbull Consequences of early

pregnancy

o Small group discussionso Pair discussiono

42 Be sensitized to HIV AIDS

bull Definitionbull Transmissionbull Prevention (ABC)bull Treatmentbull Other STIrsquosbull Stigma and VCT

o HIV gameo Questions and answerso True or falseo Group worko Demonstration (condom use)o Role play (condom negotiation)

983085 Scenarios for HIV game983085 True and false statements

43 Be sensitized to sexualviolence

bull Definition of sexual violencebull Definition of rapebull Consequences of sexual

violence

o Story tellingo Group discussiono Large group discussion

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project3 HARE Prevention of HIV and AIDS in Rwanda through education Irish Aid and VSO

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MODULE 4 Communication on the workplace

Competence Communicate effectively on the workplace

RTQF LEVEL CREDITS 2 LEARNING HOURS 20

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to communicate and get along well with others in a variety of settings and for arange of purposes The module will allow the participant to speak and listen actively and appropriately one-on-one and in groups to

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

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Listen and speak effectively 11 Strategies for effective listening are applied

12 Instructions are adequately interpreted and followed

13 Clear and accurate information and instructions are provided to colleagues

2 Cooperate and work as a team member 21 Team objectives are reached through effective cooperation

22 Diversity of team members is respected

23 Lead a team efficiently

24 Demonstrate problem solving and decision making skills

3 Apply customer care 31 Importance and principles of good customer service are understood

32 Quality service is provided

33 Clear verbal information is provided to customers face to face or on thetelephone

34 Conflicts with customers are handled politely and adequately

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COURSE STRUCTUREThe 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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Listen and speak effectively Learning hours 6

Learning outcomes Contents Learning activities Resources

11 Apply effective listen skills

amp strategies

bull Effective listening skills amp

strategiesbull Assess onersquos listening skillsbull Model good listening skills

o Role play

o Observing role playo Feedback from observerso discussion

983085 Role play scenarios

983085 List of effective listening

skills amp strategies983085 Effective Listening

Observation Form

12 Give and receiveinstructions

bull Importance of giving clearconcise instructions

bull Formulation of instructions

bull Strategies to ask questions forclarification

o individual worko group discussion

13 Identify non-verbalcommunication signs and theimpact on peoplersquosperceptions

bull Importance of non-verbalcommunication

bull Impacts of non-verbalcommunication on how we giveinformation and how we listen

o pair worko large group discussion

14 Demonstrate effectivespeaking skills

bull Effective speaking skills andstrategies

o small group worko practice presentationso large group discussion

983085 List of Effective SpeakingSkills amp Strategies

983085 Speaking Scenarios forgroup work

983085 Effective SpeakingObservation Form

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Learning unit 2 Cooperate and work as a team member Learning hours 8

Learning outcomes Contents Learning activities Resources

21 Identify the differentpersonalities

bull Different personalities andapproaches that individualsbring to a group

o Self-assessmento large group activity (innerouter

circles)o Discussion

983085 Working in Groups Self Assessment

983085 Cooperating with OthersRoles

983085

Elements of an Effective ampCooperative TeamMember

22 Handle differentpersonalities in a group

bull Strategies on how to handledifferent personalities in agroup

23 Cooperate with others toreach the same objective

bull Characteristics of an effectiveand cooperative team member

o Large group activityo Large group discussiono Individual reflectionjournal writing

o Pair work

24 Lead a team efficiently bull Qualities of an effective leaderbull Different leadership stylesbull Appropriate leadership style in a

given contextbull Strategies to lead a team

efficiently

o large group discussiono small group worko role playso small group activity

983085 Role play scenarios

25 Demonstrate problemsolving and decision makingskills

bull challenges and dynamicsamongst people during theproblem solving process

bull steps of problem solving towork and community relatedproblems

bull Communication as a tool forproblem solving

o Large group activityo pair sharingo small group worko large group discussiono Task leadership competition

983085 Scenarios for problem

solving activity

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Learning unit 3 Apply customer care Learning hours 6

Learning outcomes Contents Learning activities Resources

31 Understand theimportance of good customercare

bull Definition of customer servicebull Levels of customer servicebull Customer care principlesbull Importance of customer care

o Experience sharingo Brainstorming

Presentation by trainer

-32 Provide exceptionalquality service

bull Basic customer needsbull Service to meet basic customer

needsbull Definition of customerrsquos

perceptionbull Meeting and exceeding

expectationsbull Getting feedback on the

provided service

o individual reflectiono large group discussiono role play

33 Communicate effectivelywith customers by telephoneand face to face

bull Telephone tipsbull Recording a telephone message

o large group discussiono skito pair role plays

983085 Role Play scenarios forCommunicating withCustomers

34 Handle conflict withdifficult customers

bull Definition of conflict conflictresolutionmanagement

bull Steps of conflict management

with difficult customers

o individual reflectiono Brainstormingo large group discussion

o role play

983085

Reference books 3 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project4 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

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MODULE 5 Computer literacy

Competence 5 Apply computer literacy

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to follow health safety and security procedures identifyhazards assess the associated safety risks and take measures to eliminate or control and minimise the risk It isan obligation for each employee to participate in the management of their own health and safety and that oftheir colleagues and anyone else in the workplace They have a duty to cooperate with their employersinitiatives to ensure safety at work

LEARNING ASSUMED TO BE IN PLACE

Not applicable

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LEARNING UNITS AND PERFORMANCE CRITERIALearning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be ableto

Performance criteria

1 Apply computer fundamentals 11

12

13

14

Identification of Various connectors and ports

Use of different IO devices

Use of Desktoprsquos elements

Scanning of Viruses in the computer and Different Storages Devices

2Use a current word processing package 21

22

23

24

25

56

Text formatting

Table creation and editing

Text Editing

Printing

Saving

Inserting of header Footer and footnotes

3 Use current spreadsheet package 31

32

Using of basic excel tasks

Managing of Sheets in excel workbook

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33

34

35

Formatting of cells and their contents

Using of functions and perform mathematical operations

Excel worksheet Printing

4Use current Power Point Presentations 41

42

43

44

45

46

47

Creating a new presentation

Creating Inserting a slide

Inserting of Graphics

Converting word documents to PowerPoint presentation

Animation

Using Different Presentation view

Printing a presentation

5Use InternetIntranet (Outlook) 51

52

53

54

55

56

Defining and explaining a website

Interacting through instant messaging (Chatting)

Using search Engines (example Google)

Creating Managing favorites using internet explorer

Browsing the internet using the hyperlinks

Downloading and Uploading files using internet

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COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Apply computer fundamentals Learning hours10

Learning outcomes Contents Learning activities Resources

11 Apply Computerbasics

bull Computer Definition

bull Types of computers

Laptops

Desktops

Palm tops

PDA (Personnal Digital assistance)

bull Computer HardwareMemorybull Definition

bull Role of Memory

bull Features

- Capacity

- Speed

- Non Volativitybull Types of Memory

- ROM (Read only memory)

- RAM (Random access memory)

- ExternalInternal memories (Hard

diskdisketteCDFlash disketc)

-Open a computer case andObserve different types ofmemory-Group Discussion on each type ofmemory

-Computer Lab-Computer Tool Kit-CD DVDs Diskettes-White Board-Markers

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12Identify Variousconnectors and ports

bull Connectors and ports

- Definition

bull IO (Input and Output) Ports andconnectors

- Serial ports

- Parallel ports

- USB

- Keyboard Mouse connectors

- VGA Connectors

-Observe different connectors aswell as input and output ports

-Exercises on ports identifications

-Computer Lab-Computer Tool Kit

-CD DVDs Diskettes-Different types of CablesDifferent types Connectors-White Board-Markers

13Use different IOdevices

bull Peripherals

- Definition

- Categories IO devices

Input devices (mouse Keyboard

scanner CDDVD-ROM and

diskettes drivers etc)

Output devices (Monitor Diskette

CDDVD-ROM Writer Printer etc)

Types of keyboards

- AZERTY

- QWERTY

Practical exercises on connectingthe mouse keyboard Monitor tothe CPU (Central processing unit)

-Computer Lab-Computer Tool Kit-CD DVDs Diskettes-Printer-Scanner

-White Board

14Use Desktoprsquoselements

bull Windows and its components

- Desktop

- Task bar

- Start menu

- Minimize Maximize Close buttons

-Brainstorming on Desktoprsquoselements-Use the desktop the tasks barand the start menu

-Computer Lab-Projector

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- My Computer

15Scan Viruses in thecomputer and DifferentStorages Devices (Flashdisk External Hard disk)

bull Antivirus definitionbull Importance of antivirusbull Functionalitybull Different Types of antivirus- Norton- Kaspersky- Symantecbull Storages to be scanned- Flash disk- External hard disk- Memory card- Computer hard disk

-Brainstorming the use ofantivirus-Practical exercises on Scanningviruses-Compile activities reports

-Computer Lab-Flash disks-External Hard disk-Cds DVDs-Antivirus-White Board-Markers

Learning Unit 2 Use a word processing package Learning hours 5

Learning outcomes Contents Learning activities Resources

21Format a text bull StyleFontSizeColourbull Paragraphbull Columnbull Tabulationbull Paragraph spacingbull Inserting symbolsSpecial

charactersbullet and numberingbull Borders and shadingheader and

footer

-Reproduce document alreadyformatted-Various exercises to familiarizewith formatting a text

-Computer Lab With CurrentWord processing Packageinstalled in each computer-Projector-White Board

-Markers

22Create and edit atable

bull Inserting a tablebull Inserting a columnbull Inserting a row

-Practical exercises on creatingediting and handling a table

-Computer Lab With CurrentWord processing Packageinstalled in each computer

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bull Deleting tablebull Deleting rowbull

Deleting columnbull Merging cellsbull Splitting cellsbull Drawing a tablebull Table auto formatbull Formula

-Projector-White Board

23Edit document

(Text)

bull SearchFindReplace

bull Deleting a range of textbull The undo commandbull Spelling and grammarbull Synonyms

-Brainstorming Editing text

-Perform practical exercises onthe various tips (options)-compile activities reports

-Computer Lab With Current

Word processing Packageinstalled in each computer-Projector-White Board-Markers

24Print document bull Page setupbull Print previewbull

Print dialog boxbull Selecting printer namebull Printer optionsbull Printing one or more copiesbull Printing in blackwhite or colorbull Print page ranges

-Exercises on printing one ormore copies of a colored

document in black and white-printing in landscape portrait

-Computer Lab With CurrentWord processing Package

installed in each computer-Printer-Projector

25Save documents bull File management- Creation of files- Creation of Folders- File Naming- File Formats

-Practical Exercises on creation offiles folders and file Saving

-Compile activities reports

-Computer Lab With CurrentWord processing Package

installed in each computer-Projector

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26Insert HeaderFooter and footnotes

bull Footnotesbull Header and Footer

- Automatic pagenumbering- Total number of pages- Automatic date- Automatic automatic

authors name

-Exercises on footnotes-Create a document containing

several pagesWith elements such as the pagenumber date automation-practical exercises

-Computer Lab With CurrentWord processing Package

installed in each computer-Projector

Learning Unit 3 Use spreadsheet package Learning hours 5

Learning outcomes Contents Learning activities Resources

31Use Some basicexcel tasks

bull Basic excel tasks

- Open

- Close

- New document

- Undo

- Savesave ashellip

- Sheet

- Selecting a cell

- Validating a cell

- Deleting cell contents

- Modifying cell contents- Selecting group of cells

- Increase and reduce the

cell size

- Delete row and column

- Duplicate cell

-Practical exercises on the use ofbasic excel tasks-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer-Projector

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32Manage Sheets inexcel workbook

bull Selecting a sheet

bull Renaming a sheet

bull Insert new sheetsbull Moving a sheet in a workbook

bull Deleting a sheet

-Practical exercisesOn Managing sheets in excel

workbook

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector

33Format cells andtheir contents

bull Formatting text and cells

- Choosing fontsizecolour

- Adjusting Cow height

- Alignment of cell - Number format

- Inserting rows

- Merging cells

- Creating borders

- Patterns

-Practical exercises in groups andindividual homework onformatting cells

-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer

-Projector

34Use some functionsand performmathematical operations

bull Numbers and Mathematicalcalculations

- Addition - Multiplication - Division - Subtraction - AutoSum

- Absolute and relativeReference - Function

Average Minimum Maximum

-Practical exercises in groups andindividual homework onformatting cells-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer-Projector

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35 Print an excelworksheet

bull Page setupbull Print previewbull

Print dialogue boxbull Print optionsbull Print one or more copiesbull Print in blackwhite or colorbull Print page rangesbull Printing a selection

-Print one or more copies of aworksheet

-Print colour or white and blackworksheet-practical exercises (individualand in group)-print horizontallyvertically

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector-Printer

Learning Unit 4 Use Presentation application Learning hours 5

Learning outcomes Learning outcomes Learning outcomes Learning outcomes

41Launch Ms Powerpoint

bull Power point Definition

bull Role

bull Power point environment

- Title Bar

- Menu Bar- Toolbars

- Formatting tool bar

- Title

- Sub title

-Using a power pointpresentation with slide showgetfeedback from learners on thearea of application of Ms powerpoint-Launch powerpoint and observethe screen individual exercises

-Computer Lab With Currentpresentation Software installed in each computer-Projector

42Create a newpresentation

bull Creating new presentation

bull Blank presentation

bull Design template

bull Auto content wizards

-Create presentation using thevarious methods-practical exercises (individualand in groups)

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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43Create Insert a slide bull Creating a slide

bull Inserting a slide

bull Modifying a slide

-Exercises on creating insertingand modifying a slide

-Computer Lab With Currentpresentation Software

installed in each computer-Projector

44Insert Graphics bull GraphicsClip artWord

ArtLibrary ImagesInserting

image from file

Exercises on inserting images inthe slides

-Computer Lab With Currentpresentation Software installed in each computer-Projector

45Convert word

documents toPowerPoint presentation

bull Copy Cut Move

bull Process of conversion

-Practical exercises on File

transformation

-Computer Lab With Current

presentation Software installed in each computer-Projector

46Animate apresentation

bull Animation

bull Custom animation

bull Slide transition

-Familiarize with animation of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

47Use DifferentPresentation view

bull Normal View

bull Slide Sorter view

bull Slide show

-Switch between the views toimprove the presentation-Group discussion andbrainstorming

-Computer Lab With Currentpresentation Software installed in each computer-Projector

48 Print a presentation bull Printing a presentation

bull Print preview

bull Printing a copy or multiple

-Exercises on printing in blackand white or in colour printingone or more copies of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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copies

bull Printing one slide on a page

bull Printing more slides on a page

Learning Unit 5 Use InternetIntranet (Outlook) Learning hours 5

Learning outcomes Contents Learning activities Resources

51 Define and explain awebsite

bull Introduction

World wide web

Web page

Web site

-Visit web sites and browsedifferent pages-Group discussion based onobservation

-Internet Connection-Computer Lab-projector

52Interact throughinstant messaging

(Chatting)

bull Definition

bull Steps to create a chat account

bull Chatting options

Instant messaging with or

no web cam

Calling

Sending files

-Group Discussion on Interactingthrough instant messaging

-Exercises on chatting in groups-Compile activities reports

-Internet Connection-Computer Lab

-projector

53Use search Engines(example Google)bull

Search engines- Definition

- Role

- Some Types of search

engine

wwwGooglecom

-Perform practical exercises onthe use of search engines -Internet Connection-Computer Lab-projector

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wwwYahoocom

54Create Managefavorites using internetexplorer

bull Favorites

- Create Favorites

- Rename Move Favorites

-Practical exercises on creatingmoving and renaming favorites

-Internet Connection-Computer Lab-projector

55Browse the internetusing the hyperlinks

bull Web Browser

- Browser buttons

- Address bar

- Status bar

- Scroll bar

- Home page

- FrontBack arrows

- Refresh button

- Start page

-Open a web using the addressbar-Browse different web pages

-practical exercises On Browsinginternet using hyperlink

-Internet Connection-Computer Lab-projector

56Download andUpload files usinginternet

bull Downloadingbull File attachment

-Practical exercises ondownloading and uploading filesusing internet

-Internet Connection-Computer Lab-projector

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MODULE 6 Mise en place and cooking methods

Competence Organise and cook food

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to use kitchen equipment and tools to prepare mise en place and use basic cookingmethods

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 hygiene and food safety

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be ableto

Performance criteria

1 Select and use cooking equipment andtechnology

11 Appropriate equipment and technology is selected for particular cookingmethods

12 Equipment is used hygienically safely and according to manufacturerinstructions

2 Prepare mise en place 21 Ingredients are identified and obtained according to standards recipe

22 Ingredients are prepared according to the correct quantity type and quality

3 Prepare and cook food using basic methods ofcooking

31 Various cooking methods are used to prepare dishes to enterprise standard

32 Correct quantities and ratios of commodities for specific cooking methods arecalculated

33 Cooking process is completed in a logical and safe manner

34 Problems with the cooking process are identified promptly and take correctiveaction

35 Dishes are prepared using a range of methods and current technology withinacceptable enterprise and customer timeframes

36 Work cooperatively with kitchen and front-of-house colleagues to ensure timelypreparation of dishes

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and use cooking equipment and technology Learning hours 20

Learning outcomes Content Leaning activities Resources

11 Identify kitchenequipment and tools

bull Specification of Kitchenequipment amp tools

bull Kitchen orientation

o Group discussiono Researcho Role Playo

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

12 Use and maintain Kitchenequipment and tools

bull

Hand tools

bull Electrical toolsbull Heavy equipment

o Group discussiono Researcho Role Play

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

Learning unit 2 Prepare mise en place Learning hours 20

Learning outcomes Content Leaning activities Resources

21 Identify ingredients for arecipe

bull Types of food itemsbull Characteristics and uses of food

items

o Group discussiono Researcho Role Play

983085 Recipe book983085 Reference Books983085 Flipchart markers-

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bull Contents of recipebull Quantities in function of

number of customers to be

servedbull Quality of ingredients

983085 Projectors983085 Board983085 Laptops

22 Prepare ingredients bull Cleaning techniquesbull Pealing and cutting techniquesbull Measuring and weighingbull Storage for different type of

ingredients

o Demonstrationo Individual practice

983085 Kitchen equipment Kitchentools

23 Apply checklist procedures bull FIFObull LIFObull Verification of quality product

o Group discussiono Demonstrationo Individual practiceo Role Play

983085 Recipe book Flipchart

983085 Markers983085 Tags983085 Products983085 Bin cards983085 Checklist

Learning unit 3 Prepare and cook food using basic methods of cooking Learning hours 20

Learning outcomes Content Leaning activities Resources

31 Identify the differentcooking methods

bull Types of cooking methods Boiling Deep frying Stir-frying

Baking Steaming Simmering skimming grilling roasting broiling

o Small group discussiono Demonstrationo Individual practice

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smoking poaching

bull Characteristics of different

foods and appropriate cookingmethods

bull Underlying principles of all basiccooking methods

bull Effect of different cookingmethods on the nutritionalvalue of food

32 Cook basic dishes using arange of methods

bull Basic dishes o Demonstrationo Individual practice

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MODULE 7 Salads and Sandwiches

Competence Prepare salads and sandwiches

RTQF LEVEL CREDITS 4 LEARNING HOURS 40

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present different sorts of salads and sandwiches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare and present a variety of salads anddressings

11 Suitable ingredients are chosen

12 Salads are prepared using fresh ingredients and respecting nutritional valueeating characteristics and taste

13 Suitable sauces and dressings are prepared and incorporated into or servedwith salad

14 Salads are presented attractively

2 Prepare and present sandwiches 21 Suitable bases are selected from a range of bread types

22 A variety of sandwich types are prepared using a range of appropriate

techniques

23 Appropriate equipment is selected for toasting and heating sandwiches andused correctly and safely

24 Sandwiches are present in an attractive manner using suitable garnishesand serviceware

3 Store salads and sandwiches 31 Store salads and sandwiches hygienically at the correct temperature in

appropriate conditions and containers to maintain freshness taste andquality

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare and present a variety of salad and dressings Learning hours 20

Learning Outcome Content Learning Activities Resources

11 Identify ingredients for

salads

bull Commodities and food

combinations for use in salads

o Researcho Presentationo Group work

983085 Salad recipes

12 Prepare salads bull Types of salads Simple Compound

bull Components of salads Base Body Dressing Garnish

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls

983085 Knife sets

983085 Required ingredients983085 Cutting Board

13 Prepare dressings bull Types of salad dressing French dressing

Italian dressing Dijon dressing Vinaigrette Thousand Island dressing

bull Compatibility of dressings withdifferent types of salads

o Researcho Presentationo Demonstrationo Individual practice

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14 Present salads bull Methods of attractivepresentation for salads anddressings

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 2 Prepare Sandwiches Learning hours 15

Learning outcome Content Learning Activity Resources

21 Identify ingredients forsandwiches

bull Suitable breads White bread Wheat bread Buns Baguette

bull Suitable filling Cheese Ham Fried eggs Vegetables Cooked meat

o Presentationo Research

983085 Sandwiches recipes

22 Prepare sandwiches bull Types of Sandwiches Hot Cold

bull Food combinations forsandwiches

bull Preparation techniques spreading layering portioning moulding cutting garnishing

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls983085 Knife sets983085 Required ingredients983085 Salamander983085 Cutting Board

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toasting

23 Present sandwiches bull Methods of attractivepresentation for sandwiches

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 3 Store salads and sandwiches Learning hours 5

Learning outcome Content Learning Activity Resources

31 Store salads andsandwiches

bull Suitable storage techniques tomaintain optimum quality ofingredients

bull Types of containers

o Presentationo Demonstrationo Individual practice

983085 Containers983085 Fridge

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MODULE 9 Pasta and starches

Competence Cook pasta and starches

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present pastas and starches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare pasta 11 The different types of pasta are identified

12 Various pasta are prepared using appropriate methods to ensure optimumquality

13 Appropriate sauces and accompaniments are selected

2 Prepare starches 21 The different types of starches are identified

22 Various starches are prepared using appropriate methods to ensureoptimum quality

Appropriate sauces and accompaniments are selected

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare Pasta Learning hours 30

Learning outcome Content Learning Activities Resources

11 identify the different types

of pasta

bull Types of Pasta amp their products

Egg Pasta Noodles

Egg less pasta Spaghetti

White pasta Lasagna

Green Pasta Green lasagna

Stuffed Past Ravioli Cannelloni Lunette

Dessert Pasta Poppy seed pasta Cinnamon pasta

Dumpling Pasta Gnocchi

Whole wheat

o Researcho Presentation

983085 Reference books

983085 recipes

12 Prepare pasta dishes bull Cooking methods Boiling Stir-frying Baking

o Demonstrationo Researcho Individual practiceso Presentation

983085 Recipes983085 Baking trays983085 Baking Ovens983085 Required ingredients

S C k

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Steaming 983085 Cooking pans983085 Pasta roller983085 Flip chart

983085 Markers

983085 Boards983085 Tongs983085 Forks983085 Plates

13 Present pasta dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

Learning Unit 2 Prepare Starches Learning hours 30

Learning outcome Content Learning Activities Resources

21 Identify the differenttypes of pasta

bull Starch products Cassava Yams Sweet potatoes Rice Maize meal

o Researcho Presentation

983085 Reference books983085 recipes

21 Prepare starch products bull Cooking methods Boiling Deep frying Stir-frying Baking Steaming

o Demonstrationo Individual practices

983085 Baking trays983085 Baking Ovens983085 Required ingredients983085 Cooking pans983085 Steaming Machine983085 Flip chart

983085 Markers

983085 Boards983085 Forks983085 Spoons983085 Plates

23 Present starch dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

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MODULE 10 Stocks sauces and soups

Competence Prepare stocks sauces and soups

RTQF LEVEL CREDITS 10 LEARNING HOURS 100

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare different types of stocks soups and sauces

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplace

Module 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare stocks required for menu items 11 Ingredients and flavouring agents are uses according to standard recipes

12 A variety of stocks are produced

2 Prepare sauces required for menu items 21 A variety of hot and cold sauces are produced from classical andcontemporary recipes

22 A variety of thickening agents and convenience products are usedappropriately

23 Sauces are evaluated for flavour colour and consistency and any problemsare rectified

3 Prepare soups 31 The correct ingredients are selected and assembled to produce soupsincluding stocks and prepared garnishes

32 A variety of soups is produced

33Clarifying and thickening agents and methods are used where appropriate

34 Soups are evaluated for flavour colour consistency and temperature and anyproblems are rectified

35 Soups are presented at the right temperature in clean serviceware withoutdrips and spills using suitable garnishes and accompaniments

4 St d tit t t k d 4 1

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4 Store and reconstitute stocks sauces and soups 41 Store stocks sauces and soups to maintain optimum freshness and quality

42 Reconstitute stocks sauces and soups to appropriate standards ofconsistency

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Prepare stocks required for menu items Learning hours 30

Learning outcomes Content Learning activities Resources

11 Identify the ingredients

for different types of stocks

bull Types of stocks

Vegetable stock Beef stock Chicken stock Fish stock

bull Ingredients

o Group discussion

o Presentationo research

983085 reference books

983085 recipes

12 Cook various stocks bull Cooking methods Boiling Simmering Skimming Cooling Straining

o Applicationo Exerciseo Demonstration

983085 Equipments983085 Tools

983085 CLeaning products

983085 Cleaning materials983085 Stock pots983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

Learning unit 2 Prepare sauces required for menu items Learning hours 30

Learning outcomes Content Leaning activities Resources

21 Identify the ingredientsfor different types of sauces

bull Types of sauces Cold sauces Hot sauces

o Demonstrationo Individual practiceo Presentation

983085 Books983085 Flipchart983085 Markers Projectors

Mother sauces 983085 White board Laptops

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Mother sauces Basic Derivations Special sauces

White board Laptops983085 Recipe books

22 Identify equipments bull Identification of Tools andequipments sauce pots blender strainer sauce ladles knife set spatulas

cutting boards lighter stove

o Explanationo Demonstrationo Individual practice

983085 Books

983085 Flipchart Markers983085 Projectors983085 White board983085 Laptops983085 Recipe books983085 Menu

23 Prepare sauces bull Methods of cooking Boiling Simmering

bull Thickening agents Roux Cornflour Modified starch Liaison

o Explanationo Demonstrationo Individual practice

983085 Equipments983085 Tools983085 Cleaning products983085 Cleaning materials

983085 Stock pots

983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

24 Evaluate the quality ofsauces and rectify thembull Common problems in saucesbull Techniques to rectify sauces

o Observationo Group worko Individual practice

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Learning unit 3 Prepare soup Learning hours 30

Learning outcomes Content Leaning activities Resources

31 Identify the ingredientsfor different types of sauces

bull Types of soup Clear soups Pureacutee soups Cream soups

bull Ingredients

o Researcho Brainstorming

983085 Recipe guide983085 Cooking books

32 Prepare different types of

soup

bull Method of cooking Boiling

bull Thickening agents

o Demonstrationo Individual practiceo Presentation

983085 Note book

983085 pens

983085 Board983085 Markers983085 Fish stock983085 Beef stock983085 Vegetable stock983085 Strainers

33 Evaluate the quality ofsoups and rectify them

bull Common problems in soupsbull Techniques to rectify soups

o Observationo Group worko Individual practice

34 Present soup bull Presentation techniquesbull Garnishing techniquesbull Soup accompaniments

o Observationo Individual practice

983085 Plates983085 Bowls

Learning unit 4 Store and reconstitute stocks sauces and soups Learning hours 10

Learning outcomes Content Leaning activities Resources41 Store stocks sauces andsoups

bull Storage techniques andprocedures

bull Labelling

o Demonstrationo Explanationo Individual practice

983085 Pots983085 Fridge983085 Freezer983085 Labelling cards

42 Reconstitute stockssauces and soups

bull Reheating techniquesbull Principles of hygiene

983085 Equipment

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MODULE 11 Meat poultry and fish

Competence Select prepare and cook meat poultry and fish

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safety

Module 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unit Performance criteria

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gBy the end of the module the trainee will be able to

1 Select and purchase poultry meat and fish11 Poultry is selected and purchased according to quantity and quality required

12 Primary secondary and portioned cuts of pork goat beef and veal are selectedaccording to quantity and quality required

13 Fish is selected according to quality according to quantity and quality required

14 Low-cost cuts and meat products are selected when and where appropriate

15 The best supplier for quality and price is selected

2 Handle and store meat poultry and fish 21 Suitable knives and equipment for poultry meat and fish handling is selected andused

22 Poultry meat and fish are handled and portioned according to menu requirementsand hygienically to minimise risk of food spoilage or cross-contamination

23 Poultry meat and fish are stored hygienically ensuring optimal storage conditions andappropriate temperature are maintained

24 Frozen poultry meat and fish are thawed correctly to ensure maximum qualityhygiene and nutrition

3 Cook basic poultry meat and fish dishes 31 Suitable equipment for poultry meat and fish preparation and cooking is selected andused

32 Suitable marinades are prepared and used where appropriate for a variety of poultrymeat and fish cuts

33 A variety of appropriate cooking methods are used for basic poultry meat and fishdishes

34 A variety basic poultry meat and fish dishes are cooked and presented to standardrecipe specifications

35 Poultry meat and fish dishes are presented using suitable sauces garnishes andaccompaniments

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and purchase poultry meat and fish Learning hours 10

Learning outcomes Content Leaning activities Resources

11 Identify different types of

poultry meat and fish

bull Types of poultry

Chicken Turkey Duck

bull Types of meat Beef Veal Lamb Goat

Porkbull Types of fish

White fish Oily fish Shellfish

o Research

o Brainstormingo Group worko Presentationo

983085 Resource books

12 Select poultry meat andfish

bull Chicken meat and fish cutsbull Processed productsbull Quality criteria for selecting

fresh and healthy chicken meatand fish Quality points for poultry- Smell- Skin- Colour

o Visit of butcheryo Group worko Researcho Presentation

983085 Resource books

- Flexible breastboneUnbroken bones

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- Unbroken bones

Quality points for meat

- Smell- Colour- Compact structure- Texture and colour of fat- Kidney covered with fat

Quality points for Fish- Eyes- Gills- Fresh

- Scales- Skin- Smell- Guts

Learning unit 2 Handle and store meat poultry and fish Learning hours 40

Learning outcomes Content Leaning activities Resources

11 Handle and portionchickenbull

Techniques De-boning Filleting

bull Appropriate equipment andknives

o

Explanation-Demonstrationo Group discussiono Individual Practice

983085

Knife set983085 Cutting Board983085 Reference books983085 Flip chart983085 Markers983085 Board983085 Meat Tag983085 Weighing

983085 Scales

12 Handle and portion meat bull Preparation of butcherrsquos meatDeboning

o Demonstrationindividual practice

983085 Weighing scaleKnife Set

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- Deboning- Portioning

- Cutting- Trimming

- Mincing bull Appropriate equipment and

knives

o individual practice 983085 Knife Set983085 Cutting boards

983085 Slicing machine

983085 Flip Chart983085 Boards983085 Markers

13 Handle and portion fish bull Preparation of fish Gutting portioning Scaling Filleting Skinning

o Demonstrationo Individual practice

983085 Flip chat983085 Markers983085 Board983085

Laptop983085 Projector983085 Cutting board983085 Knife set983085 weighing scale

14 Store chicken meat andfish

bull Storage standards Chemical Store Dry Store

Perishable Freezer Quality and Quantity

bull Preservation methods Salting Smoking Drying Canning

Freezing Marinating

bull Orderingbull Receivingbull Issuing

o Demonstrationo Individual practice

983085 Freezer983085 Fridge983085 Reference Books

983085 Flip chart

983085 Markers983085 Board983085 Scale983085 Shelves983085 Containers983085 Trolley983085 Probe Thermometer

983085 Purchasing order

983085 Receiving form983085 Requisition form

15 Thaw chicken meat andfish

bull Defrosting techniquesbull Health and hygiene regulations

o Demonstrationo Individual practice

983085 drip tray

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Learning unit 3 Cook and present basic poultry meat and fish dishes Learning hours 70

Learning outcomes Content Leaning activities Resources

21 Cook and present basicpoultry dishes

bull Marinating Herbs Oil spices

bull Cooking method

steaming grilling roasting boiling baking broiling smoking poaching

bull Seasoning salt black pepper or white

pepper

bull Presentation techniques

o Demonstrationo Individual practice

983085 Recipes983085 Heavy pans983085 Frying pans983085 Chopping board983085 Knives

983085 Flip chat

983085 Markers983085 Board983085 Laptop983085 Projector983085 Cutting board983085 Knife set983085 Weighing scale

983085 Oil

983085 Onions983085 Garlic983085 Rose mary983085 Salt983085 Light soya sauce

22 Cook and present basicmeat dishes 23 Cook and present basic

fish dishes

MODULE 12 Basic pastries and cakes

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MODULE 12 Basic pastries and cakes

Competence Make basic pastries and cakes

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

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

1 Prepare basic pastries and cakes 11 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are prepared

12 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are decorated

13 Suitable equipment safely and efficiently selected and used

2 Prepare and produce bakery products 21 A range of yeast-based doughs are prepared to standard recipes

22 Suitable equipment safely and efficiently selected and used

3 Portion and store pastries cakes and yeast goods 31 Portion control is applied to minimise wastage

32 Cakes pastry and bakery products Store to minimise spoilage and wastage

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare basic pastries and cakes Credit6

Learning Outcome Content Learning Activities Resources11 Identify different types ofpastries and cakes

bull Types of Pastry Products Sponge cakes Choux paste Sugar paste Sweet bread Cookies

o Researcho Presentationo Brainstorming

983085 Reference books

Mousses Ice cream

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doughnuts

12 Prepare basic pastryproducts

bull Sponge cakes Preparation techniques Baking techniques

bull Doughnuts Preparation techniques Baking techniques

bull Cookies Preparation techniques Baking techniques

o Demonstrationo Individual practices

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons13 Decorate pastries and

cakesbull Fillings

Butter cream Fruit Jam

bull Sauces Chocolate sauce Custard Sauce Strawberry Vanilla

o Demonstrationo Individual practiceso

Learning Unit 2 Prepare and produce bakery products

Learning outcomes Content Leaning activities Resources21 Identify different types ofbakery products

bull Types of bakery Products Yeast products

White Bread French Bread Croissant Rolls

o Researcho Presentationo Brainstorming

983085 Reference books

Chapatti Samosa dough

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Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

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MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

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bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

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Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

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Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

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Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

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Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 19: Curriculum Cooker

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Learning unit 4 Prevent HIVAIDS and sexual violence Learning hours 8

Learning outcomes Contents Learning activities Resources 41 Understand reproductivehealth

bull Puberty and body changebull Female reproductionbull Male reproductionbull Consequences of early

pregnancy

o Small group discussionso Pair discussiono

42 Be sensitized to HIV AIDS

bull Definitionbull Transmissionbull Prevention (ABC)bull Treatmentbull Other STIrsquosbull Stigma and VCT

o HIV gameo Questions and answerso True or falseo Group worko Demonstration (condom use)o Role play (condom negotiation)

983085 Scenarios for HIV game983085 True and false statements

43 Be sensitized to sexualviolence

bull Definition of sexual violencebull Definition of rapebull Consequences of sexual

violence

o Story tellingo Group discussiono Large group discussion

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project3 HARE Prevention of HIV and AIDS in Rwanda through education Irish Aid and VSO

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MODULE 4 Communication on the workplace

Competence Communicate effectively on the workplace

RTQF LEVEL CREDITS 2 LEARNING HOURS 20

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to communicate and get along well with others in a variety of settings and for arange of purposes The module will allow the participant to speak and listen actively and appropriately one-on-one and in groups to

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

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Listen and speak effectively 11 Strategies for effective listening are applied

12 Instructions are adequately interpreted and followed

13 Clear and accurate information and instructions are provided to colleagues

2 Cooperate and work as a team member 21 Team objectives are reached through effective cooperation

22 Diversity of team members is respected

23 Lead a team efficiently

24 Demonstrate problem solving and decision making skills

3 Apply customer care 31 Importance and principles of good customer service are understood

32 Quality service is provided

33 Clear verbal information is provided to customers face to face or on thetelephone

34 Conflicts with customers are handled politely and adequately

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COURSE STRUCTUREThe 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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Listen and speak effectively Learning hours 6

Learning outcomes Contents Learning activities Resources

11 Apply effective listen skills

amp strategies

bull Effective listening skills amp

strategiesbull Assess onersquos listening skillsbull Model good listening skills

o Role play

o Observing role playo Feedback from observerso discussion

983085 Role play scenarios

983085 List of effective listening

skills amp strategies983085 Effective Listening

Observation Form

12 Give and receiveinstructions

bull Importance of giving clearconcise instructions

bull Formulation of instructions

bull Strategies to ask questions forclarification

o individual worko group discussion

13 Identify non-verbalcommunication signs and theimpact on peoplersquosperceptions

bull Importance of non-verbalcommunication

bull Impacts of non-verbalcommunication on how we giveinformation and how we listen

o pair worko large group discussion

14 Demonstrate effectivespeaking skills

bull Effective speaking skills andstrategies

o small group worko practice presentationso large group discussion

983085 List of Effective SpeakingSkills amp Strategies

983085 Speaking Scenarios forgroup work

983085 Effective SpeakingObservation Form

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Learning unit 2 Cooperate and work as a team member Learning hours 8

Learning outcomes Contents Learning activities Resources

21 Identify the differentpersonalities

bull Different personalities andapproaches that individualsbring to a group

o Self-assessmento large group activity (innerouter

circles)o Discussion

983085 Working in Groups Self Assessment

983085 Cooperating with OthersRoles

983085

Elements of an Effective ampCooperative TeamMember

22 Handle differentpersonalities in a group

bull Strategies on how to handledifferent personalities in agroup

23 Cooperate with others toreach the same objective

bull Characteristics of an effectiveand cooperative team member

o Large group activityo Large group discussiono Individual reflectionjournal writing

o Pair work

24 Lead a team efficiently bull Qualities of an effective leaderbull Different leadership stylesbull Appropriate leadership style in a

given contextbull Strategies to lead a team

efficiently

o large group discussiono small group worko role playso small group activity

983085 Role play scenarios

25 Demonstrate problemsolving and decision makingskills

bull challenges and dynamicsamongst people during theproblem solving process

bull steps of problem solving towork and community relatedproblems

bull Communication as a tool forproblem solving

o Large group activityo pair sharingo small group worko large group discussiono Task leadership competition

983085 Scenarios for problem

solving activity

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Learning unit 3 Apply customer care Learning hours 6

Learning outcomes Contents Learning activities Resources

31 Understand theimportance of good customercare

bull Definition of customer servicebull Levels of customer servicebull Customer care principlesbull Importance of customer care

o Experience sharingo Brainstorming

Presentation by trainer

-32 Provide exceptionalquality service

bull Basic customer needsbull Service to meet basic customer

needsbull Definition of customerrsquos

perceptionbull Meeting and exceeding

expectationsbull Getting feedback on the

provided service

o individual reflectiono large group discussiono role play

33 Communicate effectivelywith customers by telephoneand face to face

bull Telephone tipsbull Recording a telephone message

o large group discussiono skito pair role plays

983085 Role Play scenarios forCommunicating withCustomers

34 Handle conflict withdifficult customers

bull Definition of conflict conflictresolutionmanagement

bull Steps of conflict management

with difficult customers

o individual reflectiono Brainstormingo large group discussion

o role play

983085

Reference books 3 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project4 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

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MODULE 5 Computer literacy

Competence 5 Apply computer literacy

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to follow health safety and security procedures identifyhazards assess the associated safety risks and take measures to eliminate or control and minimise the risk It isan obligation for each employee to participate in the management of their own health and safety and that oftheir colleagues and anyone else in the workplace They have a duty to cooperate with their employersinitiatives to ensure safety at work

LEARNING ASSUMED TO BE IN PLACE

Not applicable

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LEARNING UNITS AND PERFORMANCE CRITERIALearning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be ableto

Performance criteria

1 Apply computer fundamentals 11

12

13

14

Identification of Various connectors and ports

Use of different IO devices

Use of Desktoprsquos elements

Scanning of Viruses in the computer and Different Storages Devices

2Use a current word processing package 21

22

23

24

25

56

Text formatting

Table creation and editing

Text Editing

Printing

Saving

Inserting of header Footer and footnotes

3 Use current spreadsheet package 31

32

Using of basic excel tasks

Managing of Sheets in excel workbook

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27

33

34

35

Formatting of cells and their contents

Using of functions and perform mathematical operations

Excel worksheet Printing

4Use current Power Point Presentations 41

42

43

44

45

46

47

Creating a new presentation

Creating Inserting a slide

Inserting of Graphics

Converting word documents to PowerPoint presentation

Animation

Using Different Presentation view

Printing a presentation

5Use InternetIntranet (Outlook) 51

52

53

54

55

56

Defining and explaining a website

Interacting through instant messaging (Chatting)

Using search Engines (example Google)

Creating Managing favorites using internet explorer

Browsing the internet using the hyperlinks

Downloading and Uploading files using internet

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COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Apply computer fundamentals Learning hours10

Learning outcomes Contents Learning activities Resources

11 Apply Computerbasics

bull Computer Definition

bull Types of computers

Laptops

Desktops

Palm tops

PDA (Personnal Digital assistance)

bull Computer HardwareMemorybull Definition

bull Role of Memory

bull Features

- Capacity

- Speed

- Non Volativitybull Types of Memory

- ROM (Read only memory)

- RAM (Random access memory)

- ExternalInternal memories (Hard

diskdisketteCDFlash disketc)

-Open a computer case andObserve different types ofmemory-Group Discussion on each type ofmemory

-Computer Lab-Computer Tool Kit-CD DVDs Diskettes-White Board-Markers

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12Identify Variousconnectors and ports

bull Connectors and ports

- Definition

bull IO (Input and Output) Ports andconnectors

- Serial ports

- Parallel ports

- USB

- Keyboard Mouse connectors

- VGA Connectors

-Observe different connectors aswell as input and output ports

-Exercises on ports identifications

-Computer Lab-Computer Tool Kit

-CD DVDs Diskettes-Different types of CablesDifferent types Connectors-White Board-Markers

13Use different IOdevices

bull Peripherals

- Definition

- Categories IO devices

Input devices (mouse Keyboard

scanner CDDVD-ROM and

diskettes drivers etc)

Output devices (Monitor Diskette

CDDVD-ROM Writer Printer etc)

Types of keyboards

- AZERTY

- QWERTY

Practical exercises on connectingthe mouse keyboard Monitor tothe CPU (Central processing unit)

-Computer Lab-Computer Tool Kit-CD DVDs Diskettes-Printer-Scanner

-White Board

14Use Desktoprsquoselements

bull Windows and its components

- Desktop

- Task bar

- Start menu

- Minimize Maximize Close buttons

-Brainstorming on Desktoprsquoselements-Use the desktop the tasks barand the start menu

-Computer Lab-Projector

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- My Computer

15Scan Viruses in thecomputer and DifferentStorages Devices (Flashdisk External Hard disk)

bull Antivirus definitionbull Importance of antivirusbull Functionalitybull Different Types of antivirus- Norton- Kaspersky- Symantecbull Storages to be scanned- Flash disk- External hard disk- Memory card- Computer hard disk

-Brainstorming the use ofantivirus-Practical exercises on Scanningviruses-Compile activities reports

-Computer Lab-Flash disks-External Hard disk-Cds DVDs-Antivirus-White Board-Markers

Learning Unit 2 Use a word processing package Learning hours 5

Learning outcomes Contents Learning activities Resources

21Format a text bull StyleFontSizeColourbull Paragraphbull Columnbull Tabulationbull Paragraph spacingbull Inserting symbolsSpecial

charactersbullet and numberingbull Borders and shadingheader and

footer

-Reproduce document alreadyformatted-Various exercises to familiarizewith formatting a text

-Computer Lab With CurrentWord processing Packageinstalled in each computer-Projector-White Board

-Markers

22Create and edit atable

bull Inserting a tablebull Inserting a columnbull Inserting a row

-Practical exercises on creatingediting and handling a table

-Computer Lab With CurrentWord processing Packageinstalled in each computer

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bull Deleting tablebull Deleting rowbull

Deleting columnbull Merging cellsbull Splitting cellsbull Drawing a tablebull Table auto formatbull Formula

-Projector-White Board

23Edit document

(Text)

bull SearchFindReplace

bull Deleting a range of textbull The undo commandbull Spelling and grammarbull Synonyms

-Brainstorming Editing text

-Perform practical exercises onthe various tips (options)-compile activities reports

-Computer Lab With Current

Word processing Packageinstalled in each computer-Projector-White Board-Markers

24Print document bull Page setupbull Print previewbull

Print dialog boxbull Selecting printer namebull Printer optionsbull Printing one or more copiesbull Printing in blackwhite or colorbull Print page ranges

-Exercises on printing one ormore copies of a colored

document in black and white-printing in landscape portrait

-Computer Lab With CurrentWord processing Package

installed in each computer-Printer-Projector

25Save documents bull File management- Creation of files- Creation of Folders- File Naming- File Formats

-Practical Exercises on creation offiles folders and file Saving

-Compile activities reports

-Computer Lab With CurrentWord processing Package

installed in each computer-Projector

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26Insert HeaderFooter and footnotes

bull Footnotesbull Header and Footer

- Automatic pagenumbering- Total number of pages- Automatic date- Automatic automatic

authors name

-Exercises on footnotes-Create a document containing

several pagesWith elements such as the pagenumber date automation-practical exercises

-Computer Lab With CurrentWord processing Package

installed in each computer-Projector

Learning Unit 3 Use spreadsheet package Learning hours 5

Learning outcomes Contents Learning activities Resources

31Use Some basicexcel tasks

bull Basic excel tasks

- Open

- Close

- New document

- Undo

- Savesave ashellip

- Sheet

- Selecting a cell

- Validating a cell

- Deleting cell contents

- Modifying cell contents- Selecting group of cells

- Increase and reduce the

cell size

- Delete row and column

- Duplicate cell

-Practical exercises on the use ofbasic excel tasks-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer-Projector

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32Manage Sheets inexcel workbook

bull Selecting a sheet

bull Renaming a sheet

bull Insert new sheetsbull Moving a sheet in a workbook

bull Deleting a sheet

-Practical exercisesOn Managing sheets in excel

workbook

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector

33Format cells andtheir contents

bull Formatting text and cells

- Choosing fontsizecolour

- Adjusting Cow height

- Alignment of cell - Number format

- Inserting rows

- Merging cells

- Creating borders

- Patterns

-Practical exercises in groups andindividual homework onformatting cells

-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer

-Projector

34Use some functionsand performmathematical operations

bull Numbers and Mathematicalcalculations

- Addition - Multiplication - Division - Subtraction - AutoSum

- Absolute and relativeReference - Function

Average Minimum Maximum

-Practical exercises in groups andindividual homework onformatting cells-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer-Projector

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35 Print an excelworksheet

bull Page setupbull Print previewbull

Print dialogue boxbull Print optionsbull Print one or more copiesbull Print in blackwhite or colorbull Print page rangesbull Printing a selection

-Print one or more copies of aworksheet

-Print colour or white and blackworksheet-practical exercises (individualand in group)-print horizontallyvertically

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector-Printer

Learning Unit 4 Use Presentation application Learning hours 5

Learning outcomes Learning outcomes Learning outcomes Learning outcomes

41Launch Ms Powerpoint

bull Power point Definition

bull Role

bull Power point environment

- Title Bar

- Menu Bar- Toolbars

- Formatting tool bar

- Title

- Sub title

-Using a power pointpresentation with slide showgetfeedback from learners on thearea of application of Ms powerpoint-Launch powerpoint and observethe screen individual exercises

-Computer Lab With Currentpresentation Software installed in each computer-Projector

42Create a newpresentation

bull Creating new presentation

bull Blank presentation

bull Design template

bull Auto content wizards

-Create presentation using thevarious methods-practical exercises (individualand in groups)

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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43Create Insert a slide bull Creating a slide

bull Inserting a slide

bull Modifying a slide

-Exercises on creating insertingand modifying a slide

-Computer Lab With Currentpresentation Software

installed in each computer-Projector

44Insert Graphics bull GraphicsClip artWord

ArtLibrary ImagesInserting

image from file

Exercises on inserting images inthe slides

-Computer Lab With Currentpresentation Software installed in each computer-Projector

45Convert word

documents toPowerPoint presentation

bull Copy Cut Move

bull Process of conversion

-Practical exercises on File

transformation

-Computer Lab With Current

presentation Software installed in each computer-Projector

46Animate apresentation

bull Animation

bull Custom animation

bull Slide transition

-Familiarize with animation of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

47Use DifferentPresentation view

bull Normal View

bull Slide Sorter view

bull Slide show

-Switch between the views toimprove the presentation-Group discussion andbrainstorming

-Computer Lab With Currentpresentation Software installed in each computer-Projector

48 Print a presentation bull Printing a presentation

bull Print preview

bull Printing a copy or multiple

-Exercises on printing in blackand white or in colour printingone or more copies of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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copies

bull Printing one slide on a page

bull Printing more slides on a page

Learning Unit 5 Use InternetIntranet (Outlook) Learning hours 5

Learning outcomes Contents Learning activities Resources

51 Define and explain awebsite

bull Introduction

World wide web

Web page

Web site

-Visit web sites and browsedifferent pages-Group discussion based onobservation

-Internet Connection-Computer Lab-projector

52Interact throughinstant messaging

(Chatting)

bull Definition

bull Steps to create a chat account

bull Chatting options

Instant messaging with or

no web cam

Calling

Sending files

-Group Discussion on Interactingthrough instant messaging

-Exercises on chatting in groups-Compile activities reports

-Internet Connection-Computer Lab

-projector

53Use search Engines(example Google)bull

Search engines- Definition

- Role

- Some Types of search

engine

wwwGooglecom

-Perform practical exercises onthe use of search engines -Internet Connection-Computer Lab-projector

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wwwYahoocom

54Create Managefavorites using internetexplorer

bull Favorites

- Create Favorites

- Rename Move Favorites

-Practical exercises on creatingmoving and renaming favorites

-Internet Connection-Computer Lab-projector

55Browse the internetusing the hyperlinks

bull Web Browser

- Browser buttons

- Address bar

- Status bar

- Scroll bar

- Home page

- FrontBack arrows

- Refresh button

- Start page

-Open a web using the addressbar-Browse different web pages

-practical exercises On Browsinginternet using hyperlink

-Internet Connection-Computer Lab-projector

56Download andUpload files usinginternet

bull Downloadingbull File attachment

-Practical exercises ondownloading and uploading filesusing internet

-Internet Connection-Computer Lab-projector

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MODULE 6 Mise en place and cooking methods

Competence Organise and cook food

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to use kitchen equipment and tools to prepare mise en place and use basic cookingmethods

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 hygiene and food safety

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be ableto

Performance criteria

1 Select and use cooking equipment andtechnology

11 Appropriate equipment and technology is selected for particular cookingmethods

12 Equipment is used hygienically safely and according to manufacturerinstructions

2 Prepare mise en place 21 Ingredients are identified and obtained according to standards recipe

22 Ingredients are prepared according to the correct quantity type and quality

3 Prepare and cook food using basic methods ofcooking

31 Various cooking methods are used to prepare dishes to enterprise standard

32 Correct quantities and ratios of commodities for specific cooking methods arecalculated

33 Cooking process is completed in a logical and safe manner

34 Problems with the cooking process are identified promptly and take correctiveaction

35 Dishes are prepared using a range of methods and current technology withinacceptable enterprise and customer timeframes

36 Work cooperatively with kitchen and front-of-house colleagues to ensure timelypreparation of dishes

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and use cooking equipment and technology Learning hours 20

Learning outcomes Content Leaning activities Resources

11 Identify kitchenequipment and tools

bull Specification of Kitchenequipment amp tools

bull Kitchen orientation

o Group discussiono Researcho Role Playo

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

12 Use and maintain Kitchenequipment and tools

bull

Hand tools

bull Electrical toolsbull Heavy equipment

o Group discussiono Researcho Role Play

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

Learning unit 2 Prepare mise en place Learning hours 20

Learning outcomes Content Leaning activities Resources

21 Identify ingredients for arecipe

bull Types of food itemsbull Characteristics and uses of food

items

o Group discussiono Researcho Role Play

983085 Recipe book983085 Reference Books983085 Flipchart markers-

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bull Contents of recipebull Quantities in function of

number of customers to be

servedbull Quality of ingredients

983085 Projectors983085 Board983085 Laptops

22 Prepare ingredients bull Cleaning techniquesbull Pealing and cutting techniquesbull Measuring and weighingbull Storage for different type of

ingredients

o Demonstrationo Individual practice

983085 Kitchen equipment Kitchentools

23 Apply checklist procedures bull FIFObull LIFObull Verification of quality product

o Group discussiono Demonstrationo Individual practiceo Role Play

983085 Recipe book Flipchart

983085 Markers983085 Tags983085 Products983085 Bin cards983085 Checklist

Learning unit 3 Prepare and cook food using basic methods of cooking Learning hours 20

Learning outcomes Content Leaning activities Resources

31 Identify the differentcooking methods

bull Types of cooking methods Boiling Deep frying Stir-frying

Baking Steaming Simmering skimming grilling roasting broiling

o Small group discussiono Demonstrationo Individual practice

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smoking poaching

bull Characteristics of different

foods and appropriate cookingmethods

bull Underlying principles of all basiccooking methods

bull Effect of different cookingmethods on the nutritionalvalue of food

32 Cook basic dishes using arange of methods

bull Basic dishes o Demonstrationo Individual practice

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MODULE 7 Salads and Sandwiches

Competence Prepare salads and sandwiches

RTQF LEVEL CREDITS 4 LEARNING HOURS 40

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present different sorts of salads and sandwiches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare and present a variety of salads anddressings

11 Suitable ingredients are chosen

12 Salads are prepared using fresh ingredients and respecting nutritional valueeating characteristics and taste

13 Suitable sauces and dressings are prepared and incorporated into or servedwith salad

14 Salads are presented attractively

2 Prepare and present sandwiches 21 Suitable bases are selected from a range of bread types

22 A variety of sandwich types are prepared using a range of appropriate

techniques

23 Appropriate equipment is selected for toasting and heating sandwiches andused correctly and safely

24 Sandwiches are present in an attractive manner using suitable garnishesand serviceware

3 Store salads and sandwiches 31 Store salads and sandwiches hygienically at the correct temperature in

appropriate conditions and containers to maintain freshness taste andquality

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare and present a variety of salad and dressings Learning hours 20

Learning Outcome Content Learning Activities Resources

11 Identify ingredients for

salads

bull Commodities and food

combinations for use in salads

o Researcho Presentationo Group work

983085 Salad recipes

12 Prepare salads bull Types of salads Simple Compound

bull Components of salads Base Body Dressing Garnish

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls

983085 Knife sets

983085 Required ingredients983085 Cutting Board

13 Prepare dressings bull Types of salad dressing French dressing

Italian dressing Dijon dressing Vinaigrette Thousand Island dressing

bull Compatibility of dressings withdifferent types of salads

o Researcho Presentationo Demonstrationo Individual practice

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14 Present salads bull Methods of attractivepresentation for salads anddressings

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 2 Prepare Sandwiches Learning hours 15

Learning outcome Content Learning Activity Resources

21 Identify ingredients forsandwiches

bull Suitable breads White bread Wheat bread Buns Baguette

bull Suitable filling Cheese Ham Fried eggs Vegetables Cooked meat

o Presentationo Research

983085 Sandwiches recipes

22 Prepare sandwiches bull Types of Sandwiches Hot Cold

bull Food combinations forsandwiches

bull Preparation techniques spreading layering portioning moulding cutting garnishing

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls983085 Knife sets983085 Required ingredients983085 Salamander983085 Cutting Board

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toasting

23 Present sandwiches bull Methods of attractivepresentation for sandwiches

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 3 Store salads and sandwiches Learning hours 5

Learning outcome Content Learning Activity Resources

31 Store salads andsandwiches

bull Suitable storage techniques tomaintain optimum quality ofingredients

bull Types of containers

o Presentationo Demonstrationo Individual practice

983085 Containers983085 Fridge

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MODULE 9 Pasta and starches

Competence Cook pasta and starches

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present pastas and starches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare pasta 11 The different types of pasta are identified

12 Various pasta are prepared using appropriate methods to ensure optimumquality

13 Appropriate sauces and accompaniments are selected

2 Prepare starches 21 The different types of starches are identified

22 Various starches are prepared using appropriate methods to ensureoptimum quality

Appropriate sauces and accompaniments are selected

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare Pasta Learning hours 30

Learning outcome Content Learning Activities Resources

11 identify the different types

of pasta

bull Types of Pasta amp their products

Egg Pasta Noodles

Egg less pasta Spaghetti

White pasta Lasagna

Green Pasta Green lasagna

Stuffed Past Ravioli Cannelloni Lunette

Dessert Pasta Poppy seed pasta Cinnamon pasta

Dumpling Pasta Gnocchi

Whole wheat

o Researcho Presentation

983085 Reference books

983085 recipes

12 Prepare pasta dishes bull Cooking methods Boiling Stir-frying Baking

o Demonstrationo Researcho Individual practiceso Presentation

983085 Recipes983085 Baking trays983085 Baking Ovens983085 Required ingredients

S C k

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Steaming 983085 Cooking pans983085 Pasta roller983085 Flip chart

983085 Markers

983085 Boards983085 Tongs983085 Forks983085 Plates

13 Present pasta dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

Learning Unit 2 Prepare Starches Learning hours 30

Learning outcome Content Learning Activities Resources

21 Identify the differenttypes of pasta

bull Starch products Cassava Yams Sweet potatoes Rice Maize meal

o Researcho Presentation

983085 Reference books983085 recipes

21 Prepare starch products bull Cooking methods Boiling Deep frying Stir-frying Baking Steaming

o Demonstrationo Individual practices

983085 Baking trays983085 Baking Ovens983085 Required ingredients983085 Cooking pans983085 Steaming Machine983085 Flip chart

983085 Markers

983085 Boards983085 Forks983085 Spoons983085 Plates

23 Present starch dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

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MODULE 10 Stocks sauces and soups

Competence Prepare stocks sauces and soups

RTQF LEVEL CREDITS 10 LEARNING HOURS 100

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare different types of stocks soups and sauces

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplace

Module 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare stocks required for menu items 11 Ingredients and flavouring agents are uses according to standard recipes

12 A variety of stocks are produced

2 Prepare sauces required for menu items 21 A variety of hot and cold sauces are produced from classical andcontemporary recipes

22 A variety of thickening agents and convenience products are usedappropriately

23 Sauces are evaluated for flavour colour and consistency and any problemsare rectified

3 Prepare soups 31 The correct ingredients are selected and assembled to produce soupsincluding stocks and prepared garnishes

32 A variety of soups is produced

33Clarifying and thickening agents and methods are used where appropriate

34 Soups are evaluated for flavour colour consistency and temperature and anyproblems are rectified

35 Soups are presented at the right temperature in clean serviceware withoutdrips and spills using suitable garnishes and accompaniments

4 St d tit t t k d 4 1

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4 Store and reconstitute stocks sauces and soups 41 Store stocks sauces and soups to maintain optimum freshness and quality

42 Reconstitute stocks sauces and soups to appropriate standards ofconsistency

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Prepare stocks required for menu items Learning hours 30

Learning outcomes Content Learning activities Resources

11 Identify the ingredients

for different types of stocks

bull Types of stocks

Vegetable stock Beef stock Chicken stock Fish stock

bull Ingredients

o Group discussion

o Presentationo research

983085 reference books

983085 recipes

12 Cook various stocks bull Cooking methods Boiling Simmering Skimming Cooling Straining

o Applicationo Exerciseo Demonstration

983085 Equipments983085 Tools

983085 CLeaning products

983085 Cleaning materials983085 Stock pots983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

Learning unit 2 Prepare sauces required for menu items Learning hours 30

Learning outcomes Content Leaning activities Resources

21 Identify the ingredientsfor different types of sauces

bull Types of sauces Cold sauces Hot sauces

o Demonstrationo Individual practiceo Presentation

983085 Books983085 Flipchart983085 Markers Projectors

Mother sauces 983085 White board Laptops

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Mother sauces Basic Derivations Special sauces

White board Laptops983085 Recipe books

22 Identify equipments bull Identification of Tools andequipments sauce pots blender strainer sauce ladles knife set spatulas

cutting boards lighter stove

o Explanationo Demonstrationo Individual practice

983085 Books

983085 Flipchart Markers983085 Projectors983085 White board983085 Laptops983085 Recipe books983085 Menu

23 Prepare sauces bull Methods of cooking Boiling Simmering

bull Thickening agents Roux Cornflour Modified starch Liaison

o Explanationo Demonstrationo Individual practice

983085 Equipments983085 Tools983085 Cleaning products983085 Cleaning materials

983085 Stock pots

983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

24 Evaluate the quality ofsauces and rectify thembull Common problems in saucesbull Techniques to rectify sauces

o Observationo Group worko Individual practice

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Learning unit 3 Prepare soup Learning hours 30

Learning outcomes Content Leaning activities Resources

31 Identify the ingredientsfor different types of sauces

bull Types of soup Clear soups Pureacutee soups Cream soups

bull Ingredients

o Researcho Brainstorming

983085 Recipe guide983085 Cooking books

32 Prepare different types of

soup

bull Method of cooking Boiling

bull Thickening agents

o Demonstrationo Individual practiceo Presentation

983085 Note book

983085 pens

983085 Board983085 Markers983085 Fish stock983085 Beef stock983085 Vegetable stock983085 Strainers

33 Evaluate the quality ofsoups and rectify them

bull Common problems in soupsbull Techniques to rectify soups

o Observationo Group worko Individual practice

34 Present soup bull Presentation techniquesbull Garnishing techniquesbull Soup accompaniments

o Observationo Individual practice

983085 Plates983085 Bowls

Learning unit 4 Store and reconstitute stocks sauces and soups Learning hours 10

Learning outcomes Content Leaning activities Resources41 Store stocks sauces andsoups

bull Storage techniques andprocedures

bull Labelling

o Demonstrationo Explanationo Individual practice

983085 Pots983085 Fridge983085 Freezer983085 Labelling cards

42 Reconstitute stockssauces and soups

bull Reheating techniquesbull Principles of hygiene

983085 Equipment

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MODULE 11 Meat poultry and fish

Competence Select prepare and cook meat poultry and fish

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safety

Module 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unit Performance criteria

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gBy the end of the module the trainee will be able to

1 Select and purchase poultry meat and fish11 Poultry is selected and purchased according to quantity and quality required

12 Primary secondary and portioned cuts of pork goat beef and veal are selectedaccording to quantity and quality required

13 Fish is selected according to quality according to quantity and quality required

14 Low-cost cuts and meat products are selected when and where appropriate

15 The best supplier for quality and price is selected

2 Handle and store meat poultry and fish 21 Suitable knives and equipment for poultry meat and fish handling is selected andused

22 Poultry meat and fish are handled and portioned according to menu requirementsand hygienically to minimise risk of food spoilage or cross-contamination

23 Poultry meat and fish are stored hygienically ensuring optimal storage conditions andappropriate temperature are maintained

24 Frozen poultry meat and fish are thawed correctly to ensure maximum qualityhygiene and nutrition

3 Cook basic poultry meat and fish dishes 31 Suitable equipment for poultry meat and fish preparation and cooking is selected andused

32 Suitable marinades are prepared and used where appropriate for a variety of poultrymeat and fish cuts

33 A variety of appropriate cooking methods are used for basic poultry meat and fishdishes

34 A variety basic poultry meat and fish dishes are cooked and presented to standardrecipe specifications

35 Poultry meat and fish dishes are presented using suitable sauces garnishes andaccompaniments

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and purchase poultry meat and fish Learning hours 10

Learning outcomes Content Leaning activities Resources

11 Identify different types of

poultry meat and fish

bull Types of poultry

Chicken Turkey Duck

bull Types of meat Beef Veal Lamb Goat

Porkbull Types of fish

White fish Oily fish Shellfish

o Research

o Brainstormingo Group worko Presentationo

983085 Resource books

12 Select poultry meat andfish

bull Chicken meat and fish cutsbull Processed productsbull Quality criteria for selecting

fresh and healthy chicken meatand fish Quality points for poultry- Smell- Skin- Colour

o Visit of butcheryo Group worko Researcho Presentation

983085 Resource books

- Flexible breastboneUnbroken bones

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- Unbroken bones

Quality points for meat

- Smell- Colour- Compact structure- Texture and colour of fat- Kidney covered with fat

Quality points for Fish- Eyes- Gills- Fresh

- Scales- Skin- Smell- Guts

Learning unit 2 Handle and store meat poultry and fish Learning hours 40

Learning outcomes Content Leaning activities Resources

11 Handle and portionchickenbull

Techniques De-boning Filleting

bull Appropriate equipment andknives

o

Explanation-Demonstrationo Group discussiono Individual Practice

983085

Knife set983085 Cutting Board983085 Reference books983085 Flip chart983085 Markers983085 Board983085 Meat Tag983085 Weighing

983085 Scales

12 Handle and portion meat bull Preparation of butcherrsquos meatDeboning

o Demonstrationindividual practice

983085 Weighing scaleKnife Set

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- Deboning- Portioning

- Cutting- Trimming

- Mincing bull Appropriate equipment and

knives

o individual practice 983085 Knife Set983085 Cutting boards

983085 Slicing machine

983085 Flip Chart983085 Boards983085 Markers

13 Handle and portion fish bull Preparation of fish Gutting portioning Scaling Filleting Skinning

o Demonstrationo Individual practice

983085 Flip chat983085 Markers983085 Board983085

Laptop983085 Projector983085 Cutting board983085 Knife set983085 weighing scale

14 Store chicken meat andfish

bull Storage standards Chemical Store Dry Store

Perishable Freezer Quality and Quantity

bull Preservation methods Salting Smoking Drying Canning

Freezing Marinating

bull Orderingbull Receivingbull Issuing

o Demonstrationo Individual practice

983085 Freezer983085 Fridge983085 Reference Books

983085 Flip chart

983085 Markers983085 Board983085 Scale983085 Shelves983085 Containers983085 Trolley983085 Probe Thermometer

983085 Purchasing order

983085 Receiving form983085 Requisition form

15 Thaw chicken meat andfish

bull Defrosting techniquesbull Health and hygiene regulations

o Demonstrationo Individual practice

983085 drip tray

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Learning unit 3 Cook and present basic poultry meat and fish dishes Learning hours 70

Learning outcomes Content Leaning activities Resources

21 Cook and present basicpoultry dishes

bull Marinating Herbs Oil spices

bull Cooking method

steaming grilling roasting boiling baking broiling smoking poaching

bull Seasoning salt black pepper or white

pepper

bull Presentation techniques

o Demonstrationo Individual practice

983085 Recipes983085 Heavy pans983085 Frying pans983085 Chopping board983085 Knives

983085 Flip chat

983085 Markers983085 Board983085 Laptop983085 Projector983085 Cutting board983085 Knife set983085 Weighing scale

983085 Oil

983085 Onions983085 Garlic983085 Rose mary983085 Salt983085 Light soya sauce

22 Cook and present basicmeat dishes 23 Cook and present basic

fish dishes

MODULE 12 Basic pastries and cakes

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MODULE 12 Basic pastries and cakes

Competence Make basic pastries and cakes

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

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

1 Prepare basic pastries and cakes 11 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are prepared

12 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are decorated

13 Suitable equipment safely and efficiently selected and used

2 Prepare and produce bakery products 21 A range of yeast-based doughs are prepared to standard recipes

22 Suitable equipment safely and efficiently selected and used

3 Portion and store pastries cakes and yeast goods 31 Portion control is applied to minimise wastage

32 Cakes pastry and bakery products Store to minimise spoilage and wastage

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare basic pastries and cakes Credit6

Learning Outcome Content Learning Activities Resources11 Identify different types ofpastries and cakes

bull Types of Pastry Products Sponge cakes Choux paste Sugar paste Sweet bread Cookies

o Researcho Presentationo Brainstorming

983085 Reference books

Mousses Ice cream

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doughnuts

12 Prepare basic pastryproducts

bull Sponge cakes Preparation techniques Baking techniques

bull Doughnuts Preparation techniques Baking techniques

bull Cookies Preparation techniques Baking techniques

o Demonstrationo Individual practices

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons13 Decorate pastries and

cakesbull Fillings

Butter cream Fruit Jam

bull Sauces Chocolate sauce Custard Sauce Strawberry Vanilla

o Demonstrationo Individual practiceso

Learning Unit 2 Prepare and produce bakery products

Learning outcomes Content Leaning activities Resources21 Identify different types ofbakery products

bull Types of bakery Products Yeast products

White Bread French Bread Croissant Rolls

o Researcho Presentationo Brainstorming

983085 Reference books

Chapatti Samosa dough

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Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

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MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

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bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

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Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

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Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

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Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

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Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 20: Curriculum Cooker

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MODULE 4 Communication on the workplace

Competence Communicate effectively on the workplace

RTQF LEVEL CREDITS 2 LEARNING HOURS 20

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to communicate and get along well with others in a variety of settings and for arange of purposes The module will allow the participant to speak and listen actively and appropriately one-on-one and in groups to

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

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Listen and speak effectively 11 Strategies for effective listening are applied

12 Instructions are adequately interpreted and followed

13 Clear and accurate information and instructions are provided to colleagues

2 Cooperate and work as a team member 21 Team objectives are reached through effective cooperation

22 Diversity of team members is respected

23 Lead a team efficiently

24 Demonstrate problem solving and decision making skills

3 Apply customer care 31 Importance and principles of good customer service are understood

32 Quality service is provided

33 Clear verbal information is provided to customers face to face or on thetelephone

34 Conflicts with customers are handled politely and adequately

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COURSE STRUCTUREThe 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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Listen and speak effectively Learning hours 6

Learning outcomes Contents Learning activities Resources

11 Apply effective listen skills

amp strategies

bull Effective listening skills amp

strategiesbull Assess onersquos listening skillsbull Model good listening skills

o Role play

o Observing role playo Feedback from observerso discussion

983085 Role play scenarios

983085 List of effective listening

skills amp strategies983085 Effective Listening

Observation Form

12 Give and receiveinstructions

bull Importance of giving clearconcise instructions

bull Formulation of instructions

bull Strategies to ask questions forclarification

o individual worko group discussion

13 Identify non-verbalcommunication signs and theimpact on peoplersquosperceptions

bull Importance of non-verbalcommunication

bull Impacts of non-verbalcommunication on how we giveinformation and how we listen

o pair worko large group discussion

14 Demonstrate effectivespeaking skills

bull Effective speaking skills andstrategies

o small group worko practice presentationso large group discussion

983085 List of Effective SpeakingSkills amp Strategies

983085 Speaking Scenarios forgroup work

983085 Effective SpeakingObservation Form

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Learning unit 2 Cooperate and work as a team member Learning hours 8

Learning outcomes Contents Learning activities Resources

21 Identify the differentpersonalities

bull Different personalities andapproaches that individualsbring to a group

o Self-assessmento large group activity (innerouter

circles)o Discussion

983085 Working in Groups Self Assessment

983085 Cooperating with OthersRoles

983085

Elements of an Effective ampCooperative TeamMember

22 Handle differentpersonalities in a group

bull Strategies on how to handledifferent personalities in agroup

23 Cooperate with others toreach the same objective

bull Characteristics of an effectiveand cooperative team member

o Large group activityo Large group discussiono Individual reflectionjournal writing

o Pair work

24 Lead a team efficiently bull Qualities of an effective leaderbull Different leadership stylesbull Appropriate leadership style in a

given contextbull Strategies to lead a team

efficiently

o large group discussiono small group worko role playso small group activity

983085 Role play scenarios

25 Demonstrate problemsolving and decision makingskills

bull challenges and dynamicsamongst people during theproblem solving process

bull steps of problem solving towork and community relatedproblems

bull Communication as a tool forproblem solving

o Large group activityo pair sharingo small group worko large group discussiono Task leadership competition

983085 Scenarios for problem

solving activity

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Learning unit 3 Apply customer care Learning hours 6

Learning outcomes Contents Learning activities Resources

31 Understand theimportance of good customercare

bull Definition of customer servicebull Levels of customer servicebull Customer care principlesbull Importance of customer care

o Experience sharingo Brainstorming

Presentation by trainer

-32 Provide exceptionalquality service

bull Basic customer needsbull Service to meet basic customer

needsbull Definition of customerrsquos

perceptionbull Meeting and exceeding

expectationsbull Getting feedback on the

provided service

o individual reflectiono large group discussiono role play

33 Communicate effectivelywith customers by telephoneand face to face

bull Telephone tipsbull Recording a telephone message

o large group discussiono skito pair role plays

983085 Role Play scenarios forCommunicating withCustomers

34 Handle conflict withdifficult customers

bull Definition of conflict conflictresolutionmanagement

bull Steps of conflict management

with difficult customers

o individual reflectiono Brainstormingo large group discussion

o role play

983085

Reference books 3 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project4 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

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MODULE 5 Computer literacy

Competence 5 Apply computer literacy

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to follow health safety and security procedures identifyhazards assess the associated safety risks and take measures to eliminate or control and minimise the risk It isan obligation for each employee to participate in the management of their own health and safety and that oftheir colleagues and anyone else in the workplace They have a duty to cooperate with their employersinitiatives to ensure safety at work

LEARNING ASSUMED TO BE IN PLACE

Not applicable

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LEARNING UNITS AND PERFORMANCE CRITERIALearning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be ableto

Performance criteria

1 Apply computer fundamentals 11

12

13

14

Identification of Various connectors and ports

Use of different IO devices

Use of Desktoprsquos elements

Scanning of Viruses in the computer and Different Storages Devices

2Use a current word processing package 21

22

23

24

25

56

Text formatting

Table creation and editing

Text Editing

Printing

Saving

Inserting of header Footer and footnotes

3 Use current spreadsheet package 31

32

Using of basic excel tasks

Managing of Sheets in excel workbook

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27

33

34

35

Formatting of cells and their contents

Using of functions and perform mathematical operations

Excel worksheet Printing

4Use current Power Point Presentations 41

42

43

44

45

46

47

Creating a new presentation

Creating Inserting a slide

Inserting of Graphics

Converting word documents to PowerPoint presentation

Animation

Using Different Presentation view

Printing a presentation

5Use InternetIntranet (Outlook) 51

52

53

54

55

56

Defining and explaining a website

Interacting through instant messaging (Chatting)

Using search Engines (example Google)

Creating Managing favorites using internet explorer

Browsing the internet using the hyperlinks

Downloading and Uploading files using internet

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COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Apply computer fundamentals Learning hours10

Learning outcomes Contents Learning activities Resources

11 Apply Computerbasics

bull Computer Definition

bull Types of computers

Laptops

Desktops

Palm tops

PDA (Personnal Digital assistance)

bull Computer HardwareMemorybull Definition

bull Role of Memory

bull Features

- Capacity

- Speed

- Non Volativitybull Types of Memory

- ROM (Read only memory)

- RAM (Random access memory)

- ExternalInternal memories (Hard

diskdisketteCDFlash disketc)

-Open a computer case andObserve different types ofmemory-Group Discussion on each type ofmemory

-Computer Lab-Computer Tool Kit-CD DVDs Diskettes-White Board-Markers

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12Identify Variousconnectors and ports

bull Connectors and ports

- Definition

bull IO (Input and Output) Ports andconnectors

- Serial ports

- Parallel ports

- USB

- Keyboard Mouse connectors

- VGA Connectors

-Observe different connectors aswell as input and output ports

-Exercises on ports identifications

-Computer Lab-Computer Tool Kit

-CD DVDs Diskettes-Different types of CablesDifferent types Connectors-White Board-Markers

13Use different IOdevices

bull Peripherals

- Definition

- Categories IO devices

Input devices (mouse Keyboard

scanner CDDVD-ROM and

diskettes drivers etc)

Output devices (Monitor Diskette

CDDVD-ROM Writer Printer etc)

Types of keyboards

- AZERTY

- QWERTY

Practical exercises on connectingthe mouse keyboard Monitor tothe CPU (Central processing unit)

-Computer Lab-Computer Tool Kit-CD DVDs Diskettes-Printer-Scanner

-White Board

14Use Desktoprsquoselements

bull Windows and its components

- Desktop

- Task bar

- Start menu

- Minimize Maximize Close buttons

-Brainstorming on Desktoprsquoselements-Use the desktop the tasks barand the start menu

-Computer Lab-Projector

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- My Computer

15Scan Viruses in thecomputer and DifferentStorages Devices (Flashdisk External Hard disk)

bull Antivirus definitionbull Importance of antivirusbull Functionalitybull Different Types of antivirus- Norton- Kaspersky- Symantecbull Storages to be scanned- Flash disk- External hard disk- Memory card- Computer hard disk

-Brainstorming the use ofantivirus-Practical exercises on Scanningviruses-Compile activities reports

-Computer Lab-Flash disks-External Hard disk-Cds DVDs-Antivirus-White Board-Markers

Learning Unit 2 Use a word processing package Learning hours 5

Learning outcomes Contents Learning activities Resources

21Format a text bull StyleFontSizeColourbull Paragraphbull Columnbull Tabulationbull Paragraph spacingbull Inserting symbolsSpecial

charactersbullet and numberingbull Borders and shadingheader and

footer

-Reproduce document alreadyformatted-Various exercises to familiarizewith formatting a text

-Computer Lab With CurrentWord processing Packageinstalled in each computer-Projector-White Board

-Markers

22Create and edit atable

bull Inserting a tablebull Inserting a columnbull Inserting a row

-Practical exercises on creatingediting and handling a table

-Computer Lab With CurrentWord processing Packageinstalled in each computer

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bull Deleting tablebull Deleting rowbull

Deleting columnbull Merging cellsbull Splitting cellsbull Drawing a tablebull Table auto formatbull Formula

-Projector-White Board

23Edit document

(Text)

bull SearchFindReplace

bull Deleting a range of textbull The undo commandbull Spelling and grammarbull Synonyms

-Brainstorming Editing text

-Perform practical exercises onthe various tips (options)-compile activities reports

-Computer Lab With Current

Word processing Packageinstalled in each computer-Projector-White Board-Markers

24Print document bull Page setupbull Print previewbull

Print dialog boxbull Selecting printer namebull Printer optionsbull Printing one or more copiesbull Printing in blackwhite or colorbull Print page ranges

-Exercises on printing one ormore copies of a colored

document in black and white-printing in landscape portrait

-Computer Lab With CurrentWord processing Package

installed in each computer-Printer-Projector

25Save documents bull File management- Creation of files- Creation of Folders- File Naming- File Formats

-Practical Exercises on creation offiles folders and file Saving

-Compile activities reports

-Computer Lab With CurrentWord processing Package

installed in each computer-Projector

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26Insert HeaderFooter and footnotes

bull Footnotesbull Header and Footer

- Automatic pagenumbering- Total number of pages- Automatic date- Automatic automatic

authors name

-Exercises on footnotes-Create a document containing

several pagesWith elements such as the pagenumber date automation-practical exercises

-Computer Lab With CurrentWord processing Package

installed in each computer-Projector

Learning Unit 3 Use spreadsheet package Learning hours 5

Learning outcomes Contents Learning activities Resources

31Use Some basicexcel tasks

bull Basic excel tasks

- Open

- Close

- New document

- Undo

- Savesave ashellip

- Sheet

- Selecting a cell

- Validating a cell

- Deleting cell contents

- Modifying cell contents- Selecting group of cells

- Increase and reduce the

cell size

- Delete row and column

- Duplicate cell

-Practical exercises on the use ofbasic excel tasks-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer-Projector

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32Manage Sheets inexcel workbook

bull Selecting a sheet

bull Renaming a sheet

bull Insert new sheetsbull Moving a sheet in a workbook

bull Deleting a sheet

-Practical exercisesOn Managing sheets in excel

workbook

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector

33Format cells andtheir contents

bull Formatting text and cells

- Choosing fontsizecolour

- Adjusting Cow height

- Alignment of cell - Number format

- Inserting rows

- Merging cells

- Creating borders

- Patterns

-Practical exercises in groups andindividual homework onformatting cells

-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer

-Projector

34Use some functionsand performmathematical operations

bull Numbers and Mathematicalcalculations

- Addition - Multiplication - Division - Subtraction - AutoSum

- Absolute and relativeReference - Function

Average Minimum Maximum

-Practical exercises in groups andindividual homework onformatting cells-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer-Projector

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35 Print an excelworksheet

bull Page setupbull Print previewbull

Print dialogue boxbull Print optionsbull Print one or more copiesbull Print in blackwhite or colorbull Print page rangesbull Printing a selection

-Print one or more copies of aworksheet

-Print colour or white and blackworksheet-practical exercises (individualand in group)-print horizontallyvertically

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector-Printer

Learning Unit 4 Use Presentation application Learning hours 5

Learning outcomes Learning outcomes Learning outcomes Learning outcomes

41Launch Ms Powerpoint

bull Power point Definition

bull Role

bull Power point environment

- Title Bar

- Menu Bar- Toolbars

- Formatting tool bar

- Title

- Sub title

-Using a power pointpresentation with slide showgetfeedback from learners on thearea of application of Ms powerpoint-Launch powerpoint and observethe screen individual exercises

-Computer Lab With Currentpresentation Software installed in each computer-Projector

42Create a newpresentation

bull Creating new presentation

bull Blank presentation

bull Design template

bull Auto content wizards

-Create presentation using thevarious methods-practical exercises (individualand in groups)

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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43Create Insert a slide bull Creating a slide

bull Inserting a slide

bull Modifying a slide

-Exercises on creating insertingand modifying a slide

-Computer Lab With Currentpresentation Software

installed in each computer-Projector

44Insert Graphics bull GraphicsClip artWord

ArtLibrary ImagesInserting

image from file

Exercises on inserting images inthe slides

-Computer Lab With Currentpresentation Software installed in each computer-Projector

45Convert word

documents toPowerPoint presentation

bull Copy Cut Move

bull Process of conversion

-Practical exercises on File

transformation

-Computer Lab With Current

presentation Software installed in each computer-Projector

46Animate apresentation

bull Animation

bull Custom animation

bull Slide transition

-Familiarize with animation of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

47Use DifferentPresentation view

bull Normal View

bull Slide Sorter view

bull Slide show

-Switch between the views toimprove the presentation-Group discussion andbrainstorming

-Computer Lab With Currentpresentation Software installed in each computer-Projector

48 Print a presentation bull Printing a presentation

bull Print preview

bull Printing a copy or multiple

-Exercises on printing in blackand white or in colour printingone or more copies of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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copies

bull Printing one slide on a page

bull Printing more slides on a page

Learning Unit 5 Use InternetIntranet (Outlook) Learning hours 5

Learning outcomes Contents Learning activities Resources

51 Define and explain awebsite

bull Introduction

World wide web

Web page

Web site

-Visit web sites and browsedifferent pages-Group discussion based onobservation

-Internet Connection-Computer Lab-projector

52Interact throughinstant messaging

(Chatting)

bull Definition

bull Steps to create a chat account

bull Chatting options

Instant messaging with or

no web cam

Calling

Sending files

-Group Discussion on Interactingthrough instant messaging

-Exercises on chatting in groups-Compile activities reports

-Internet Connection-Computer Lab

-projector

53Use search Engines(example Google)bull

Search engines- Definition

- Role

- Some Types of search

engine

wwwGooglecom

-Perform practical exercises onthe use of search engines -Internet Connection-Computer Lab-projector

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wwwYahoocom

54Create Managefavorites using internetexplorer

bull Favorites

- Create Favorites

- Rename Move Favorites

-Practical exercises on creatingmoving and renaming favorites

-Internet Connection-Computer Lab-projector

55Browse the internetusing the hyperlinks

bull Web Browser

- Browser buttons

- Address bar

- Status bar

- Scroll bar

- Home page

- FrontBack arrows

- Refresh button

- Start page

-Open a web using the addressbar-Browse different web pages

-practical exercises On Browsinginternet using hyperlink

-Internet Connection-Computer Lab-projector

56Download andUpload files usinginternet

bull Downloadingbull File attachment

-Practical exercises ondownloading and uploading filesusing internet

-Internet Connection-Computer Lab-projector

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MODULE 6 Mise en place and cooking methods

Competence Organise and cook food

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to use kitchen equipment and tools to prepare mise en place and use basic cookingmethods

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 hygiene and food safety

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be ableto

Performance criteria

1 Select and use cooking equipment andtechnology

11 Appropriate equipment and technology is selected for particular cookingmethods

12 Equipment is used hygienically safely and according to manufacturerinstructions

2 Prepare mise en place 21 Ingredients are identified and obtained according to standards recipe

22 Ingredients are prepared according to the correct quantity type and quality

3 Prepare and cook food using basic methods ofcooking

31 Various cooking methods are used to prepare dishes to enterprise standard

32 Correct quantities and ratios of commodities for specific cooking methods arecalculated

33 Cooking process is completed in a logical and safe manner

34 Problems with the cooking process are identified promptly and take correctiveaction

35 Dishes are prepared using a range of methods and current technology withinacceptable enterprise and customer timeframes

36 Work cooperatively with kitchen and front-of-house colleagues to ensure timelypreparation of dishes

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and use cooking equipment and technology Learning hours 20

Learning outcomes Content Leaning activities Resources

11 Identify kitchenequipment and tools

bull Specification of Kitchenequipment amp tools

bull Kitchen orientation

o Group discussiono Researcho Role Playo

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

12 Use and maintain Kitchenequipment and tools

bull

Hand tools

bull Electrical toolsbull Heavy equipment

o Group discussiono Researcho Role Play

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

Learning unit 2 Prepare mise en place Learning hours 20

Learning outcomes Content Leaning activities Resources

21 Identify ingredients for arecipe

bull Types of food itemsbull Characteristics and uses of food

items

o Group discussiono Researcho Role Play

983085 Recipe book983085 Reference Books983085 Flipchart markers-

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bull Contents of recipebull Quantities in function of

number of customers to be

servedbull Quality of ingredients

983085 Projectors983085 Board983085 Laptops

22 Prepare ingredients bull Cleaning techniquesbull Pealing and cutting techniquesbull Measuring and weighingbull Storage for different type of

ingredients

o Demonstrationo Individual practice

983085 Kitchen equipment Kitchentools

23 Apply checklist procedures bull FIFObull LIFObull Verification of quality product

o Group discussiono Demonstrationo Individual practiceo Role Play

983085 Recipe book Flipchart

983085 Markers983085 Tags983085 Products983085 Bin cards983085 Checklist

Learning unit 3 Prepare and cook food using basic methods of cooking Learning hours 20

Learning outcomes Content Leaning activities Resources

31 Identify the differentcooking methods

bull Types of cooking methods Boiling Deep frying Stir-frying

Baking Steaming Simmering skimming grilling roasting broiling

o Small group discussiono Demonstrationo Individual practice

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smoking poaching

bull Characteristics of different

foods and appropriate cookingmethods

bull Underlying principles of all basiccooking methods

bull Effect of different cookingmethods on the nutritionalvalue of food

32 Cook basic dishes using arange of methods

bull Basic dishes o Demonstrationo Individual practice

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MODULE 7 Salads and Sandwiches

Competence Prepare salads and sandwiches

RTQF LEVEL CREDITS 4 LEARNING HOURS 40

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present different sorts of salads and sandwiches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare and present a variety of salads anddressings

11 Suitable ingredients are chosen

12 Salads are prepared using fresh ingredients and respecting nutritional valueeating characteristics and taste

13 Suitable sauces and dressings are prepared and incorporated into or servedwith salad

14 Salads are presented attractively

2 Prepare and present sandwiches 21 Suitable bases are selected from a range of bread types

22 A variety of sandwich types are prepared using a range of appropriate

techniques

23 Appropriate equipment is selected for toasting and heating sandwiches andused correctly and safely

24 Sandwiches are present in an attractive manner using suitable garnishesand serviceware

3 Store salads and sandwiches 31 Store salads and sandwiches hygienically at the correct temperature in

appropriate conditions and containers to maintain freshness taste andquality

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare and present a variety of salad and dressings Learning hours 20

Learning Outcome Content Learning Activities Resources

11 Identify ingredients for

salads

bull Commodities and food

combinations for use in salads

o Researcho Presentationo Group work

983085 Salad recipes

12 Prepare salads bull Types of salads Simple Compound

bull Components of salads Base Body Dressing Garnish

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls

983085 Knife sets

983085 Required ingredients983085 Cutting Board

13 Prepare dressings bull Types of salad dressing French dressing

Italian dressing Dijon dressing Vinaigrette Thousand Island dressing

bull Compatibility of dressings withdifferent types of salads

o Researcho Presentationo Demonstrationo Individual practice

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14 Present salads bull Methods of attractivepresentation for salads anddressings

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 2 Prepare Sandwiches Learning hours 15

Learning outcome Content Learning Activity Resources

21 Identify ingredients forsandwiches

bull Suitable breads White bread Wheat bread Buns Baguette

bull Suitable filling Cheese Ham Fried eggs Vegetables Cooked meat

o Presentationo Research

983085 Sandwiches recipes

22 Prepare sandwiches bull Types of Sandwiches Hot Cold

bull Food combinations forsandwiches

bull Preparation techniques spreading layering portioning moulding cutting garnishing

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls983085 Knife sets983085 Required ingredients983085 Salamander983085 Cutting Board

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toasting

23 Present sandwiches bull Methods of attractivepresentation for sandwiches

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 3 Store salads and sandwiches Learning hours 5

Learning outcome Content Learning Activity Resources

31 Store salads andsandwiches

bull Suitable storage techniques tomaintain optimum quality ofingredients

bull Types of containers

o Presentationo Demonstrationo Individual practice

983085 Containers983085 Fridge

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MODULE 9 Pasta and starches

Competence Cook pasta and starches

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present pastas and starches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare pasta 11 The different types of pasta are identified

12 Various pasta are prepared using appropriate methods to ensure optimumquality

13 Appropriate sauces and accompaniments are selected

2 Prepare starches 21 The different types of starches are identified

22 Various starches are prepared using appropriate methods to ensureoptimum quality

Appropriate sauces and accompaniments are selected

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare Pasta Learning hours 30

Learning outcome Content Learning Activities Resources

11 identify the different types

of pasta

bull Types of Pasta amp their products

Egg Pasta Noodles

Egg less pasta Spaghetti

White pasta Lasagna

Green Pasta Green lasagna

Stuffed Past Ravioli Cannelloni Lunette

Dessert Pasta Poppy seed pasta Cinnamon pasta

Dumpling Pasta Gnocchi

Whole wheat

o Researcho Presentation

983085 Reference books

983085 recipes

12 Prepare pasta dishes bull Cooking methods Boiling Stir-frying Baking

o Demonstrationo Researcho Individual practiceso Presentation

983085 Recipes983085 Baking trays983085 Baking Ovens983085 Required ingredients

S C k

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Steaming 983085 Cooking pans983085 Pasta roller983085 Flip chart

983085 Markers

983085 Boards983085 Tongs983085 Forks983085 Plates

13 Present pasta dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

Learning Unit 2 Prepare Starches Learning hours 30

Learning outcome Content Learning Activities Resources

21 Identify the differenttypes of pasta

bull Starch products Cassava Yams Sweet potatoes Rice Maize meal

o Researcho Presentation

983085 Reference books983085 recipes

21 Prepare starch products bull Cooking methods Boiling Deep frying Stir-frying Baking Steaming

o Demonstrationo Individual practices

983085 Baking trays983085 Baking Ovens983085 Required ingredients983085 Cooking pans983085 Steaming Machine983085 Flip chart

983085 Markers

983085 Boards983085 Forks983085 Spoons983085 Plates

23 Present starch dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

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MODULE 10 Stocks sauces and soups

Competence Prepare stocks sauces and soups

RTQF LEVEL CREDITS 10 LEARNING HOURS 100

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare different types of stocks soups and sauces

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplace

Module 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare stocks required for menu items 11 Ingredients and flavouring agents are uses according to standard recipes

12 A variety of stocks are produced

2 Prepare sauces required for menu items 21 A variety of hot and cold sauces are produced from classical andcontemporary recipes

22 A variety of thickening agents and convenience products are usedappropriately

23 Sauces are evaluated for flavour colour and consistency and any problemsare rectified

3 Prepare soups 31 The correct ingredients are selected and assembled to produce soupsincluding stocks and prepared garnishes

32 A variety of soups is produced

33Clarifying and thickening agents and methods are used where appropriate

34 Soups are evaluated for flavour colour consistency and temperature and anyproblems are rectified

35 Soups are presented at the right temperature in clean serviceware withoutdrips and spills using suitable garnishes and accompaniments

4 St d tit t t k d 4 1

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4 Store and reconstitute stocks sauces and soups 41 Store stocks sauces and soups to maintain optimum freshness and quality

42 Reconstitute stocks sauces and soups to appropriate standards ofconsistency

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Prepare stocks required for menu items Learning hours 30

Learning outcomes Content Learning activities Resources

11 Identify the ingredients

for different types of stocks

bull Types of stocks

Vegetable stock Beef stock Chicken stock Fish stock

bull Ingredients

o Group discussion

o Presentationo research

983085 reference books

983085 recipes

12 Cook various stocks bull Cooking methods Boiling Simmering Skimming Cooling Straining

o Applicationo Exerciseo Demonstration

983085 Equipments983085 Tools

983085 CLeaning products

983085 Cleaning materials983085 Stock pots983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

Learning unit 2 Prepare sauces required for menu items Learning hours 30

Learning outcomes Content Leaning activities Resources

21 Identify the ingredientsfor different types of sauces

bull Types of sauces Cold sauces Hot sauces

o Demonstrationo Individual practiceo Presentation

983085 Books983085 Flipchart983085 Markers Projectors

Mother sauces 983085 White board Laptops

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Mother sauces Basic Derivations Special sauces

White board Laptops983085 Recipe books

22 Identify equipments bull Identification of Tools andequipments sauce pots blender strainer sauce ladles knife set spatulas

cutting boards lighter stove

o Explanationo Demonstrationo Individual practice

983085 Books

983085 Flipchart Markers983085 Projectors983085 White board983085 Laptops983085 Recipe books983085 Menu

23 Prepare sauces bull Methods of cooking Boiling Simmering

bull Thickening agents Roux Cornflour Modified starch Liaison

o Explanationo Demonstrationo Individual practice

983085 Equipments983085 Tools983085 Cleaning products983085 Cleaning materials

983085 Stock pots

983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

24 Evaluate the quality ofsauces and rectify thembull Common problems in saucesbull Techniques to rectify sauces

o Observationo Group worko Individual practice

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Learning unit 3 Prepare soup Learning hours 30

Learning outcomes Content Leaning activities Resources

31 Identify the ingredientsfor different types of sauces

bull Types of soup Clear soups Pureacutee soups Cream soups

bull Ingredients

o Researcho Brainstorming

983085 Recipe guide983085 Cooking books

32 Prepare different types of

soup

bull Method of cooking Boiling

bull Thickening agents

o Demonstrationo Individual practiceo Presentation

983085 Note book

983085 pens

983085 Board983085 Markers983085 Fish stock983085 Beef stock983085 Vegetable stock983085 Strainers

33 Evaluate the quality ofsoups and rectify them

bull Common problems in soupsbull Techniques to rectify soups

o Observationo Group worko Individual practice

34 Present soup bull Presentation techniquesbull Garnishing techniquesbull Soup accompaniments

o Observationo Individual practice

983085 Plates983085 Bowls

Learning unit 4 Store and reconstitute stocks sauces and soups Learning hours 10

Learning outcomes Content Leaning activities Resources41 Store stocks sauces andsoups

bull Storage techniques andprocedures

bull Labelling

o Demonstrationo Explanationo Individual practice

983085 Pots983085 Fridge983085 Freezer983085 Labelling cards

42 Reconstitute stockssauces and soups

bull Reheating techniquesbull Principles of hygiene

983085 Equipment

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MODULE 11 Meat poultry and fish

Competence Select prepare and cook meat poultry and fish

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safety

Module 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unit Performance criteria

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gBy the end of the module the trainee will be able to

1 Select and purchase poultry meat and fish11 Poultry is selected and purchased according to quantity and quality required

12 Primary secondary and portioned cuts of pork goat beef and veal are selectedaccording to quantity and quality required

13 Fish is selected according to quality according to quantity and quality required

14 Low-cost cuts and meat products are selected when and where appropriate

15 The best supplier for quality and price is selected

2 Handle and store meat poultry and fish 21 Suitable knives and equipment for poultry meat and fish handling is selected andused

22 Poultry meat and fish are handled and portioned according to menu requirementsand hygienically to minimise risk of food spoilage or cross-contamination

23 Poultry meat and fish are stored hygienically ensuring optimal storage conditions andappropriate temperature are maintained

24 Frozen poultry meat and fish are thawed correctly to ensure maximum qualityhygiene and nutrition

3 Cook basic poultry meat and fish dishes 31 Suitable equipment for poultry meat and fish preparation and cooking is selected andused

32 Suitable marinades are prepared and used where appropriate for a variety of poultrymeat and fish cuts

33 A variety of appropriate cooking methods are used for basic poultry meat and fishdishes

34 A variety basic poultry meat and fish dishes are cooked and presented to standardrecipe specifications

35 Poultry meat and fish dishes are presented using suitable sauces garnishes andaccompaniments

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and purchase poultry meat and fish Learning hours 10

Learning outcomes Content Leaning activities Resources

11 Identify different types of

poultry meat and fish

bull Types of poultry

Chicken Turkey Duck

bull Types of meat Beef Veal Lamb Goat

Porkbull Types of fish

White fish Oily fish Shellfish

o Research

o Brainstormingo Group worko Presentationo

983085 Resource books

12 Select poultry meat andfish

bull Chicken meat and fish cutsbull Processed productsbull Quality criteria for selecting

fresh and healthy chicken meatand fish Quality points for poultry- Smell- Skin- Colour

o Visit of butcheryo Group worko Researcho Presentation

983085 Resource books

- Flexible breastboneUnbroken bones

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- Unbroken bones

Quality points for meat

- Smell- Colour- Compact structure- Texture and colour of fat- Kidney covered with fat

Quality points for Fish- Eyes- Gills- Fresh

- Scales- Skin- Smell- Guts

Learning unit 2 Handle and store meat poultry and fish Learning hours 40

Learning outcomes Content Leaning activities Resources

11 Handle and portionchickenbull

Techniques De-boning Filleting

bull Appropriate equipment andknives

o

Explanation-Demonstrationo Group discussiono Individual Practice

983085

Knife set983085 Cutting Board983085 Reference books983085 Flip chart983085 Markers983085 Board983085 Meat Tag983085 Weighing

983085 Scales

12 Handle and portion meat bull Preparation of butcherrsquos meatDeboning

o Demonstrationindividual practice

983085 Weighing scaleKnife Set

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- Deboning- Portioning

- Cutting- Trimming

- Mincing bull Appropriate equipment and

knives

o individual practice 983085 Knife Set983085 Cutting boards

983085 Slicing machine

983085 Flip Chart983085 Boards983085 Markers

13 Handle and portion fish bull Preparation of fish Gutting portioning Scaling Filleting Skinning

o Demonstrationo Individual practice

983085 Flip chat983085 Markers983085 Board983085

Laptop983085 Projector983085 Cutting board983085 Knife set983085 weighing scale

14 Store chicken meat andfish

bull Storage standards Chemical Store Dry Store

Perishable Freezer Quality and Quantity

bull Preservation methods Salting Smoking Drying Canning

Freezing Marinating

bull Orderingbull Receivingbull Issuing

o Demonstrationo Individual practice

983085 Freezer983085 Fridge983085 Reference Books

983085 Flip chart

983085 Markers983085 Board983085 Scale983085 Shelves983085 Containers983085 Trolley983085 Probe Thermometer

983085 Purchasing order

983085 Receiving form983085 Requisition form

15 Thaw chicken meat andfish

bull Defrosting techniquesbull Health and hygiene regulations

o Demonstrationo Individual practice

983085 drip tray

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Learning unit 3 Cook and present basic poultry meat and fish dishes Learning hours 70

Learning outcomes Content Leaning activities Resources

21 Cook and present basicpoultry dishes

bull Marinating Herbs Oil spices

bull Cooking method

steaming grilling roasting boiling baking broiling smoking poaching

bull Seasoning salt black pepper or white

pepper

bull Presentation techniques

o Demonstrationo Individual practice

983085 Recipes983085 Heavy pans983085 Frying pans983085 Chopping board983085 Knives

983085 Flip chat

983085 Markers983085 Board983085 Laptop983085 Projector983085 Cutting board983085 Knife set983085 Weighing scale

983085 Oil

983085 Onions983085 Garlic983085 Rose mary983085 Salt983085 Light soya sauce

22 Cook and present basicmeat dishes 23 Cook and present basic

fish dishes

MODULE 12 Basic pastries and cakes

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MODULE 12 Basic pastries and cakes

Competence Make basic pastries and cakes

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

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

1 Prepare basic pastries and cakes 11 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are prepared

12 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are decorated

13 Suitable equipment safely and efficiently selected and used

2 Prepare and produce bakery products 21 A range of yeast-based doughs are prepared to standard recipes

22 Suitable equipment safely and efficiently selected and used

3 Portion and store pastries cakes and yeast goods 31 Portion control is applied to minimise wastage

32 Cakes pastry and bakery products Store to minimise spoilage and wastage

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare basic pastries and cakes Credit6

Learning Outcome Content Learning Activities Resources11 Identify different types ofpastries and cakes

bull Types of Pastry Products Sponge cakes Choux paste Sugar paste Sweet bread Cookies

o Researcho Presentationo Brainstorming

983085 Reference books

Mousses Ice cream

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doughnuts

12 Prepare basic pastryproducts

bull Sponge cakes Preparation techniques Baking techniques

bull Doughnuts Preparation techniques Baking techniques

bull Cookies Preparation techniques Baking techniques

o Demonstrationo Individual practices

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons13 Decorate pastries and

cakesbull Fillings

Butter cream Fruit Jam

bull Sauces Chocolate sauce Custard Sauce Strawberry Vanilla

o Demonstrationo Individual practiceso

Learning Unit 2 Prepare and produce bakery products

Learning outcomes Content Leaning activities Resources21 Identify different types ofbakery products

bull Types of bakery Products Yeast products

White Bread French Bread Croissant Rolls

o Researcho Presentationo Brainstorming

983085 Reference books

Chapatti Samosa dough

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Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

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MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

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bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

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Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

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Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

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76

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

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Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

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Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 21: Curriculum Cooker

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21

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Listen and speak effectively 11 Strategies for effective listening are applied

12 Instructions are adequately interpreted and followed

13 Clear and accurate information and instructions are provided to colleagues

2 Cooperate and work as a team member 21 Team objectives are reached through effective cooperation

22 Diversity of team members is respected

23 Lead a team efficiently

24 Demonstrate problem solving and decision making skills

3 Apply customer care 31 Importance and principles of good customer service are understood

32 Quality service is provided

33 Clear verbal information is provided to customers face to face or on thetelephone

34 Conflicts with customers are handled politely and adequately

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COURSE STRUCTUREThe 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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Listen and speak effectively Learning hours 6

Learning outcomes Contents Learning activities Resources

11 Apply effective listen skills

amp strategies

bull Effective listening skills amp

strategiesbull Assess onersquos listening skillsbull Model good listening skills

o Role play

o Observing role playo Feedback from observerso discussion

983085 Role play scenarios

983085 List of effective listening

skills amp strategies983085 Effective Listening

Observation Form

12 Give and receiveinstructions

bull Importance of giving clearconcise instructions

bull Formulation of instructions

bull Strategies to ask questions forclarification

o individual worko group discussion

13 Identify non-verbalcommunication signs and theimpact on peoplersquosperceptions

bull Importance of non-verbalcommunication

bull Impacts of non-verbalcommunication on how we giveinformation and how we listen

o pair worko large group discussion

14 Demonstrate effectivespeaking skills

bull Effective speaking skills andstrategies

o small group worko practice presentationso large group discussion

983085 List of Effective SpeakingSkills amp Strategies

983085 Speaking Scenarios forgroup work

983085 Effective SpeakingObservation Form

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23

Learning unit 2 Cooperate and work as a team member Learning hours 8

Learning outcomes Contents Learning activities Resources

21 Identify the differentpersonalities

bull Different personalities andapproaches that individualsbring to a group

o Self-assessmento large group activity (innerouter

circles)o Discussion

983085 Working in Groups Self Assessment

983085 Cooperating with OthersRoles

983085

Elements of an Effective ampCooperative TeamMember

22 Handle differentpersonalities in a group

bull Strategies on how to handledifferent personalities in agroup

23 Cooperate with others toreach the same objective

bull Characteristics of an effectiveand cooperative team member

o Large group activityo Large group discussiono Individual reflectionjournal writing

o Pair work

24 Lead a team efficiently bull Qualities of an effective leaderbull Different leadership stylesbull Appropriate leadership style in a

given contextbull Strategies to lead a team

efficiently

o large group discussiono small group worko role playso small group activity

983085 Role play scenarios

25 Demonstrate problemsolving and decision makingskills

bull challenges and dynamicsamongst people during theproblem solving process

bull steps of problem solving towork and community relatedproblems

bull Communication as a tool forproblem solving

o Large group activityo pair sharingo small group worko large group discussiono Task leadership competition

983085 Scenarios for problem

solving activity

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24

Learning unit 3 Apply customer care Learning hours 6

Learning outcomes Contents Learning activities Resources

31 Understand theimportance of good customercare

bull Definition of customer servicebull Levels of customer servicebull Customer care principlesbull Importance of customer care

o Experience sharingo Brainstorming

Presentation by trainer

-32 Provide exceptionalquality service

bull Basic customer needsbull Service to meet basic customer

needsbull Definition of customerrsquos

perceptionbull Meeting and exceeding

expectationsbull Getting feedback on the

provided service

o individual reflectiono large group discussiono role play

33 Communicate effectivelywith customers by telephoneand face to face

bull Telephone tipsbull Recording a telephone message

o large group discussiono skito pair role plays

983085 Role Play scenarios forCommunicating withCustomers

34 Handle conflict withdifficult customers

bull Definition of conflict conflictresolutionmanagement

bull Steps of conflict management

with difficult customers

o individual reflectiono Brainstormingo large group discussion

o role play

983085

Reference books 3 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project4 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

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25

MODULE 5 Computer literacy

Competence 5 Apply computer literacy

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to follow health safety and security procedures identifyhazards assess the associated safety risks and take measures to eliminate or control and minimise the risk It isan obligation for each employee to participate in the management of their own health and safety and that oftheir colleagues and anyone else in the workplace They have a duty to cooperate with their employersinitiatives to ensure safety at work

LEARNING ASSUMED TO BE IN PLACE

Not applicable

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26

LEARNING UNITS AND PERFORMANCE CRITERIALearning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be ableto

Performance criteria

1 Apply computer fundamentals 11

12

13

14

Identification of Various connectors and ports

Use of different IO devices

Use of Desktoprsquos elements

Scanning of Viruses in the computer and Different Storages Devices

2Use a current word processing package 21

22

23

24

25

56

Text formatting

Table creation and editing

Text Editing

Printing

Saving

Inserting of header Footer and footnotes

3 Use current spreadsheet package 31

32

Using of basic excel tasks

Managing of Sheets in excel workbook

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27

33

34

35

Formatting of cells and their contents

Using of functions and perform mathematical operations

Excel worksheet Printing

4Use current Power Point Presentations 41

42

43

44

45

46

47

Creating a new presentation

Creating Inserting a slide

Inserting of Graphics

Converting word documents to PowerPoint presentation

Animation

Using Different Presentation view

Printing a presentation

5Use InternetIntranet (Outlook) 51

52

53

54

55

56

Defining and explaining a website

Interacting through instant messaging (Chatting)

Using search Engines (example Google)

Creating Managing favorites using internet explorer

Browsing the internet using the hyperlinks

Downloading and Uploading files using internet

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COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Apply computer fundamentals Learning hours10

Learning outcomes Contents Learning activities Resources

11 Apply Computerbasics

bull Computer Definition

bull Types of computers

Laptops

Desktops

Palm tops

PDA (Personnal Digital assistance)

bull Computer HardwareMemorybull Definition

bull Role of Memory

bull Features

- Capacity

- Speed

- Non Volativitybull Types of Memory

- ROM (Read only memory)

- RAM (Random access memory)

- ExternalInternal memories (Hard

diskdisketteCDFlash disketc)

-Open a computer case andObserve different types ofmemory-Group Discussion on each type ofmemory

-Computer Lab-Computer Tool Kit-CD DVDs Diskettes-White Board-Markers

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12Identify Variousconnectors and ports

bull Connectors and ports

- Definition

bull IO (Input and Output) Ports andconnectors

- Serial ports

- Parallel ports

- USB

- Keyboard Mouse connectors

- VGA Connectors

-Observe different connectors aswell as input and output ports

-Exercises on ports identifications

-Computer Lab-Computer Tool Kit

-CD DVDs Diskettes-Different types of CablesDifferent types Connectors-White Board-Markers

13Use different IOdevices

bull Peripherals

- Definition

- Categories IO devices

Input devices (mouse Keyboard

scanner CDDVD-ROM and

diskettes drivers etc)

Output devices (Monitor Diskette

CDDVD-ROM Writer Printer etc)

Types of keyboards

- AZERTY

- QWERTY

Practical exercises on connectingthe mouse keyboard Monitor tothe CPU (Central processing unit)

-Computer Lab-Computer Tool Kit-CD DVDs Diskettes-Printer-Scanner

-White Board

14Use Desktoprsquoselements

bull Windows and its components

- Desktop

- Task bar

- Start menu

- Minimize Maximize Close buttons

-Brainstorming on Desktoprsquoselements-Use the desktop the tasks barand the start menu

-Computer Lab-Projector

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- My Computer

15Scan Viruses in thecomputer and DifferentStorages Devices (Flashdisk External Hard disk)

bull Antivirus definitionbull Importance of antivirusbull Functionalitybull Different Types of antivirus- Norton- Kaspersky- Symantecbull Storages to be scanned- Flash disk- External hard disk- Memory card- Computer hard disk

-Brainstorming the use ofantivirus-Practical exercises on Scanningviruses-Compile activities reports

-Computer Lab-Flash disks-External Hard disk-Cds DVDs-Antivirus-White Board-Markers

Learning Unit 2 Use a word processing package Learning hours 5

Learning outcomes Contents Learning activities Resources

21Format a text bull StyleFontSizeColourbull Paragraphbull Columnbull Tabulationbull Paragraph spacingbull Inserting symbolsSpecial

charactersbullet and numberingbull Borders and shadingheader and

footer

-Reproduce document alreadyformatted-Various exercises to familiarizewith formatting a text

-Computer Lab With CurrentWord processing Packageinstalled in each computer-Projector-White Board

-Markers

22Create and edit atable

bull Inserting a tablebull Inserting a columnbull Inserting a row

-Practical exercises on creatingediting and handling a table

-Computer Lab With CurrentWord processing Packageinstalled in each computer

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bull Deleting tablebull Deleting rowbull

Deleting columnbull Merging cellsbull Splitting cellsbull Drawing a tablebull Table auto formatbull Formula

-Projector-White Board

23Edit document

(Text)

bull SearchFindReplace

bull Deleting a range of textbull The undo commandbull Spelling and grammarbull Synonyms

-Brainstorming Editing text

-Perform practical exercises onthe various tips (options)-compile activities reports

-Computer Lab With Current

Word processing Packageinstalled in each computer-Projector-White Board-Markers

24Print document bull Page setupbull Print previewbull

Print dialog boxbull Selecting printer namebull Printer optionsbull Printing one or more copiesbull Printing in blackwhite or colorbull Print page ranges

-Exercises on printing one ormore copies of a colored

document in black and white-printing in landscape portrait

-Computer Lab With CurrentWord processing Package

installed in each computer-Printer-Projector

25Save documents bull File management- Creation of files- Creation of Folders- File Naming- File Formats

-Practical Exercises on creation offiles folders and file Saving

-Compile activities reports

-Computer Lab With CurrentWord processing Package

installed in each computer-Projector

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26Insert HeaderFooter and footnotes

bull Footnotesbull Header and Footer

- Automatic pagenumbering- Total number of pages- Automatic date- Automatic automatic

authors name

-Exercises on footnotes-Create a document containing

several pagesWith elements such as the pagenumber date automation-practical exercises

-Computer Lab With CurrentWord processing Package

installed in each computer-Projector

Learning Unit 3 Use spreadsheet package Learning hours 5

Learning outcomes Contents Learning activities Resources

31Use Some basicexcel tasks

bull Basic excel tasks

- Open

- Close

- New document

- Undo

- Savesave ashellip

- Sheet

- Selecting a cell

- Validating a cell

- Deleting cell contents

- Modifying cell contents- Selecting group of cells

- Increase and reduce the

cell size

- Delete row and column

- Duplicate cell

-Practical exercises on the use ofbasic excel tasks-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer-Projector

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32Manage Sheets inexcel workbook

bull Selecting a sheet

bull Renaming a sheet

bull Insert new sheetsbull Moving a sheet in a workbook

bull Deleting a sheet

-Practical exercisesOn Managing sheets in excel

workbook

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector

33Format cells andtheir contents

bull Formatting text and cells

- Choosing fontsizecolour

- Adjusting Cow height

- Alignment of cell - Number format

- Inserting rows

- Merging cells

- Creating borders

- Patterns

-Practical exercises in groups andindividual homework onformatting cells

-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer

-Projector

34Use some functionsand performmathematical operations

bull Numbers and Mathematicalcalculations

- Addition - Multiplication - Division - Subtraction - AutoSum

- Absolute and relativeReference - Function

Average Minimum Maximum

-Practical exercises in groups andindividual homework onformatting cells-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer-Projector

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35 Print an excelworksheet

bull Page setupbull Print previewbull

Print dialogue boxbull Print optionsbull Print one or more copiesbull Print in blackwhite or colorbull Print page rangesbull Printing a selection

-Print one or more copies of aworksheet

-Print colour or white and blackworksheet-practical exercises (individualand in group)-print horizontallyvertically

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector-Printer

Learning Unit 4 Use Presentation application Learning hours 5

Learning outcomes Learning outcomes Learning outcomes Learning outcomes

41Launch Ms Powerpoint

bull Power point Definition

bull Role

bull Power point environment

- Title Bar

- Menu Bar- Toolbars

- Formatting tool bar

- Title

- Sub title

-Using a power pointpresentation with slide showgetfeedback from learners on thearea of application of Ms powerpoint-Launch powerpoint and observethe screen individual exercises

-Computer Lab With Currentpresentation Software installed in each computer-Projector

42Create a newpresentation

bull Creating new presentation

bull Blank presentation

bull Design template

bull Auto content wizards

-Create presentation using thevarious methods-practical exercises (individualand in groups)

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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43Create Insert a slide bull Creating a slide

bull Inserting a slide

bull Modifying a slide

-Exercises on creating insertingand modifying a slide

-Computer Lab With Currentpresentation Software

installed in each computer-Projector

44Insert Graphics bull GraphicsClip artWord

ArtLibrary ImagesInserting

image from file

Exercises on inserting images inthe slides

-Computer Lab With Currentpresentation Software installed in each computer-Projector

45Convert word

documents toPowerPoint presentation

bull Copy Cut Move

bull Process of conversion

-Practical exercises on File

transformation

-Computer Lab With Current

presentation Software installed in each computer-Projector

46Animate apresentation

bull Animation

bull Custom animation

bull Slide transition

-Familiarize with animation of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

47Use DifferentPresentation view

bull Normal View

bull Slide Sorter view

bull Slide show

-Switch between the views toimprove the presentation-Group discussion andbrainstorming

-Computer Lab With Currentpresentation Software installed in each computer-Projector

48 Print a presentation bull Printing a presentation

bull Print preview

bull Printing a copy or multiple

-Exercises on printing in blackand white or in colour printingone or more copies of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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copies

bull Printing one slide on a page

bull Printing more slides on a page

Learning Unit 5 Use InternetIntranet (Outlook) Learning hours 5

Learning outcomes Contents Learning activities Resources

51 Define and explain awebsite

bull Introduction

World wide web

Web page

Web site

-Visit web sites and browsedifferent pages-Group discussion based onobservation

-Internet Connection-Computer Lab-projector

52Interact throughinstant messaging

(Chatting)

bull Definition

bull Steps to create a chat account

bull Chatting options

Instant messaging with or

no web cam

Calling

Sending files

-Group Discussion on Interactingthrough instant messaging

-Exercises on chatting in groups-Compile activities reports

-Internet Connection-Computer Lab

-projector

53Use search Engines(example Google)bull

Search engines- Definition

- Role

- Some Types of search

engine

wwwGooglecom

-Perform practical exercises onthe use of search engines -Internet Connection-Computer Lab-projector

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wwwYahoocom

54Create Managefavorites using internetexplorer

bull Favorites

- Create Favorites

- Rename Move Favorites

-Practical exercises on creatingmoving and renaming favorites

-Internet Connection-Computer Lab-projector

55Browse the internetusing the hyperlinks

bull Web Browser

- Browser buttons

- Address bar

- Status bar

- Scroll bar

- Home page

- FrontBack arrows

- Refresh button

- Start page

-Open a web using the addressbar-Browse different web pages

-practical exercises On Browsinginternet using hyperlink

-Internet Connection-Computer Lab-projector

56Download andUpload files usinginternet

bull Downloadingbull File attachment

-Practical exercises ondownloading and uploading filesusing internet

-Internet Connection-Computer Lab-projector

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MODULE 6 Mise en place and cooking methods

Competence Organise and cook food

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to use kitchen equipment and tools to prepare mise en place and use basic cookingmethods

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 hygiene and food safety

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be ableto

Performance criteria

1 Select and use cooking equipment andtechnology

11 Appropriate equipment and technology is selected for particular cookingmethods

12 Equipment is used hygienically safely and according to manufacturerinstructions

2 Prepare mise en place 21 Ingredients are identified and obtained according to standards recipe

22 Ingredients are prepared according to the correct quantity type and quality

3 Prepare and cook food using basic methods ofcooking

31 Various cooking methods are used to prepare dishes to enterprise standard

32 Correct quantities and ratios of commodities for specific cooking methods arecalculated

33 Cooking process is completed in a logical and safe manner

34 Problems with the cooking process are identified promptly and take correctiveaction

35 Dishes are prepared using a range of methods and current technology withinacceptable enterprise and customer timeframes

36 Work cooperatively with kitchen and front-of-house colleagues to ensure timelypreparation of dishes

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and use cooking equipment and technology Learning hours 20

Learning outcomes Content Leaning activities Resources

11 Identify kitchenequipment and tools

bull Specification of Kitchenequipment amp tools

bull Kitchen orientation

o Group discussiono Researcho Role Playo

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

12 Use and maintain Kitchenequipment and tools

bull

Hand tools

bull Electrical toolsbull Heavy equipment

o Group discussiono Researcho Role Play

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

Learning unit 2 Prepare mise en place Learning hours 20

Learning outcomes Content Leaning activities Resources

21 Identify ingredients for arecipe

bull Types of food itemsbull Characteristics and uses of food

items

o Group discussiono Researcho Role Play

983085 Recipe book983085 Reference Books983085 Flipchart markers-

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bull Contents of recipebull Quantities in function of

number of customers to be

servedbull Quality of ingredients

983085 Projectors983085 Board983085 Laptops

22 Prepare ingredients bull Cleaning techniquesbull Pealing and cutting techniquesbull Measuring and weighingbull Storage for different type of

ingredients

o Demonstrationo Individual practice

983085 Kitchen equipment Kitchentools

23 Apply checklist procedures bull FIFObull LIFObull Verification of quality product

o Group discussiono Demonstrationo Individual practiceo Role Play

983085 Recipe book Flipchart

983085 Markers983085 Tags983085 Products983085 Bin cards983085 Checklist

Learning unit 3 Prepare and cook food using basic methods of cooking Learning hours 20

Learning outcomes Content Leaning activities Resources

31 Identify the differentcooking methods

bull Types of cooking methods Boiling Deep frying Stir-frying

Baking Steaming Simmering skimming grilling roasting broiling

o Small group discussiono Demonstrationo Individual practice

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smoking poaching

bull Characteristics of different

foods and appropriate cookingmethods

bull Underlying principles of all basiccooking methods

bull Effect of different cookingmethods on the nutritionalvalue of food

32 Cook basic dishes using arange of methods

bull Basic dishes o Demonstrationo Individual practice

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MODULE 7 Salads and Sandwiches

Competence Prepare salads and sandwiches

RTQF LEVEL CREDITS 4 LEARNING HOURS 40

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present different sorts of salads and sandwiches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare and present a variety of salads anddressings

11 Suitable ingredients are chosen

12 Salads are prepared using fresh ingredients and respecting nutritional valueeating characteristics and taste

13 Suitable sauces and dressings are prepared and incorporated into or servedwith salad

14 Salads are presented attractively

2 Prepare and present sandwiches 21 Suitable bases are selected from a range of bread types

22 A variety of sandwich types are prepared using a range of appropriate

techniques

23 Appropriate equipment is selected for toasting and heating sandwiches andused correctly and safely

24 Sandwiches are present in an attractive manner using suitable garnishesand serviceware

3 Store salads and sandwiches 31 Store salads and sandwiches hygienically at the correct temperature in

appropriate conditions and containers to maintain freshness taste andquality

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare and present a variety of salad and dressings Learning hours 20

Learning Outcome Content Learning Activities Resources

11 Identify ingredients for

salads

bull Commodities and food

combinations for use in salads

o Researcho Presentationo Group work

983085 Salad recipes

12 Prepare salads bull Types of salads Simple Compound

bull Components of salads Base Body Dressing Garnish

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls

983085 Knife sets

983085 Required ingredients983085 Cutting Board

13 Prepare dressings bull Types of salad dressing French dressing

Italian dressing Dijon dressing Vinaigrette Thousand Island dressing

bull Compatibility of dressings withdifferent types of salads

o Researcho Presentationo Demonstrationo Individual practice

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14 Present salads bull Methods of attractivepresentation for salads anddressings

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 2 Prepare Sandwiches Learning hours 15

Learning outcome Content Learning Activity Resources

21 Identify ingredients forsandwiches

bull Suitable breads White bread Wheat bread Buns Baguette

bull Suitable filling Cheese Ham Fried eggs Vegetables Cooked meat

o Presentationo Research

983085 Sandwiches recipes

22 Prepare sandwiches bull Types of Sandwiches Hot Cold

bull Food combinations forsandwiches

bull Preparation techniques spreading layering portioning moulding cutting garnishing

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls983085 Knife sets983085 Required ingredients983085 Salamander983085 Cutting Board

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toasting

23 Present sandwiches bull Methods of attractivepresentation for sandwiches

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 3 Store salads and sandwiches Learning hours 5

Learning outcome Content Learning Activity Resources

31 Store salads andsandwiches

bull Suitable storage techniques tomaintain optimum quality ofingredients

bull Types of containers

o Presentationo Demonstrationo Individual practice

983085 Containers983085 Fridge

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MODULE 9 Pasta and starches

Competence Cook pasta and starches

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present pastas and starches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare pasta 11 The different types of pasta are identified

12 Various pasta are prepared using appropriate methods to ensure optimumquality

13 Appropriate sauces and accompaniments are selected

2 Prepare starches 21 The different types of starches are identified

22 Various starches are prepared using appropriate methods to ensureoptimum quality

Appropriate sauces and accompaniments are selected

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare Pasta Learning hours 30

Learning outcome Content Learning Activities Resources

11 identify the different types

of pasta

bull Types of Pasta amp their products

Egg Pasta Noodles

Egg less pasta Spaghetti

White pasta Lasagna

Green Pasta Green lasagna

Stuffed Past Ravioli Cannelloni Lunette

Dessert Pasta Poppy seed pasta Cinnamon pasta

Dumpling Pasta Gnocchi

Whole wheat

o Researcho Presentation

983085 Reference books

983085 recipes

12 Prepare pasta dishes bull Cooking methods Boiling Stir-frying Baking

o Demonstrationo Researcho Individual practiceso Presentation

983085 Recipes983085 Baking trays983085 Baking Ovens983085 Required ingredients

S C k

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Steaming 983085 Cooking pans983085 Pasta roller983085 Flip chart

983085 Markers

983085 Boards983085 Tongs983085 Forks983085 Plates

13 Present pasta dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

Learning Unit 2 Prepare Starches Learning hours 30

Learning outcome Content Learning Activities Resources

21 Identify the differenttypes of pasta

bull Starch products Cassava Yams Sweet potatoes Rice Maize meal

o Researcho Presentation

983085 Reference books983085 recipes

21 Prepare starch products bull Cooking methods Boiling Deep frying Stir-frying Baking Steaming

o Demonstrationo Individual practices

983085 Baking trays983085 Baking Ovens983085 Required ingredients983085 Cooking pans983085 Steaming Machine983085 Flip chart

983085 Markers

983085 Boards983085 Forks983085 Spoons983085 Plates

23 Present starch dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

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MODULE 10 Stocks sauces and soups

Competence Prepare stocks sauces and soups

RTQF LEVEL CREDITS 10 LEARNING HOURS 100

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare different types of stocks soups and sauces

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplace

Module 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare stocks required for menu items 11 Ingredients and flavouring agents are uses according to standard recipes

12 A variety of stocks are produced

2 Prepare sauces required for menu items 21 A variety of hot and cold sauces are produced from classical andcontemporary recipes

22 A variety of thickening agents and convenience products are usedappropriately

23 Sauces are evaluated for flavour colour and consistency and any problemsare rectified

3 Prepare soups 31 The correct ingredients are selected and assembled to produce soupsincluding stocks and prepared garnishes

32 A variety of soups is produced

33Clarifying and thickening agents and methods are used where appropriate

34 Soups are evaluated for flavour colour consistency and temperature and anyproblems are rectified

35 Soups are presented at the right temperature in clean serviceware withoutdrips and spills using suitable garnishes and accompaniments

4 St d tit t t k d 4 1

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4 Store and reconstitute stocks sauces and soups 41 Store stocks sauces and soups to maintain optimum freshness and quality

42 Reconstitute stocks sauces and soups to appropriate standards ofconsistency

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Prepare stocks required for menu items Learning hours 30

Learning outcomes Content Learning activities Resources

11 Identify the ingredients

for different types of stocks

bull Types of stocks

Vegetable stock Beef stock Chicken stock Fish stock

bull Ingredients

o Group discussion

o Presentationo research

983085 reference books

983085 recipes

12 Cook various stocks bull Cooking methods Boiling Simmering Skimming Cooling Straining

o Applicationo Exerciseo Demonstration

983085 Equipments983085 Tools

983085 CLeaning products

983085 Cleaning materials983085 Stock pots983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

Learning unit 2 Prepare sauces required for menu items Learning hours 30

Learning outcomes Content Leaning activities Resources

21 Identify the ingredientsfor different types of sauces

bull Types of sauces Cold sauces Hot sauces

o Demonstrationo Individual practiceo Presentation

983085 Books983085 Flipchart983085 Markers Projectors

Mother sauces 983085 White board Laptops

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Mother sauces Basic Derivations Special sauces

White board Laptops983085 Recipe books

22 Identify equipments bull Identification of Tools andequipments sauce pots blender strainer sauce ladles knife set spatulas

cutting boards lighter stove

o Explanationo Demonstrationo Individual practice

983085 Books

983085 Flipchart Markers983085 Projectors983085 White board983085 Laptops983085 Recipe books983085 Menu

23 Prepare sauces bull Methods of cooking Boiling Simmering

bull Thickening agents Roux Cornflour Modified starch Liaison

o Explanationo Demonstrationo Individual practice

983085 Equipments983085 Tools983085 Cleaning products983085 Cleaning materials

983085 Stock pots

983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

24 Evaluate the quality ofsauces and rectify thembull Common problems in saucesbull Techniques to rectify sauces

o Observationo Group worko Individual practice

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Learning unit 3 Prepare soup Learning hours 30

Learning outcomes Content Leaning activities Resources

31 Identify the ingredientsfor different types of sauces

bull Types of soup Clear soups Pureacutee soups Cream soups

bull Ingredients

o Researcho Brainstorming

983085 Recipe guide983085 Cooking books

32 Prepare different types of

soup

bull Method of cooking Boiling

bull Thickening agents

o Demonstrationo Individual practiceo Presentation

983085 Note book

983085 pens

983085 Board983085 Markers983085 Fish stock983085 Beef stock983085 Vegetable stock983085 Strainers

33 Evaluate the quality ofsoups and rectify them

bull Common problems in soupsbull Techniques to rectify soups

o Observationo Group worko Individual practice

34 Present soup bull Presentation techniquesbull Garnishing techniquesbull Soup accompaniments

o Observationo Individual practice

983085 Plates983085 Bowls

Learning unit 4 Store and reconstitute stocks sauces and soups Learning hours 10

Learning outcomes Content Leaning activities Resources41 Store stocks sauces andsoups

bull Storage techniques andprocedures

bull Labelling

o Demonstrationo Explanationo Individual practice

983085 Pots983085 Fridge983085 Freezer983085 Labelling cards

42 Reconstitute stockssauces and soups

bull Reheating techniquesbull Principles of hygiene

983085 Equipment

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MODULE 11 Meat poultry and fish

Competence Select prepare and cook meat poultry and fish

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safety

Module 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unit Performance criteria

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gBy the end of the module the trainee will be able to

1 Select and purchase poultry meat and fish11 Poultry is selected and purchased according to quantity and quality required

12 Primary secondary and portioned cuts of pork goat beef and veal are selectedaccording to quantity and quality required

13 Fish is selected according to quality according to quantity and quality required

14 Low-cost cuts and meat products are selected when and where appropriate

15 The best supplier for quality and price is selected

2 Handle and store meat poultry and fish 21 Suitable knives and equipment for poultry meat and fish handling is selected andused

22 Poultry meat and fish are handled and portioned according to menu requirementsand hygienically to minimise risk of food spoilage or cross-contamination

23 Poultry meat and fish are stored hygienically ensuring optimal storage conditions andappropriate temperature are maintained

24 Frozen poultry meat and fish are thawed correctly to ensure maximum qualityhygiene and nutrition

3 Cook basic poultry meat and fish dishes 31 Suitable equipment for poultry meat and fish preparation and cooking is selected andused

32 Suitable marinades are prepared and used where appropriate for a variety of poultrymeat and fish cuts

33 A variety of appropriate cooking methods are used for basic poultry meat and fishdishes

34 A variety basic poultry meat and fish dishes are cooked and presented to standardrecipe specifications

35 Poultry meat and fish dishes are presented using suitable sauces garnishes andaccompaniments

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and purchase poultry meat and fish Learning hours 10

Learning outcomes Content Leaning activities Resources

11 Identify different types of

poultry meat and fish

bull Types of poultry

Chicken Turkey Duck

bull Types of meat Beef Veal Lamb Goat

Porkbull Types of fish

White fish Oily fish Shellfish

o Research

o Brainstormingo Group worko Presentationo

983085 Resource books

12 Select poultry meat andfish

bull Chicken meat and fish cutsbull Processed productsbull Quality criteria for selecting

fresh and healthy chicken meatand fish Quality points for poultry- Smell- Skin- Colour

o Visit of butcheryo Group worko Researcho Presentation

983085 Resource books

- Flexible breastboneUnbroken bones

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- Unbroken bones

Quality points for meat

- Smell- Colour- Compact structure- Texture and colour of fat- Kidney covered with fat

Quality points for Fish- Eyes- Gills- Fresh

- Scales- Skin- Smell- Guts

Learning unit 2 Handle and store meat poultry and fish Learning hours 40

Learning outcomes Content Leaning activities Resources

11 Handle and portionchickenbull

Techniques De-boning Filleting

bull Appropriate equipment andknives

o

Explanation-Demonstrationo Group discussiono Individual Practice

983085

Knife set983085 Cutting Board983085 Reference books983085 Flip chart983085 Markers983085 Board983085 Meat Tag983085 Weighing

983085 Scales

12 Handle and portion meat bull Preparation of butcherrsquos meatDeboning

o Demonstrationindividual practice

983085 Weighing scaleKnife Set

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- Deboning- Portioning

- Cutting- Trimming

- Mincing bull Appropriate equipment and

knives

o individual practice 983085 Knife Set983085 Cutting boards

983085 Slicing machine

983085 Flip Chart983085 Boards983085 Markers

13 Handle and portion fish bull Preparation of fish Gutting portioning Scaling Filleting Skinning

o Demonstrationo Individual practice

983085 Flip chat983085 Markers983085 Board983085

Laptop983085 Projector983085 Cutting board983085 Knife set983085 weighing scale

14 Store chicken meat andfish

bull Storage standards Chemical Store Dry Store

Perishable Freezer Quality and Quantity

bull Preservation methods Salting Smoking Drying Canning

Freezing Marinating

bull Orderingbull Receivingbull Issuing

o Demonstrationo Individual practice

983085 Freezer983085 Fridge983085 Reference Books

983085 Flip chart

983085 Markers983085 Board983085 Scale983085 Shelves983085 Containers983085 Trolley983085 Probe Thermometer

983085 Purchasing order

983085 Receiving form983085 Requisition form

15 Thaw chicken meat andfish

bull Defrosting techniquesbull Health and hygiene regulations

o Demonstrationo Individual practice

983085 drip tray

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Learning unit 3 Cook and present basic poultry meat and fish dishes Learning hours 70

Learning outcomes Content Leaning activities Resources

21 Cook and present basicpoultry dishes

bull Marinating Herbs Oil spices

bull Cooking method

steaming grilling roasting boiling baking broiling smoking poaching

bull Seasoning salt black pepper or white

pepper

bull Presentation techniques

o Demonstrationo Individual practice

983085 Recipes983085 Heavy pans983085 Frying pans983085 Chopping board983085 Knives

983085 Flip chat

983085 Markers983085 Board983085 Laptop983085 Projector983085 Cutting board983085 Knife set983085 Weighing scale

983085 Oil

983085 Onions983085 Garlic983085 Rose mary983085 Salt983085 Light soya sauce

22 Cook and present basicmeat dishes 23 Cook and present basic

fish dishes

MODULE 12 Basic pastries and cakes

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MODULE 12 Basic pastries and cakes

Competence Make basic pastries and cakes

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

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

1 Prepare basic pastries and cakes 11 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are prepared

12 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are decorated

13 Suitable equipment safely and efficiently selected and used

2 Prepare and produce bakery products 21 A range of yeast-based doughs are prepared to standard recipes

22 Suitable equipment safely and efficiently selected and used

3 Portion and store pastries cakes and yeast goods 31 Portion control is applied to minimise wastage

32 Cakes pastry and bakery products Store to minimise spoilage and wastage

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare basic pastries and cakes Credit6

Learning Outcome Content Learning Activities Resources11 Identify different types ofpastries and cakes

bull Types of Pastry Products Sponge cakes Choux paste Sugar paste Sweet bread Cookies

o Researcho Presentationo Brainstorming

983085 Reference books

Mousses Ice cream

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doughnuts

12 Prepare basic pastryproducts

bull Sponge cakes Preparation techniques Baking techniques

bull Doughnuts Preparation techniques Baking techniques

bull Cookies Preparation techniques Baking techniques

o Demonstrationo Individual practices

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons13 Decorate pastries and

cakesbull Fillings

Butter cream Fruit Jam

bull Sauces Chocolate sauce Custard Sauce Strawberry Vanilla

o Demonstrationo Individual practiceso

Learning Unit 2 Prepare and produce bakery products

Learning outcomes Content Leaning activities Resources21 Identify different types ofbakery products

bull Types of bakery Products Yeast products

White Bread French Bread Croissant Rolls

o Researcho Presentationo Brainstorming

983085 Reference books

Chapatti Samosa dough

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Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

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MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

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bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

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Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

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Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

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76

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

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Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

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Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 22: Curriculum Cooker

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COURSE STRUCTUREThe 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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Listen and speak effectively Learning hours 6

Learning outcomes Contents Learning activities Resources

11 Apply effective listen skills

amp strategies

bull Effective listening skills amp

strategiesbull Assess onersquos listening skillsbull Model good listening skills

o Role play

o Observing role playo Feedback from observerso discussion

983085 Role play scenarios

983085 List of effective listening

skills amp strategies983085 Effective Listening

Observation Form

12 Give and receiveinstructions

bull Importance of giving clearconcise instructions

bull Formulation of instructions

bull Strategies to ask questions forclarification

o individual worko group discussion

13 Identify non-verbalcommunication signs and theimpact on peoplersquosperceptions

bull Importance of non-verbalcommunication

bull Impacts of non-verbalcommunication on how we giveinformation and how we listen

o pair worko large group discussion

14 Demonstrate effectivespeaking skills

bull Effective speaking skills andstrategies

o small group worko practice presentationso large group discussion

983085 List of Effective SpeakingSkills amp Strategies

983085 Speaking Scenarios forgroup work

983085 Effective SpeakingObservation Form

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Learning unit 2 Cooperate and work as a team member Learning hours 8

Learning outcomes Contents Learning activities Resources

21 Identify the differentpersonalities

bull Different personalities andapproaches that individualsbring to a group

o Self-assessmento large group activity (innerouter

circles)o Discussion

983085 Working in Groups Self Assessment

983085 Cooperating with OthersRoles

983085

Elements of an Effective ampCooperative TeamMember

22 Handle differentpersonalities in a group

bull Strategies on how to handledifferent personalities in agroup

23 Cooperate with others toreach the same objective

bull Characteristics of an effectiveand cooperative team member

o Large group activityo Large group discussiono Individual reflectionjournal writing

o Pair work

24 Lead a team efficiently bull Qualities of an effective leaderbull Different leadership stylesbull Appropriate leadership style in a

given contextbull Strategies to lead a team

efficiently

o large group discussiono small group worko role playso small group activity

983085 Role play scenarios

25 Demonstrate problemsolving and decision makingskills

bull challenges and dynamicsamongst people during theproblem solving process

bull steps of problem solving towork and community relatedproblems

bull Communication as a tool forproblem solving

o Large group activityo pair sharingo small group worko large group discussiono Task leadership competition

983085 Scenarios for problem

solving activity

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24

Learning unit 3 Apply customer care Learning hours 6

Learning outcomes Contents Learning activities Resources

31 Understand theimportance of good customercare

bull Definition of customer servicebull Levels of customer servicebull Customer care principlesbull Importance of customer care

o Experience sharingo Brainstorming

Presentation by trainer

-32 Provide exceptionalquality service

bull Basic customer needsbull Service to meet basic customer

needsbull Definition of customerrsquos

perceptionbull Meeting and exceeding

expectationsbull Getting feedback on the

provided service

o individual reflectiono large group discussiono role play

33 Communicate effectivelywith customers by telephoneand face to face

bull Telephone tipsbull Recording a telephone message

o large group discussiono skito pair role plays

983085 Role Play scenarios forCommunicating withCustomers

34 Handle conflict withdifficult customers

bull Definition of conflict conflictresolutionmanagement

bull Steps of conflict management

with difficult customers

o individual reflectiono Brainstormingo large group discussion

o role play

983085

Reference books 3 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project4 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

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MODULE 5 Computer literacy

Competence 5 Apply computer literacy

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to follow health safety and security procedures identifyhazards assess the associated safety risks and take measures to eliminate or control and minimise the risk It isan obligation for each employee to participate in the management of their own health and safety and that oftheir colleagues and anyone else in the workplace They have a duty to cooperate with their employersinitiatives to ensure safety at work

LEARNING ASSUMED TO BE IN PLACE

Not applicable

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26

LEARNING UNITS AND PERFORMANCE CRITERIALearning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be ableto

Performance criteria

1 Apply computer fundamentals 11

12

13

14

Identification of Various connectors and ports

Use of different IO devices

Use of Desktoprsquos elements

Scanning of Viruses in the computer and Different Storages Devices

2Use a current word processing package 21

22

23

24

25

56

Text formatting

Table creation and editing

Text Editing

Printing

Saving

Inserting of header Footer and footnotes

3 Use current spreadsheet package 31

32

Using of basic excel tasks

Managing of Sheets in excel workbook

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27

33

34

35

Formatting of cells and their contents

Using of functions and perform mathematical operations

Excel worksheet Printing

4Use current Power Point Presentations 41

42

43

44

45

46

47

Creating a new presentation

Creating Inserting a slide

Inserting of Graphics

Converting word documents to PowerPoint presentation

Animation

Using Different Presentation view

Printing a presentation

5Use InternetIntranet (Outlook) 51

52

53

54

55

56

Defining and explaining a website

Interacting through instant messaging (Chatting)

Using search Engines (example Google)

Creating Managing favorites using internet explorer

Browsing the internet using the hyperlinks

Downloading and Uploading files using internet

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COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Apply computer fundamentals Learning hours10

Learning outcomes Contents Learning activities Resources

11 Apply Computerbasics

bull Computer Definition

bull Types of computers

Laptops

Desktops

Palm tops

PDA (Personnal Digital assistance)

bull Computer HardwareMemorybull Definition

bull Role of Memory

bull Features

- Capacity

- Speed

- Non Volativitybull Types of Memory

- ROM (Read only memory)

- RAM (Random access memory)

- ExternalInternal memories (Hard

diskdisketteCDFlash disketc)

-Open a computer case andObserve different types ofmemory-Group Discussion on each type ofmemory

-Computer Lab-Computer Tool Kit-CD DVDs Diskettes-White Board-Markers

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12Identify Variousconnectors and ports

bull Connectors and ports

- Definition

bull IO (Input and Output) Ports andconnectors

- Serial ports

- Parallel ports

- USB

- Keyboard Mouse connectors

- VGA Connectors

-Observe different connectors aswell as input and output ports

-Exercises on ports identifications

-Computer Lab-Computer Tool Kit

-CD DVDs Diskettes-Different types of CablesDifferent types Connectors-White Board-Markers

13Use different IOdevices

bull Peripherals

- Definition

- Categories IO devices

Input devices (mouse Keyboard

scanner CDDVD-ROM and

diskettes drivers etc)

Output devices (Monitor Diskette

CDDVD-ROM Writer Printer etc)

Types of keyboards

- AZERTY

- QWERTY

Practical exercises on connectingthe mouse keyboard Monitor tothe CPU (Central processing unit)

-Computer Lab-Computer Tool Kit-CD DVDs Diskettes-Printer-Scanner

-White Board

14Use Desktoprsquoselements

bull Windows and its components

- Desktop

- Task bar

- Start menu

- Minimize Maximize Close buttons

-Brainstorming on Desktoprsquoselements-Use the desktop the tasks barand the start menu

-Computer Lab-Projector

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- My Computer

15Scan Viruses in thecomputer and DifferentStorages Devices (Flashdisk External Hard disk)

bull Antivirus definitionbull Importance of antivirusbull Functionalitybull Different Types of antivirus- Norton- Kaspersky- Symantecbull Storages to be scanned- Flash disk- External hard disk- Memory card- Computer hard disk

-Brainstorming the use ofantivirus-Practical exercises on Scanningviruses-Compile activities reports

-Computer Lab-Flash disks-External Hard disk-Cds DVDs-Antivirus-White Board-Markers

Learning Unit 2 Use a word processing package Learning hours 5

Learning outcomes Contents Learning activities Resources

21Format a text bull StyleFontSizeColourbull Paragraphbull Columnbull Tabulationbull Paragraph spacingbull Inserting symbolsSpecial

charactersbullet and numberingbull Borders and shadingheader and

footer

-Reproduce document alreadyformatted-Various exercises to familiarizewith formatting a text

-Computer Lab With CurrentWord processing Packageinstalled in each computer-Projector-White Board

-Markers

22Create and edit atable

bull Inserting a tablebull Inserting a columnbull Inserting a row

-Practical exercises on creatingediting and handling a table

-Computer Lab With CurrentWord processing Packageinstalled in each computer

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bull Deleting tablebull Deleting rowbull

Deleting columnbull Merging cellsbull Splitting cellsbull Drawing a tablebull Table auto formatbull Formula

-Projector-White Board

23Edit document

(Text)

bull SearchFindReplace

bull Deleting a range of textbull The undo commandbull Spelling and grammarbull Synonyms

-Brainstorming Editing text

-Perform practical exercises onthe various tips (options)-compile activities reports

-Computer Lab With Current

Word processing Packageinstalled in each computer-Projector-White Board-Markers

24Print document bull Page setupbull Print previewbull

Print dialog boxbull Selecting printer namebull Printer optionsbull Printing one or more copiesbull Printing in blackwhite or colorbull Print page ranges

-Exercises on printing one ormore copies of a colored

document in black and white-printing in landscape portrait

-Computer Lab With CurrentWord processing Package

installed in each computer-Printer-Projector

25Save documents bull File management- Creation of files- Creation of Folders- File Naming- File Formats

-Practical Exercises on creation offiles folders and file Saving

-Compile activities reports

-Computer Lab With CurrentWord processing Package

installed in each computer-Projector

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26Insert HeaderFooter and footnotes

bull Footnotesbull Header and Footer

- Automatic pagenumbering- Total number of pages- Automatic date- Automatic automatic

authors name

-Exercises on footnotes-Create a document containing

several pagesWith elements such as the pagenumber date automation-practical exercises

-Computer Lab With CurrentWord processing Package

installed in each computer-Projector

Learning Unit 3 Use spreadsheet package Learning hours 5

Learning outcomes Contents Learning activities Resources

31Use Some basicexcel tasks

bull Basic excel tasks

- Open

- Close

- New document

- Undo

- Savesave ashellip

- Sheet

- Selecting a cell

- Validating a cell

- Deleting cell contents

- Modifying cell contents- Selecting group of cells

- Increase and reduce the

cell size

- Delete row and column

- Duplicate cell

-Practical exercises on the use ofbasic excel tasks-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer-Projector

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32Manage Sheets inexcel workbook

bull Selecting a sheet

bull Renaming a sheet

bull Insert new sheetsbull Moving a sheet in a workbook

bull Deleting a sheet

-Practical exercisesOn Managing sheets in excel

workbook

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector

33Format cells andtheir contents

bull Formatting text and cells

- Choosing fontsizecolour

- Adjusting Cow height

- Alignment of cell - Number format

- Inserting rows

- Merging cells

- Creating borders

- Patterns

-Practical exercises in groups andindividual homework onformatting cells

-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer

-Projector

34Use some functionsand performmathematical operations

bull Numbers and Mathematicalcalculations

- Addition - Multiplication - Division - Subtraction - AutoSum

- Absolute and relativeReference - Function

Average Minimum Maximum

-Practical exercises in groups andindividual homework onformatting cells-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer-Projector

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35 Print an excelworksheet

bull Page setupbull Print previewbull

Print dialogue boxbull Print optionsbull Print one or more copiesbull Print in blackwhite or colorbull Print page rangesbull Printing a selection

-Print one or more copies of aworksheet

-Print colour or white and blackworksheet-practical exercises (individualand in group)-print horizontallyvertically

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector-Printer

Learning Unit 4 Use Presentation application Learning hours 5

Learning outcomes Learning outcomes Learning outcomes Learning outcomes

41Launch Ms Powerpoint

bull Power point Definition

bull Role

bull Power point environment

- Title Bar

- Menu Bar- Toolbars

- Formatting tool bar

- Title

- Sub title

-Using a power pointpresentation with slide showgetfeedback from learners on thearea of application of Ms powerpoint-Launch powerpoint and observethe screen individual exercises

-Computer Lab With Currentpresentation Software installed in each computer-Projector

42Create a newpresentation

bull Creating new presentation

bull Blank presentation

bull Design template

bull Auto content wizards

-Create presentation using thevarious methods-practical exercises (individualand in groups)

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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43Create Insert a slide bull Creating a slide

bull Inserting a slide

bull Modifying a slide

-Exercises on creating insertingand modifying a slide

-Computer Lab With Currentpresentation Software

installed in each computer-Projector

44Insert Graphics bull GraphicsClip artWord

ArtLibrary ImagesInserting

image from file

Exercises on inserting images inthe slides

-Computer Lab With Currentpresentation Software installed in each computer-Projector

45Convert word

documents toPowerPoint presentation

bull Copy Cut Move

bull Process of conversion

-Practical exercises on File

transformation

-Computer Lab With Current

presentation Software installed in each computer-Projector

46Animate apresentation

bull Animation

bull Custom animation

bull Slide transition

-Familiarize with animation of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

47Use DifferentPresentation view

bull Normal View

bull Slide Sorter view

bull Slide show

-Switch between the views toimprove the presentation-Group discussion andbrainstorming

-Computer Lab With Currentpresentation Software installed in each computer-Projector

48 Print a presentation bull Printing a presentation

bull Print preview

bull Printing a copy or multiple

-Exercises on printing in blackand white or in colour printingone or more copies of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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copies

bull Printing one slide on a page

bull Printing more slides on a page

Learning Unit 5 Use InternetIntranet (Outlook) Learning hours 5

Learning outcomes Contents Learning activities Resources

51 Define and explain awebsite

bull Introduction

World wide web

Web page

Web site

-Visit web sites and browsedifferent pages-Group discussion based onobservation

-Internet Connection-Computer Lab-projector

52Interact throughinstant messaging

(Chatting)

bull Definition

bull Steps to create a chat account

bull Chatting options

Instant messaging with or

no web cam

Calling

Sending files

-Group Discussion on Interactingthrough instant messaging

-Exercises on chatting in groups-Compile activities reports

-Internet Connection-Computer Lab

-projector

53Use search Engines(example Google)bull

Search engines- Definition

- Role

- Some Types of search

engine

wwwGooglecom

-Perform practical exercises onthe use of search engines -Internet Connection-Computer Lab-projector

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wwwYahoocom

54Create Managefavorites using internetexplorer

bull Favorites

- Create Favorites

- Rename Move Favorites

-Practical exercises on creatingmoving and renaming favorites

-Internet Connection-Computer Lab-projector

55Browse the internetusing the hyperlinks

bull Web Browser

- Browser buttons

- Address bar

- Status bar

- Scroll bar

- Home page

- FrontBack arrows

- Refresh button

- Start page

-Open a web using the addressbar-Browse different web pages

-practical exercises On Browsinginternet using hyperlink

-Internet Connection-Computer Lab-projector

56Download andUpload files usinginternet

bull Downloadingbull File attachment

-Practical exercises ondownloading and uploading filesusing internet

-Internet Connection-Computer Lab-projector

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MODULE 6 Mise en place and cooking methods

Competence Organise and cook food

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to use kitchen equipment and tools to prepare mise en place and use basic cookingmethods

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 hygiene and food safety

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be ableto

Performance criteria

1 Select and use cooking equipment andtechnology

11 Appropriate equipment and technology is selected for particular cookingmethods

12 Equipment is used hygienically safely and according to manufacturerinstructions

2 Prepare mise en place 21 Ingredients are identified and obtained according to standards recipe

22 Ingredients are prepared according to the correct quantity type and quality

3 Prepare and cook food using basic methods ofcooking

31 Various cooking methods are used to prepare dishes to enterprise standard

32 Correct quantities and ratios of commodities for specific cooking methods arecalculated

33 Cooking process is completed in a logical and safe manner

34 Problems with the cooking process are identified promptly and take correctiveaction

35 Dishes are prepared using a range of methods and current technology withinacceptable enterprise and customer timeframes

36 Work cooperatively with kitchen and front-of-house colleagues to ensure timelypreparation of dishes

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and use cooking equipment and technology Learning hours 20

Learning outcomes Content Leaning activities Resources

11 Identify kitchenequipment and tools

bull Specification of Kitchenequipment amp tools

bull Kitchen orientation

o Group discussiono Researcho Role Playo

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

12 Use and maintain Kitchenequipment and tools

bull

Hand tools

bull Electrical toolsbull Heavy equipment

o Group discussiono Researcho Role Play

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

Learning unit 2 Prepare mise en place Learning hours 20

Learning outcomes Content Leaning activities Resources

21 Identify ingredients for arecipe

bull Types of food itemsbull Characteristics and uses of food

items

o Group discussiono Researcho Role Play

983085 Recipe book983085 Reference Books983085 Flipchart markers-

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bull Contents of recipebull Quantities in function of

number of customers to be

servedbull Quality of ingredients

983085 Projectors983085 Board983085 Laptops

22 Prepare ingredients bull Cleaning techniquesbull Pealing and cutting techniquesbull Measuring and weighingbull Storage for different type of

ingredients

o Demonstrationo Individual practice

983085 Kitchen equipment Kitchentools

23 Apply checklist procedures bull FIFObull LIFObull Verification of quality product

o Group discussiono Demonstrationo Individual practiceo Role Play

983085 Recipe book Flipchart

983085 Markers983085 Tags983085 Products983085 Bin cards983085 Checklist

Learning unit 3 Prepare and cook food using basic methods of cooking Learning hours 20

Learning outcomes Content Leaning activities Resources

31 Identify the differentcooking methods

bull Types of cooking methods Boiling Deep frying Stir-frying

Baking Steaming Simmering skimming grilling roasting broiling

o Small group discussiono Demonstrationo Individual practice

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smoking poaching

bull Characteristics of different

foods and appropriate cookingmethods

bull Underlying principles of all basiccooking methods

bull Effect of different cookingmethods on the nutritionalvalue of food

32 Cook basic dishes using arange of methods

bull Basic dishes o Demonstrationo Individual practice

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MODULE 7 Salads and Sandwiches

Competence Prepare salads and sandwiches

RTQF LEVEL CREDITS 4 LEARNING HOURS 40

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present different sorts of salads and sandwiches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare and present a variety of salads anddressings

11 Suitable ingredients are chosen

12 Salads are prepared using fresh ingredients and respecting nutritional valueeating characteristics and taste

13 Suitable sauces and dressings are prepared and incorporated into or servedwith salad

14 Salads are presented attractively

2 Prepare and present sandwiches 21 Suitable bases are selected from a range of bread types

22 A variety of sandwich types are prepared using a range of appropriate

techniques

23 Appropriate equipment is selected for toasting and heating sandwiches andused correctly and safely

24 Sandwiches are present in an attractive manner using suitable garnishesand serviceware

3 Store salads and sandwiches 31 Store salads and sandwiches hygienically at the correct temperature in

appropriate conditions and containers to maintain freshness taste andquality

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare and present a variety of salad and dressings Learning hours 20

Learning Outcome Content Learning Activities Resources

11 Identify ingredients for

salads

bull Commodities and food

combinations for use in salads

o Researcho Presentationo Group work

983085 Salad recipes

12 Prepare salads bull Types of salads Simple Compound

bull Components of salads Base Body Dressing Garnish

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls

983085 Knife sets

983085 Required ingredients983085 Cutting Board

13 Prepare dressings bull Types of salad dressing French dressing

Italian dressing Dijon dressing Vinaigrette Thousand Island dressing

bull Compatibility of dressings withdifferent types of salads

o Researcho Presentationo Demonstrationo Individual practice

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14 Present salads bull Methods of attractivepresentation for salads anddressings

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 2 Prepare Sandwiches Learning hours 15

Learning outcome Content Learning Activity Resources

21 Identify ingredients forsandwiches

bull Suitable breads White bread Wheat bread Buns Baguette

bull Suitable filling Cheese Ham Fried eggs Vegetables Cooked meat

o Presentationo Research

983085 Sandwiches recipes

22 Prepare sandwiches bull Types of Sandwiches Hot Cold

bull Food combinations forsandwiches

bull Preparation techniques spreading layering portioning moulding cutting garnishing

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls983085 Knife sets983085 Required ingredients983085 Salamander983085 Cutting Board

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toasting

23 Present sandwiches bull Methods of attractivepresentation for sandwiches

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 3 Store salads and sandwiches Learning hours 5

Learning outcome Content Learning Activity Resources

31 Store salads andsandwiches

bull Suitable storage techniques tomaintain optimum quality ofingredients

bull Types of containers

o Presentationo Demonstrationo Individual practice

983085 Containers983085 Fridge

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MODULE 9 Pasta and starches

Competence Cook pasta and starches

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present pastas and starches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare pasta 11 The different types of pasta are identified

12 Various pasta are prepared using appropriate methods to ensure optimumquality

13 Appropriate sauces and accompaniments are selected

2 Prepare starches 21 The different types of starches are identified

22 Various starches are prepared using appropriate methods to ensureoptimum quality

Appropriate sauces and accompaniments are selected

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare Pasta Learning hours 30

Learning outcome Content Learning Activities Resources

11 identify the different types

of pasta

bull Types of Pasta amp their products

Egg Pasta Noodles

Egg less pasta Spaghetti

White pasta Lasagna

Green Pasta Green lasagna

Stuffed Past Ravioli Cannelloni Lunette

Dessert Pasta Poppy seed pasta Cinnamon pasta

Dumpling Pasta Gnocchi

Whole wheat

o Researcho Presentation

983085 Reference books

983085 recipes

12 Prepare pasta dishes bull Cooking methods Boiling Stir-frying Baking

o Demonstrationo Researcho Individual practiceso Presentation

983085 Recipes983085 Baking trays983085 Baking Ovens983085 Required ingredients

S C k

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Steaming 983085 Cooking pans983085 Pasta roller983085 Flip chart

983085 Markers

983085 Boards983085 Tongs983085 Forks983085 Plates

13 Present pasta dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

Learning Unit 2 Prepare Starches Learning hours 30

Learning outcome Content Learning Activities Resources

21 Identify the differenttypes of pasta

bull Starch products Cassava Yams Sweet potatoes Rice Maize meal

o Researcho Presentation

983085 Reference books983085 recipes

21 Prepare starch products bull Cooking methods Boiling Deep frying Stir-frying Baking Steaming

o Demonstrationo Individual practices

983085 Baking trays983085 Baking Ovens983085 Required ingredients983085 Cooking pans983085 Steaming Machine983085 Flip chart

983085 Markers

983085 Boards983085 Forks983085 Spoons983085 Plates

23 Present starch dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

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MODULE 10 Stocks sauces and soups

Competence Prepare stocks sauces and soups

RTQF LEVEL CREDITS 10 LEARNING HOURS 100

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare different types of stocks soups and sauces

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplace

Module 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare stocks required for menu items 11 Ingredients and flavouring agents are uses according to standard recipes

12 A variety of stocks are produced

2 Prepare sauces required for menu items 21 A variety of hot and cold sauces are produced from classical andcontemporary recipes

22 A variety of thickening agents and convenience products are usedappropriately

23 Sauces are evaluated for flavour colour and consistency and any problemsare rectified

3 Prepare soups 31 The correct ingredients are selected and assembled to produce soupsincluding stocks and prepared garnishes

32 A variety of soups is produced

33Clarifying and thickening agents and methods are used where appropriate

34 Soups are evaluated for flavour colour consistency and temperature and anyproblems are rectified

35 Soups are presented at the right temperature in clean serviceware withoutdrips and spills using suitable garnishes and accompaniments

4 St d tit t t k d 4 1

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4 Store and reconstitute stocks sauces and soups 41 Store stocks sauces and soups to maintain optimum freshness and quality

42 Reconstitute stocks sauces and soups to appropriate standards ofconsistency

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Prepare stocks required for menu items Learning hours 30

Learning outcomes Content Learning activities Resources

11 Identify the ingredients

for different types of stocks

bull Types of stocks

Vegetable stock Beef stock Chicken stock Fish stock

bull Ingredients

o Group discussion

o Presentationo research

983085 reference books

983085 recipes

12 Cook various stocks bull Cooking methods Boiling Simmering Skimming Cooling Straining

o Applicationo Exerciseo Demonstration

983085 Equipments983085 Tools

983085 CLeaning products

983085 Cleaning materials983085 Stock pots983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

Learning unit 2 Prepare sauces required for menu items Learning hours 30

Learning outcomes Content Leaning activities Resources

21 Identify the ingredientsfor different types of sauces

bull Types of sauces Cold sauces Hot sauces

o Demonstrationo Individual practiceo Presentation

983085 Books983085 Flipchart983085 Markers Projectors

Mother sauces 983085 White board Laptops

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Mother sauces Basic Derivations Special sauces

White board Laptops983085 Recipe books

22 Identify equipments bull Identification of Tools andequipments sauce pots blender strainer sauce ladles knife set spatulas

cutting boards lighter stove

o Explanationo Demonstrationo Individual practice

983085 Books

983085 Flipchart Markers983085 Projectors983085 White board983085 Laptops983085 Recipe books983085 Menu

23 Prepare sauces bull Methods of cooking Boiling Simmering

bull Thickening agents Roux Cornflour Modified starch Liaison

o Explanationo Demonstrationo Individual practice

983085 Equipments983085 Tools983085 Cleaning products983085 Cleaning materials

983085 Stock pots

983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

24 Evaluate the quality ofsauces and rectify thembull Common problems in saucesbull Techniques to rectify sauces

o Observationo Group worko Individual practice

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Learning unit 3 Prepare soup Learning hours 30

Learning outcomes Content Leaning activities Resources

31 Identify the ingredientsfor different types of sauces

bull Types of soup Clear soups Pureacutee soups Cream soups

bull Ingredients

o Researcho Brainstorming

983085 Recipe guide983085 Cooking books

32 Prepare different types of

soup

bull Method of cooking Boiling

bull Thickening agents

o Demonstrationo Individual practiceo Presentation

983085 Note book

983085 pens

983085 Board983085 Markers983085 Fish stock983085 Beef stock983085 Vegetable stock983085 Strainers

33 Evaluate the quality ofsoups and rectify them

bull Common problems in soupsbull Techniques to rectify soups

o Observationo Group worko Individual practice

34 Present soup bull Presentation techniquesbull Garnishing techniquesbull Soup accompaniments

o Observationo Individual practice

983085 Plates983085 Bowls

Learning unit 4 Store and reconstitute stocks sauces and soups Learning hours 10

Learning outcomes Content Leaning activities Resources41 Store stocks sauces andsoups

bull Storage techniques andprocedures

bull Labelling

o Demonstrationo Explanationo Individual practice

983085 Pots983085 Fridge983085 Freezer983085 Labelling cards

42 Reconstitute stockssauces and soups

bull Reheating techniquesbull Principles of hygiene

983085 Equipment

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MODULE 11 Meat poultry and fish

Competence Select prepare and cook meat poultry and fish

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safety

Module 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unit Performance criteria

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gBy the end of the module the trainee will be able to

1 Select and purchase poultry meat and fish11 Poultry is selected and purchased according to quantity and quality required

12 Primary secondary and portioned cuts of pork goat beef and veal are selectedaccording to quantity and quality required

13 Fish is selected according to quality according to quantity and quality required

14 Low-cost cuts and meat products are selected when and where appropriate

15 The best supplier for quality and price is selected

2 Handle and store meat poultry and fish 21 Suitable knives and equipment for poultry meat and fish handling is selected andused

22 Poultry meat and fish are handled and portioned according to menu requirementsand hygienically to minimise risk of food spoilage or cross-contamination

23 Poultry meat and fish are stored hygienically ensuring optimal storage conditions andappropriate temperature are maintained

24 Frozen poultry meat and fish are thawed correctly to ensure maximum qualityhygiene and nutrition

3 Cook basic poultry meat and fish dishes 31 Suitable equipment for poultry meat and fish preparation and cooking is selected andused

32 Suitable marinades are prepared and used where appropriate for a variety of poultrymeat and fish cuts

33 A variety of appropriate cooking methods are used for basic poultry meat and fishdishes

34 A variety basic poultry meat and fish dishes are cooked and presented to standardrecipe specifications

35 Poultry meat and fish dishes are presented using suitable sauces garnishes andaccompaniments

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and purchase poultry meat and fish Learning hours 10

Learning outcomes Content Leaning activities Resources

11 Identify different types of

poultry meat and fish

bull Types of poultry

Chicken Turkey Duck

bull Types of meat Beef Veal Lamb Goat

Porkbull Types of fish

White fish Oily fish Shellfish

o Research

o Brainstormingo Group worko Presentationo

983085 Resource books

12 Select poultry meat andfish

bull Chicken meat and fish cutsbull Processed productsbull Quality criteria for selecting

fresh and healthy chicken meatand fish Quality points for poultry- Smell- Skin- Colour

o Visit of butcheryo Group worko Researcho Presentation

983085 Resource books

- Flexible breastboneUnbroken bones

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- Unbroken bones

Quality points for meat

- Smell- Colour- Compact structure- Texture and colour of fat- Kidney covered with fat

Quality points for Fish- Eyes- Gills- Fresh

- Scales- Skin- Smell- Guts

Learning unit 2 Handle and store meat poultry and fish Learning hours 40

Learning outcomes Content Leaning activities Resources

11 Handle and portionchickenbull

Techniques De-boning Filleting

bull Appropriate equipment andknives

o

Explanation-Demonstrationo Group discussiono Individual Practice

983085

Knife set983085 Cutting Board983085 Reference books983085 Flip chart983085 Markers983085 Board983085 Meat Tag983085 Weighing

983085 Scales

12 Handle and portion meat bull Preparation of butcherrsquos meatDeboning

o Demonstrationindividual practice

983085 Weighing scaleKnife Set

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- Deboning- Portioning

- Cutting- Trimming

- Mincing bull Appropriate equipment and

knives

o individual practice 983085 Knife Set983085 Cutting boards

983085 Slicing machine

983085 Flip Chart983085 Boards983085 Markers

13 Handle and portion fish bull Preparation of fish Gutting portioning Scaling Filleting Skinning

o Demonstrationo Individual practice

983085 Flip chat983085 Markers983085 Board983085

Laptop983085 Projector983085 Cutting board983085 Knife set983085 weighing scale

14 Store chicken meat andfish

bull Storage standards Chemical Store Dry Store

Perishable Freezer Quality and Quantity

bull Preservation methods Salting Smoking Drying Canning

Freezing Marinating

bull Orderingbull Receivingbull Issuing

o Demonstrationo Individual practice

983085 Freezer983085 Fridge983085 Reference Books

983085 Flip chart

983085 Markers983085 Board983085 Scale983085 Shelves983085 Containers983085 Trolley983085 Probe Thermometer

983085 Purchasing order

983085 Receiving form983085 Requisition form

15 Thaw chicken meat andfish

bull Defrosting techniquesbull Health and hygiene regulations

o Demonstrationo Individual practice

983085 drip tray

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Learning unit 3 Cook and present basic poultry meat and fish dishes Learning hours 70

Learning outcomes Content Leaning activities Resources

21 Cook and present basicpoultry dishes

bull Marinating Herbs Oil spices

bull Cooking method

steaming grilling roasting boiling baking broiling smoking poaching

bull Seasoning salt black pepper or white

pepper

bull Presentation techniques

o Demonstrationo Individual practice

983085 Recipes983085 Heavy pans983085 Frying pans983085 Chopping board983085 Knives

983085 Flip chat

983085 Markers983085 Board983085 Laptop983085 Projector983085 Cutting board983085 Knife set983085 Weighing scale

983085 Oil

983085 Onions983085 Garlic983085 Rose mary983085 Salt983085 Light soya sauce

22 Cook and present basicmeat dishes 23 Cook and present basic

fish dishes

MODULE 12 Basic pastries and cakes

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MODULE 12 Basic pastries and cakes

Competence Make basic pastries and cakes

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

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

1 Prepare basic pastries and cakes 11 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are prepared

12 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are decorated

13 Suitable equipment safely and efficiently selected and used

2 Prepare and produce bakery products 21 A range of yeast-based doughs are prepared to standard recipes

22 Suitable equipment safely and efficiently selected and used

3 Portion and store pastries cakes and yeast goods 31 Portion control is applied to minimise wastage

32 Cakes pastry and bakery products Store to minimise spoilage and wastage

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare basic pastries and cakes Credit6

Learning Outcome Content Learning Activities Resources11 Identify different types ofpastries and cakes

bull Types of Pastry Products Sponge cakes Choux paste Sugar paste Sweet bread Cookies

o Researcho Presentationo Brainstorming

983085 Reference books

Mousses Ice cream

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doughnuts

12 Prepare basic pastryproducts

bull Sponge cakes Preparation techniques Baking techniques

bull Doughnuts Preparation techniques Baking techniques

bull Cookies Preparation techniques Baking techniques

o Demonstrationo Individual practices

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons13 Decorate pastries and

cakesbull Fillings

Butter cream Fruit Jam

bull Sauces Chocolate sauce Custard Sauce Strawberry Vanilla

o Demonstrationo Individual practiceso

Learning Unit 2 Prepare and produce bakery products

Learning outcomes Content Leaning activities Resources21 Identify different types ofbakery products

bull Types of bakery Products Yeast products

White Bread French Bread Croissant Rolls

o Researcho Presentationo Brainstorming

983085 Reference books

Chapatti Samosa dough

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Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

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MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

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bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

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Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

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Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

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76

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

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Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

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Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 23: Curriculum Cooker

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Learning unit 2 Cooperate and work as a team member Learning hours 8

Learning outcomes Contents Learning activities Resources

21 Identify the differentpersonalities

bull Different personalities andapproaches that individualsbring to a group

o Self-assessmento large group activity (innerouter

circles)o Discussion

983085 Working in Groups Self Assessment

983085 Cooperating with OthersRoles

983085

Elements of an Effective ampCooperative TeamMember

22 Handle differentpersonalities in a group

bull Strategies on how to handledifferent personalities in agroup

23 Cooperate with others toreach the same objective

bull Characteristics of an effectiveand cooperative team member

o Large group activityo Large group discussiono Individual reflectionjournal writing

o Pair work

24 Lead a team efficiently bull Qualities of an effective leaderbull Different leadership stylesbull Appropriate leadership style in a

given contextbull Strategies to lead a team

efficiently

o large group discussiono small group worko role playso small group activity

983085 Role play scenarios

25 Demonstrate problemsolving and decision makingskills

bull challenges and dynamicsamongst people during theproblem solving process

bull steps of problem solving towork and community relatedproblems

bull Communication as a tool forproblem solving

o Large group activityo pair sharingo small group worko large group discussiono Task leadership competition

983085 Scenarios for problem

solving activity

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Learning unit 3 Apply customer care Learning hours 6

Learning outcomes Contents Learning activities Resources

31 Understand theimportance of good customercare

bull Definition of customer servicebull Levels of customer servicebull Customer care principlesbull Importance of customer care

o Experience sharingo Brainstorming

Presentation by trainer

-32 Provide exceptionalquality service

bull Basic customer needsbull Service to meet basic customer

needsbull Definition of customerrsquos

perceptionbull Meeting and exceeding

expectationsbull Getting feedback on the

provided service

o individual reflectiono large group discussiono role play

33 Communicate effectivelywith customers by telephoneand face to face

bull Telephone tipsbull Recording a telephone message

o large group discussiono skito pair role plays

983085 Role Play scenarios forCommunicating withCustomers

34 Handle conflict withdifficult customers

bull Definition of conflict conflictresolutionmanagement

bull Steps of conflict management

with difficult customers

o individual reflectiono Brainstormingo large group discussion

o role play

983085

Reference books 3 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project4 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

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MODULE 5 Computer literacy

Competence 5 Apply computer literacy

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to follow health safety and security procedures identifyhazards assess the associated safety risks and take measures to eliminate or control and minimise the risk It isan obligation for each employee to participate in the management of their own health and safety and that oftheir colleagues and anyone else in the workplace They have a duty to cooperate with their employersinitiatives to ensure safety at work

LEARNING ASSUMED TO BE IN PLACE

Not applicable

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LEARNING UNITS AND PERFORMANCE CRITERIALearning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be ableto

Performance criteria

1 Apply computer fundamentals 11

12

13

14

Identification of Various connectors and ports

Use of different IO devices

Use of Desktoprsquos elements

Scanning of Viruses in the computer and Different Storages Devices

2Use a current word processing package 21

22

23

24

25

56

Text formatting

Table creation and editing

Text Editing

Printing

Saving

Inserting of header Footer and footnotes

3 Use current spreadsheet package 31

32

Using of basic excel tasks

Managing of Sheets in excel workbook

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27

33

34

35

Formatting of cells and their contents

Using of functions and perform mathematical operations

Excel worksheet Printing

4Use current Power Point Presentations 41

42

43

44

45

46

47

Creating a new presentation

Creating Inserting a slide

Inserting of Graphics

Converting word documents to PowerPoint presentation

Animation

Using Different Presentation view

Printing a presentation

5Use InternetIntranet (Outlook) 51

52

53

54

55

56

Defining and explaining a website

Interacting through instant messaging (Chatting)

Using search Engines (example Google)

Creating Managing favorites using internet explorer

Browsing the internet using the hyperlinks

Downloading and Uploading files using internet

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COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Apply computer fundamentals Learning hours10

Learning outcomes Contents Learning activities Resources

11 Apply Computerbasics

bull Computer Definition

bull Types of computers

Laptops

Desktops

Palm tops

PDA (Personnal Digital assistance)

bull Computer HardwareMemorybull Definition

bull Role of Memory

bull Features

- Capacity

- Speed

- Non Volativitybull Types of Memory

- ROM (Read only memory)

- RAM (Random access memory)

- ExternalInternal memories (Hard

diskdisketteCDFlash disketc)

-Open a computer case andObserve different types ofmemory-Group Discussion on each type ofmemory

-Computer Lab-Computer Tool Kit-CD DVDs Diskettes-White Board-Markers

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12Identify Variousconnectors and ports

bull Connectors and ports

- Definition

bull IO (Input and Output) Ports andconnectors

- Serial ports

- Parallel ports

- USB

- Keyboard Mouse connectors

- VGA Connectors

-Observe different connectors aswell as input and output ports

-Exercises on ports identifications

-Computer Lab-Computer Tool Kit

-CD DVDs Diskettes-Different types of CablesDifferent types Connectors-White Board-Markers

13Use different IOdevices

bull Peripherals

- Definition

- Categories IO devices

Input devices (mouse Keyboard

scanner CDDVD-ROM and

diskettes drivers etc)

Output devices (Monitor Diskette

CDDVD-ROM Writer Printer etc)

Types of keyboards

- AZERTY

- QWERTY

Practical exercises on connectingthe mouse keyboard Monitor tothe CPU (Central processing unit)

-Computer Lab-Computer Tool Kit-CD DVDs Diskettes-Printer-Scanner

-White Board

14Use Desktoprsquoselements

bull Windows and its components

- Desktop

- Task bar

- Start menu

- Minimize Maximize Close buttons

-Brainstorming on Desktoprsquoselements-Use the desktop the tasks barand the start menu

-Computer Lab-Projector

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- My Computer

15Scan Viruses in thecomputer and DifferentStorages Devices (Flashdisk External Hard disk)

bull Antivirus definitionbull Importance of antivirusbull Functionalitybull Different Types of antivirus- Norton- Kaspersky- Symantecbull Storages to be scanned- Flash disk- External hard disk- Memory card- Computer hard disk

-Brainstorming the use ofantivirus-Practical exercises on Scanningviruses-Compile activities reports

-Computer Lab-Flash disks-External Hard disk-Cds DVDs-Antivirus-White Board-Markers

Learning Unit 2 Use a word processing package Learning hours 5

Learning outcomes Contents Learning activities Resources

21Format a text bull StyleFontSizeColourbull Paragraphbull Columnbull Tabulationbull Paragraph spacingbull Inserting symbolsSpecial

charactersbullet and numberingbull Borders and shadingheader and

footer

-Reproduce document alreadyformatted-Various exercises to familiarizewith formatting a text

-Computer Lab With CurrentWord processing Packageinstalled in each computer-Projector-White Board

-Markers

22Create and edit atable

bull Inserting a tablebull Inserting a columnbull Inserting a row

-Practical exercises on creatingediting and handling a table

-Computer Lab With CurrentWord processing Packageinstalled in each computer

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bull Deleting tablebull Deleting rowbull

Deleting columnbull Merging cellsbull Splitting cellsbull Drawing a tablebull Table auto formatbull Formula

-Projector-White Board

23Edit document

(Text)

bull SearchFindReplace

bull Deleting a range of textbull The undo commandbull Spelling and grammarbull Synonyms

-Brainstorming Editing text

-Perform practical exercises onthe various tips (options)-compile activities reports

-Computer Lab With Current

Word processing Packageinstalled in each computer-Projector-White Board-Markers

24Print document bull Page setupbull Print previewbull

Print dialog boxbull Selecting printer namebull Printer optionsbull Printing one or more copiesbull Printing in blackwhite or colorbull Print page ranges

-Exercises on printing one ormore copies of a colored

document in black and white-printing in landscape portrait

-Computer Lab With CurrentWord processing Package

installed in each computer-Printer-Projector

25Save documents bull File management- Creation of files- Creation of Folders- File Naming- File Formats

-Practical Exercises on creation offiles folders and file Saving

-Compile activities reports

-Computer Lab With CurrentWord processing Package

installed in each computer-Projector

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26Insert HeaderFooter and footnotes

bull Footnotesbull Header and Footer

- Automatic pagenumbering- Total number of pages- Automatic date- Automatic automatic

authors name

-Exercises on footnotes-Create a document containing

several pagesWith elements such as the pagenumber date automation-practical exercises

-Computer Lab With CurrentWord processing Package

installed in each computer-Projector

Learning Unit 3 Use spreadsheet package Learning hours 5

Learning outcomes Contents Learning activities Resources

31Use Some basicexcel tasks

bull Basic excel tasks

- Open

- Close

- New document

- Undo

- Savesave ashellip

- Sheet

- Selecting a cell

- Validating a cell

- Deleting cell contents

- Modifying cell contents- Selecting group of cells

- Increase and reduce the

cell size

- Delete row and column

- Duplicate cell

-Practical exercises on the use ofbasic excel tasks-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer-Projector

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32Manage Sheets inexcel workbook

bull Selecting a sheet

bull Renaming a sheet

bull Insert new sheetsbull Moving a sheet in a workbook

bull Deleting a sheet

-Practical exercisesOn Managing sheets in excel

workbook

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector

33Format cells andtheir contents

bull Formatting text and cells

- Choosing fontsizecolour

- Adjusting Cow height

- Alignment of cell - Number format

- Inserting rows

- Merging cells

- Creating borders

- Patterns

-Practical exercises in groups andindividual homework onformatting cells

-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer

-Projector

34Use some functionsand performmathematical operations

bull Numbers and Mathematicalcalculations

- Addition - Multiplication - Division - Subtraction - AutoSum

- Absolute and relativeReference - Function

Average Minimum Maximum

-Practical exercises in groups andindividual homework onformatting cells-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer-Projector

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35 Print an excelworksheet

bull Page setupbull Print previewbull

Print dialogue boxbull Print optionsbull Print one or more copiesbull Print in blackwhite or colorbull Print page rangesbull Printing a selection

-Print one or more copies of aworksheet

-Print colour or white and blackworksheet-practical exercises (individualand in group)-print horizontallyvertically

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector-Printer

Learning Unit 4 Use Presentation application Learning hours 5

Learning outcomes Learning outcomes Learning outcomes Learning outcomes

41Launch Ms Powerpoint

bull Power point Definition

bull Role

bull Power point environment

- Title Bar

- Menu Bar- Toolbars

- Formatting tool bar

- Title

- Sub title

-Using a power pointpresentation with slide showgetfeedback from learners on thearea of application of Ms powerpoint-Launch powerpoint and observethe screen individual exercises

-Computer Lab With Currentpresentation Software installed in each computer-Projector

42Create a newpresentation

bull Creating new presentation

bull Blank presentation

bull Design template

bull Auto content wizards

-Create presentation using thevarious methods-practical exercises (individualand in groups)

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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43Create Insert a slide bull Creating a slide

bull Inserting a slide

bull Modifying a slide

-Exercises on creating insertingand modifying a slide

-Computer Lab With Currentpresentation Software

installed in each computer-Projector

44Insert Graphics bull GraphicsClip artWord

ArtLibrary ImagesInserting

image from file

Exercises on inserting images inthe slides

-Computer Lab With Currentpresentation Software installed in each computer-Projector

45Convert word

documents toPowerPoint presentation

bull Copy Cut Move

bull Process of conversion

-Practical exercises on File

transformation

-Computer Lab With Current

presentation Software installed in each computer-Projector

46Animate apresentation

bull Animation

bull Custom animation

bull Slide transition

-Familiarize with animation of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

47Use DifferentPresentation view

bull Normal View

bull Slide Sorter view

bull Slide show

-Switch between the views toimprove the presentation-Group discussion andbrainstorming

-Computer Lab With Currentpresentation Software installed in each computer-Projector

48 Print a presentation bull Printing a presentation

bull Print preview

bull Printing a copy or multiple

-Exercises on printing in blackand white or in colour printingone or more copies of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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copies

bull Printing one slide on a page

bull Printing more slides on a page

Learning Unit 5 Use InternetIntranet (Outlook) Learning hours 5

Learning outcomes Contents Learning activities Resources

51 Define and explain awebsite

bull Introduction

World wide web

Web page

Web site

-Visit web sites and browsedifferent pages-Group discussion based onobservation

-Internet Connection-Computer Lab-projector

52Interact throughinstant messaging

(Chatting)

bull Definition

bull Steps to create a chat account

bull Chatting options

Instant messaging with or

no web cam

Calling

Sending files

-Group Discussion on Interactingthrough instant messaging

-Exercises on chatting in groups-Compile activities reports

-Internet Connection-Computer Lab

-projector

53Use search Engines(example Google)bull

Search engines- Definition

- Role

- Some Types of search

engine

wwwGooglecom

-Perform practical exercises onthe use of search engines -Internet Connection-Computer Lab-projector

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wwwYahoocom

54Create Managefavorites using internetexplorer

bull Favorites

- Create Favorites

- Rename Move Favorites

-Practical exercises on creatingmoving and renaming favorites

-Internet Connection-Computer Lab-projector

55Browse the internetusing the hyperlinks

bull Web Browser

- Browser buttons

- Address bar

- Status bar

- Scroll bar

- Home page

- FrontBack arrows

- Refresh button

- Start page

-Open a web using the addressbar-Browse different web pages

-practical exercises On Browsinginternet using hyperlink

-Internet Connection-Computer Lab-projector

56Download andUpload files usinginternet

bull Downloadingbull File attachment

-Practical exercises ondownloading and uploading filesusing internet

-Internet Connection-Computer Lab-projector

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MODULE 6 Mise en place and cooking methods

Competence Organise and cook food

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to use kitchen equipment and tools to prepare mise en place and use basic cookingmethods

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 hygiene and food safety

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be ableto

Performance criteria

1 Select and use cooking equipment andtechnology

11 Appropriate equipment and technology is selected for particular cookingmethods

12 Equipment is used hygienically safely and according to manufacturerinstructions

2 Prepare mise en place 21 Ingredients are identified and obtained according to standards recipe

22 Ingredients are prepared according to the correct quantity type and quality

3 Prepare and cook food using basic methods ofcooking

31 Various cooking methods are used to prepare dishes to enterprise standard

32 Correct quantities and ratios of commodities for specific cooking methods arecalculated

33 Cooking process is completed in a logical and safe manner

34 Problems with the cooking process are identified promptly and take correctiveaction

35 Dishes are prepared using a range of methods and current technology withinacceptable enterprise and customer timeframes

36 Work cooperatively with kitchen and front-of-house colleagues to ensure timelypreparation of dishes

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and use cooking equipment and technology Learning hours 20

Learning outcomes Content Leaning activities Resources

11 Identify kitchenequipment and tools

bull Specification of Kitchenequipment amp tools

bull Kitchen orientation

o Group discussiono Researcho Role Playo

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

12 Use and maintain Kitchenequipment and tools

bull

Hand tools

bull Electrical toolsbull Heavy equipment

o Group discussiono Researcho Role Play

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

Learning unit 2 Prepare mise en place Learning hours 20

Learning outcomes Content Leaning activities Resources

21 Identify ingredients for arecipe

bull Types of food itemsbull Characteristics and uses of food

items

o Group discussiono Researcho Role Play

983085 Recipe book983085 Reference Books983085 Flipchart markers-

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bull Contents of recipebull Quantities in function of

number of customers to be

servedbull Quality of ingredients

983085 Projectors983085 Board983085 Laptops

22 Prepare ingredients bull Cleaning techniquesbull Pealing and cutting techniquesbull Measuring and weighingbull Storage for different type of

ingredients

o Demonstrationo Individual practice

983085 Kitchen equipment Kitchentools

23 Apply checklist procedures bull FIFObull LIFObull Verification of quality product

o Group discussiono Demonstrationo Individual practiceo Role Play

983085 Recipe book Flipchart

983085 Markers983085 Tags983085 Products983085 Bin cards983085 Checklist

Learning unit 3 Prepare and cook food using basic methods of cooking Learning hours 20

Learning outcomes Content Leaning activities Resources

31 Identify the differentcooking methods

bull Types of cooking methods Boiling Deep frying Stir-frying

Baking Steaming Simmering skimming grilling roasting broiling

o Small group discussiono Demonstrationo Individual practice

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smoking poaching

bull Characteristics of different

foods and appropriate cookingmethods

bull Underlying principles of all basiccooking methods

bull Effect of different cookingmethods on the nutritionalvalue of food

32 Cook basic dishes using arange of methods

bull Basic dishes o Demonstrationo Individual practice

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MODULE 7 Salads and Sandwiches

Competence Prepare salads and sandwiches

RTQF LEVEL CREDITS 4 LEARNING HOURS 40

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present different sorts of salads and sandwiches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare and present a variety of salads anddressings

11 Suitable ingredients are chosen

12 Salads are prepared using fresh ingredients and respecting nutritional valueeating characteristics and taste

13 Suitable sauces and dressings are prepared and incorporated into or servedwith salad

14 Salads are presented attractively

2 Prepare and present sandwiches 21 Suitable bases are selected from a range of bread types

22 A variety of sandwich types are prepared using a range of appropriate

techniques

23 Appropriate equipment is selected for toasting and heating sandwiches andused correctly and safely

24 Sandwiches are present in an attractive manner using suitable garnishesand serviceware

3 Store salads and sandwiches 31 Store salads and sandwiches hygienically at the correct temperature in

appropriate conditions and containers to maintain freshness taste andquality

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare and present a variety of salad and dressings Learning hours 20

Learning Outcome Content Learning Activities Resources

11 Identify ingredients for

salads

bull Commodities and food

combinations for use in salads

o Researcho Presentationo Group work

983085 Salad recipes

12 Prepare salads bull Types of salads Simple Compound

bull Components of salads Base Body Dressing Garnish

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls

983085 Knife sets

983085 Required ingredients983085 Cutting Board

13 Prepare dressings bull Types of salad dressing French dressing

Italian dressing Dijon dressing Vinaigrette Thousand Island dressing

bull Compatibility of dressings withdifferent types of salads

o Researcho Presentationo Demonstrationo Individual practice

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14 Present salads bull Methods of attractivepresentation for salads anddressings

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 2 Prepare Sandwiches Learning hours 15

Learning outcome Content Learning Activity Resources

21 Identify ingredients forsandwiches

bull Suitable breads White bread Wheat bread Buns Baguette

bull Suitable filling Cheese Ham Fried eggs Vegetables Cooked meat

o Presentationo Research

983085 Sandwiches recipes

22 Prepare sandwiches bull Types of Sandwiches Hot Cold

bull Food combinations forsandwiches

bull Preparation techniques spreading layering portioning moulding cutting garnishing

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls983085 Knife sets983085 Required ingredients983085 Salamander983085 Cutting Board

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toasting

23 Present sandwiches bull Methods of attractivepresentation for sandwiches

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 3 Store salads and sandwiches Learning hours 5

Learning outcome Content Learning Activity Resources

31 Store salads andsandwiches

bull Suitable storage techniques tomaintain optimum quality ofingredients

bull Types of containers

o Presentationo Demonstrationo Individual practice

983085 Containers983085 Fridge

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MODULE 9 Pasta and starches

Competence Cook pasta and starches

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present pastas and starches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare pasta 11 The different types of pasta are identified

12 Various pasta are prepared using appropriate methods to ensure optimumquality

13 Appropriate sauces and accompaniments are selected

2 Prepare starches 21 The different types of starches are identified

22 Various starches are prepared using appropriate methods to ensureoptimum quality

Appropriate sauces and accompaniments are selected

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare Pasta Learning hours 30

Learning outcome Content Learning Activities Resources

11 identify the different types

of pasta

bull Types of Pasta amp their products

Egg Pasta Noodles

Egg less pasta Spaghetti

White pasta Lasagna

Green Pasta Green lasagna

Stuffed Past Ravioli Cannelloni Lunette

Dessert Pasta Poppy seed pasta Cinnamon pasta

Dumpling Pasta Gnocchi

Whole wheat

o Researcho Presentation

983085 Reference books

983085 recipes

12 Prepare pasta dishes bull Cooking methods Boiling Stir-frying Baking

o Demonstrationo Researcho Individual practiceso Presentation

983085 Recipes983085 Baking trays983085 Baking Ovens983085 Required ingredients

S C k

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Steaming 983085 Cooking pans983085 Pasta roller983085 Flip chart

983085 Markers

983085 Boards983085 Tongs983085 Forks983085 Plates

13 Present pasta dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

Learning Unit 2 Prepare Starches Learning hours 30

Learning outcome Content Learning Activities Resources

21 Identify the differenttypes of pasta

bull Starch products Cassava Yams Sweet potatoes Rice Maize meal

o Researcho Presentation

983085 Reference books983085 recipes

21 Prepare starch products bull Cooking methods Boiling Deep frying Stir-frying Baking Steaming

o Demonstrationo Individual practices

983085 Baking trays983085 Baking Ovens983085 Required ingredients983085 Cooking pans983085 Steaming Machine983085 Flip chart

983085 Markers

983085 Boards983085 Forks983085 Spoons983085 Plates

23 Present starch dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

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MODULE 10 Stocks sauces and soups

Competence Prepare stocks sauces and soups

RTQF LEVEL CREDITS 10 LEARNING HOURS 100

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare different types of stocks soups and sauces

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplace

Module 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare stocks required for menu items 11 Ingredients and flavouring agents are uses according to standard recipes

12 A variety of stocks are produced

2 Prepare sauces required for menu items 21 A variety of hot and cold sauces are produced from classical andcontemporary recipes

22 A variety of thickening agents and convenience products are usedappropriately

23 Sauces are evaluated for flavour colour and consistency and any problemsare rectified

3 Prepare soups 31 The correct ingredients are selected and assembled to produce soupsincluding stocks and prepared garnishes

32 A variety of soups is produced

33Clarifying and thickening agents and methods are used where appropriate

34 Soups are evaluated for flavour colour consistency and temperature and anyproblems are rectified

35 Soups are presented at the right temperature in clean serviceware withoutdrips and spills using suitable garnishes and accompaniments

4 St d tit t t k d 4 1

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4 Store and reconstitute stocks sauces and soups 41 Store stocks sauces and soups to maintain optimum freshness and quality

42 Reconstitute stocks sauces and soups to appropriate standards ofconsistency

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Prepare stocks required for menu items Learning hours 30

Learning outcomes Content Learning activities Resources

11 Identify the ingredients

for different types of stocks

bull Types of stocks

Vegetable stock Beef stock Chicken stock Fish stock

bull Ingredients

o Group discussion

o Presentationo research

983085 reference books

983085 recipes

12 Cook various stocks bull Cooking methods Boiling Simmering Skimming Cooling Straining

o Applicationo Exerciseo Demonstration

983085 Equipments983085 Tools

983085 CLeaning products

983085 Cleaning materials983085 Stock pots983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

Learning unit 2 Prepare sauces required for menu items Learning hours 30

Learning outcomes Content Leaning activities Resources

21 Identify the ingredientsfor different types of sauces

bull Types of sauces Cold sauces Hot sauces

o Demonstrationo Individual practiceo Presentation

983085 Books983085 Flipchart983085 Markers Projectors

Mother sauces 983085 White board Laptops

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Mother sauces Basic Derivations Special sauces

White board Laptops983085 Recipe books

22 Identify equipments bull Identification of Tools andequipments sauce pots blender strainer sauce ladles knife set spatulas

cutting boards lighter stove

o Explanationo Demonstrationo Individual practice

983085 Books

983085 Flipchart Markers983085 Projectors983085 White board983085 Laptops983085 Recipe books983085 Menu

23 Prepare sauces bull Methods of cooking Boiling Simmering

bull Thickening agents Roux Cornflour Modified starch Liaison

o Explanationo Demonstrationo Individual practice

983085 Equipments983085 Tools983085 Cleaning products983085 Cleaning materials

983085 Stock pots

983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

24 Evaluate the quality ofsauces and rectify thembull Common problems in saucesbull Techniques to rectify sauces

o Observationo Group worko Individual practice

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Learning unit 3 Prepare soup Learning hours 30

Learning outcomes Content Leaning activities Resources

31 Identify the ingredientsfor different types of sauces

bull Types of soup Clear soups Pureacutee soups Cream soups

bull Ingredients

o Researcho Brainstorming

983085 Recipe guide983085 Cooking books

32 Prepare different types of

soup

bull Method of cooking Boiling

bull Thickening agents

o Demonstrationo Individual practiceo Presentation

983085 Note book

983085 pens

983085 Board983085 Markers983085 Fish stock983085 Beef stock983085 Vegetable stock983085 Strainers

33 Evaluate the quality ofsoups and rectify them

bull Common problems in soupsbull Techniques to rectify soups

o Observationo Group worko Individual practice

34 Present soup bull Presentation techniquesbull Garnishing techniquesbull Soup accompaniments

o Observationo Individual practice

983085 Plates983085 Bowls

Learning unit 4 Store and reconstitute stocks sauces and soups Learning hours 10

Learning outcomes Content Leaning activities Resources41 Store stocks sauces andsoups

bull Storage techniques andprocedures

bull Labelling

o Demonstrationo Explanationo Individual practice

983085 Pots983085 Fridge983085 Freezer983085 Labelling cards

42 Reconstitute stockssauces and soups

bull Reheating techniquesbull Principles of hygiene

983085 Equipment

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MODULE 11 Meat poultry and fish

Competence Select prepare and cook meat poultry and fish

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safety

Module 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unit Performance criteria

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gBy the end of the module the trainee will be able to

1 Select and purchase poultry meat and fish11 Poultry is selected and purchased according to quantity and quality required

12 Primary secondary and portioned cuts of pork goat beef and veal are selectedaccording to quantity and quality required

13 Fish is selected according to quality according to quantity and quality required

14 Low-cost cuts and meat products are selected when and where appropriate

15 The best supplier for quality and price is selected

2 Handle and store meat poultry and fish 21 Suitable knives and equipment for poultry meat and fish handling is selected andused

22 Poultry meat and fish are handled and portioned according to menu requirementsand hygienically to minimise risk of food spoilage or cross-contamination

23 Poultry meat and fish are stored hygienically ensuring optimal storage conditions andappropriate temperature are maintained

24 Frozen poultry meat and fish are thawed correctly to ensure maximum qualityhygiene and nutrition

3 Cook basic poultry meat and fish dishes 31 Suitable equipment for poultry meat and fish preparation and cooking is selected andused

32 Suitable marinades are prepared and used where appropriate for a variety of poultrymeat and fish cuts

33 A variety of appropriate cooking methods are used for basic poultry meat and fishdishes

34 A variety basic poultry meat and fish dishes are cooked and presented to standardrecipe specifications

35 Poultry meat and fish dishes are presented using suitable sauces garnishes andaccompaniments

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and purchase poultry meat and fish Learning hours 10

Learning outcomes Content Leaning activities Resources

11 Identify different types of

poultry meat and fish

bull Types of poultry

Chicken Turkey Duck

bull Types of meat Beef Veal Lamb Goat

Porkbull Types of fish

White fish Oily fish Shellfish

o Research

o Brainstormingo Group worko Presentationo

983085 Resource books

12 Select poultry meat andfish

bull Chicken meat and fish cutsbull Processed productsbull Quality criteria for selecting

fresh and healthy chicken meatand fish Quality points for poultry- Smell- Skin- Colour

o Visit of butcheryo Group worko Researcho Presentation

983085 Resource books

- Flexible breastboneUnbroken bones

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- Unbroken bones

Quality points for meat

- Smell- Colour- Compact structure- Texture and colour of fat- Kidney covered with fat

Quality points for Fish- Eyes- Gills- Fresh

- Scales- Skin- Smell- Guts

Learning unit 2 Handle and store meat poultry and fish Learning hours 40

Learning outcomes Content Leaning activities Resources

11 Handle and portionchickenbull

Techniques De-boning Filleting

bull Appropriate equipment andknives

o

Explanation-Demonstrationo Group discussiono Individual Practice

983085

Knife set983085 Cutting Board983085 Reference books983085 Flip chart983085 Markers983085 Board983085 Meat Tag983085 Weighing

983085 Scales

12 Handle and portion meat bull Preparation of butcherrsquos meatDeboning

o Demonstrationindividual practice

983085 Weighing scaleKnife Set

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- Deboning- Portioning

- Cutting- Trimming

- Mincing bull Appropriate equipment and

knives

o individual practice 983085 Knife Set983085 Cutting boards

983085 Slicing machine

983085 Flip Chart983085 Boards983085 Markers

13 Handle and portion fish bull Preparation of fish Gutting portioning Scaling Filleting Skinning

o Demonstrationo Individual practice

983085 Flip chat983085 Markers983085 Board983085

Laptop983085 Projector983085 Cutting board983085 Knife set983085 weighing scale

14 Store chicken meat andfish

bull Storage standards Chemical Store Dry Store

Perishable Freezer Quality and Quantity

bull Preservation methods Salting Smoking Drying Canning

Freezing Marinating

bull Orderingbull Receivingbull Issuing

o Demonstrationo Individual practice

983085 Freezer983085 Fridge983085 Reference Books

983085 Flip chart

983085 Markers983085 Board983085 Scale983085 Shelves983085 Containers983085 Trolley983085 Probe Thermometer

983085 Purchasing order

983085 Receiving form983085 Requisition form

15 Thaw chicken meat andfish

bull Defrosting techniquesbull Health and hygiene regulations

o Demonstrationo Individual practice

983085 drip tray

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Learning unit 3 Cook and present basic poultry meat and fish dishes Learning hours 70

Learning outcomes Content Leaning activities Resources

21 Cook and present basicpoultry dishes

bull Marinating Herbs Oil spices

bull Cooking method

steaming grilling roasting boiling baking broiling smoking poaching

bull Seasoning salt black pepper or white

pepper

bull Presentation techniques

o Demonstrationo Individual practice

983085 Recipes983085 Heavy pans983085 Frying pans983085 Chopping board983085 Knives

983085 Flip chat

983085 Markers983085 Board983085 Laptop983085 Projector983085 Cutting board983085 Knife set983085 Weighing scale

983085 Oil

983085 Onions983085 Garlic983085 Rose mary983085 Salt983085 Light soya sauce

22 Cook and present basicmeat dishes 23 Cook and present basic

fish dishes

MODULE 12 Basic pastries and cakes

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MODULE 12 Basic pastries and cakes

Competence Make basic pastries and cakes

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

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

1 Prepare basic pastries and cakes 11 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are prepared

12 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are decorated

13 Suitable equipment safely and efficiently selected and used

2 Prepare and produce bakery products 21 A range of yeast-based doughs are prepared to standard recipes

22 Suitable equipment safely and efficiently selected and used

3 Portion and store pastries cakes and yeast goods 31 Portion control is applied to minimise wastage

32 Cakes pastry and bakery products Store to minimise spoilage and wastage

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare basic pastries and cakes Credit6

Learning Outcome Content Learning Activities Resources11 Identify different types ofpastries and cakes

bull Types of Pastry Products Sponge cakes Choux paste Sugar paste Sweet bread Cookies

o Researcho Presentationo Brainstorming

983085 Reference books

Mousses Ice cream

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doughnuts

12 Prepare basic pastryproducts

bull Sponge cakes Preparation techniques Baking techniques

bull Doughnuts Preparation techniques Baking techniques

bull Cookies Preparation techniques Baking techniques

o Demonstrationo Individual practices

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons13 Decorate pastries and

cakesbull Fillings

Butter cream Fruit Jam

bull Sauces Chocolate sauce Custard Sauce Strawberry Vanilla

o Demonstrationo Individual practiceso

Learning Unit 2 Prepare and produce bakery products

Learning outcomes Content Leaning activities Resources21 Identify different types ofbakery products

bull Types of bakery Products Yeast products

White Bread French Bread Croissant Rolls

o Researcho Presentationo Brainstorming

983085 Reference books

Chapatti Samosa dough

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Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

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MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

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bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

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Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

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Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

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Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

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Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 24: Curriculum Cooker

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Learning unit 3 Apply customer care Learning hours 6

Learning outcomes Contents Learning activities Resources

31 Understand theimportance of good customercare

bull Definition of customer servicebull Levels of customer servicebull Customer care principlesbull Importance of customer care

o Experience sharingo Brainstorming

Presentation by trainer

-32 Provide exceptionalquality service

bull Basic customer needsbull Service to meet basic customer

needsbull Definition of customerrsquos

perceptionbull Meeting and exceeding

expectationsbull Getting feedback on the

provided service

o individual reflectiono large group discussiono role play

33 Communicate effectivelywith customers by telephoneand face to face

bull Telephone tipsbull Recording a telephone message

o large group discussiono skito pair role plays

983085 Role Play scenarios forCommunicating withCustomers

34 Handle conflict withdifficult customers

bull Definition of conflict conflictresolutionmanagement

bull Steps of conflict management

with difficult customers

o individual reflectiono Brainstormingo large group discussion

o role play

983085

Reference books 3 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project4 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

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MODULE 5 Computer literacy

Competence 5 Apply computer literacy

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to follow health safety and security procedures identifyhazards assess the associated safety risks and take measures to eliminate or control and minimise the risk It isan obligation for each employee to participate in the management of their own health and safety and that oftheir colleagues and anyone else in the workplace They have a duty to cooperate with their employersinitiatives to ensure safety at work

LEARNING ASSUMED TO BE IN PLACE

Not applicable

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LEARNING UNITS AND PERFORMANCE CRITERIALearning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be ableto

Performance criteria

1 Apply computer fundamentals 11

12

13

14

Identification of Various connectors and ports

Use of different IO devices

Use of Desktoprsquos elements

Scanning of Viruses in the computer and Different Storages Devices

2Use a current word processing package 21

22

23

24

25

56

Text formatting

Table creation and editing

Text Editing

Printing

Saving

Inserting of header Footer and footnotes

3 Use current spreadsheet package 31

32

Using of basic excel tasks

Managing of Sheets in excel workbook

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33

34

35

Formatting of cells and their contents

Using of functions and perform mathematical operations

Excel worksheet Printing

4Use current Power Point Presentations 41

42

43

44

45

46

47

Creating a new presentation

Creating Inserting a slide

Inserting of Graphics

Converting word documents to PowerPoint presentation

Animation

Using Different Presentation view

Printing a presentation

5Use InternetIntranet (Outlook) 51

52

53

54

55

56

Defining and explaining a website

Interacting through instant messaging (Chatting)

Using search Engines (example Google)

Creating Managing favorites using internet explorer

Browsing the internet using the hyperlinks

Downloading and Uploading files using internet

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COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Apply computer fundamentals Learning hours10

Learning outcomes Contents Learning activities Resources

11 Apply Computerbasics

bull Computer Definition

bull Types of computers

Laptops

Desktops

Palm tops

PDA (Personnal Digital assistance)

bull Computer HardwareMemorybull Definition

bull Role of Memory

bull Features

- Capacity

- Speed

- Non Volativitybull Types of Memory

- ROM (Read only memory)

- RAM (Random access memory)

- ExternalInternal memories (Hard

diskdisketteCDFlash disketc)

-Open a computer case andObserve different types ofmemory-Group Discussion on each type ofmemory

-Computer Lab-Computer Tool Kit-CD DVDs Diskettes-White Board-Markers

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12Identify Variousconnectors and ports

bull Connectors and ports

- Definition

bull IO (Input and Output) Ports andconnectors

- Serial ports

- Parallel ports

- USB

- Keyboard Mouse connectors

- VGA Connectors

-Observe different connectors aswell as input and output ports

-Exercises on ports identifications

-Computer Lab-Computer Tool Kit

-CD DVDs Diskettes-Different types of CablesDifferent types Connectors-White Board-Markers

13Use different IOdevices

bull Peripherals

- Definition

- Categories IO devices

Input devices (mouse Keyboard

scanner CDDVD-ROM and

diskettes drivers etc)

Output devices (Monitor Diskette

CDDVD-ROM Writer Printer etc)

Types of keyboards

- AZERTY

- QWERTY

Practical exercises on connectingthe mouse keyboard Monitor tothe CPU (Central processing unit)

-Computer Lab-Computer Tool Kit-CD DVDs Diskettes-Printer-Scanner

-White Board

14Use Desktoprsquoselements

bull Windows and its components

- Desktop

- Task bar

- Start menu

- Minimize Maximize Close buttons

-Brainstorming on Desktoprsquoselements-Use the desktop the tasks barand the start menu

-Computer Lab-Projector

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- My Computer

15Scan Viruses in thecomputer and DifferentStorages Devices (Flashdisk External Hard disk)

bull Antivirus definitionbull Importance of antivirusbull Functionalitybull Different Types of antivirus- Norton- Kaspersky- Symantecbull Storages to be scanned- Flash disk- External hard disk- Memory card- Computer hard disk

-Brainstorming the use ofantivirus-Practical exercises on Scanningviruses-Compile activities reports

-Computer Lab-Flash disks-External Hard disk-Cds DVDs-Antivirus-White Board-Markers

Learning Unit 2 Use a word processing package Learning hours 5

Learning outcomes Contents Learning activities Resources

21Format a text bull StyleFontSizeColourbull Paragraphbull Columnbull Tabulationbull Paragraph spacingbull Inserting symbolsSpecial

charactersbullet and numberingbull Borders and shadingheader and

footer

-Reproduce document alreadyformatted-Various exercises to familiarizewith formatting a text

-Computer Lab With CurrentWord processing Packageinstalled in each computer-Projector-White Board

-Markers

22Create and edit atable

bull Inserting a tablebull Inserting a columnbull Inserting a row

-Practical exercises on creatingediting and handling a table

-Computer Lab With CurrentWord processing Packageinstalled in each computer

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bull Deleting tablebull Deleting rowbull

Deleting columnbull Merging cellsbull Splitting cellsbull Drawing a tablebull Table auto formatbull Formula

-Projector-White Board

23Edit document

(Text)

bull SearchFindReplace

bull Deleting a range of textbull The undo commandbull Spelling and grammarbull Synonyms

-Brainstorming Editing text

-Perform practical exercises onthe various tips (options)-compile activities reports

-Computer Lab With Current

Word processing Packageinstalled in each computer-Projector-White Board-Markers

24Print document bull Page setupbull Print previewbull

Print dialog boxbull Selecting printer namebull Printer optionsbull Printing one or more copiesbull Printing in blackwhite or colorbull Print page ranges

-Exercises on printing one ormore copies of a colored

document in black and white-printing in landscape portrait

-Computer Lab With CurrentWord processing Package

installed in each computer-Printer-Projector

25Save documents bull File management- Creation of files- Creation of Folders- File Naming- File Formats

-Practical Exercises on creation offiles folders and file Saving

-Compile activities reports

-Computer Lab With CurrentWord processing Package

installed in each computer-Projector

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32

26Insert HeaderFooter and footnotes

bull Footnotesbull Header and Footer

- Automatic pagenumbering- Total number of pages- Automatic date- Automatic automatic

authors name

-Exercises on footnotes-Create a document containing

several pagesWith elements such as the pagenumber date automation-practical exercises

-Computer Lab With CurrentWord processing Package

installed in each computer-Projector

Learning Unit 3 Use spreadsheet package Learning hours 5

Learning outcomes Contents Learning activities Resources

31Use Some basicexcel tasks

bull Basic excel tasks

- Open

- Close

- New document

- Undo

- Savesave ashellip

- Sheet

- Selecting a cell

- Validating a cell

- Deleting cell contents

- Modifying cell contents- Selecting group of cells

- Increase and reduce the

cell size

- Delete row and column

- Duplicate cell

-Practical exercises on the use ofbasic excel tasks-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer-Projector

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32Manage Sheets inexcel workbook

bull Selecting a sheet

bull Renaming a sheet

bull Insert new sheetsbull Moving a sheet in a workbook

bull Deleting a sheet

-Practical exercisesOn Managing sheets in excel

workbook

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector

33Format cells andtheir contents

bull Formatting text and cells

- Choosing fontsizecolour

- Adjusting Cow height

- Alignment of cell - Number format

- Inserting rows

- Merging cells

- Creating borders

- Patterns

-Practical exercises in groups andindividual homework onformatting cells

-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer

-Projector

34Use some functionsand performmathematical operations

bull Numbers and Mathematicalcalculations

- Addition - Multiplication - Division - Subtraction - AutoSum

- Absolute and relativeReference - Function

Average Minimum Maximum

-Practical exercises in groups andindividual homework onformatting cells-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer-Projector

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35 Print an excelworksheet

bull Page setupbull Print previewbull

Print dialogue boxbull Print optionsbull Print one or more copiesbull Print in blackwhite or colorbull Print page rangesbull Printing a selection

-Print one or more copies of aworksheet

-Print colour or white and blackworksheet-practical exercises (individualand in group)-print horizontallyvertically

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector-Printer

Learning Unit 4 Use Presentation application Learning hours 5

Learning outcomes Learning outcomes Learning outcomes Learning outcomes

41Launch Ms Powerpoint

bull Power point Definition

bull Role

bull Power point environment

- Title Bar

- Menu Bar- Toolbars

- Formatting tool bar

- Title

- Sub title

-Using a power pointpresentation with slide showgetfeedback from learners on thearea of application of Ms powerpoint-Launch powerpoint and observethe screen individual exercises

-Computer Lab With Currentpresentation Software installed in each computer-Projector

42Create a newpresentation

bull Creating new presentation

bull Blank presentation

bull Design template

bull Auto content wizards

-Create presentation using thevarious methods-practical exercises (individualand in groups)

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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43Create Insert a slide bull Creating a slide

bull Inserting a slide

bull Modifying a slide

-Exercises on creating insertingand modifying a slide

-Computer Lab With Currentpresentation Software

installed in each computer-Projector

44Insert Graphics bull GraphicsClip artWord

ArtLibrary ImagesInserting

image from file

Exercises on inserting images inthe slides

-Computer Lab With Currentpresentation Software installed in each computer-Projector

45Convert word

documents toPowerPoint presentation

bull Copy Cut Move

bull Process of conversion

-Practical exercises on File

transformation

-Computer Lab With Current

presentation Software installed in each computer-Projector

46Animate apresentation

bull Animation

bull Custom animation

bull Slide transition

-Familiarize with animation of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

47Use DifferentPresentation view

bull Normal View

bull Slide Sorter view

bull Slide show

-Switch between the views toimprove the presentation-Group discussion andbrainstorming

-Computer Lab With Currentpresentation Software installed in each computer-Projector

48 Print a presentation bull Printing a presentation

bull Print preview

bull Printing a copy or multiple

-Exercises on printing in blackand white or in colour printingone or more copies of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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copies

bull Printing one slide on a page

bull Printing more slides on a page

Learning Unit 5 Use InternetIntranet (Outlook) Learning hours 5

Learning outcomes Contents Learning activities Resources

51 Define and explain awebsite

bull Introduction

World wide web

Web page

Web site

-Visit web sites and browsedifferent pages-Group discussion based onobservation

-Internet Connection-Computer Lab-projector

52Interact throughinstant messaging

(Chatting)

bull Definition

bull Steps to create a chat account

bull Chatting options

Instant messaging with or

no web cam

Calling

Sending files

-Group Discussion on Interactingthrough instant messaging

-Exercises on chatting in groups-Compile activities reports

-Internet Connection-Computer Lab

-projector

53Use search Engines(example Google)bull

Search engines- Definition

- Role

- Some Types of search

engine

wwwGooglecom

-Perform practical exercises onthe use of search engines -Internet Connection-Computer Lab-projector

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wwwYahoocom

54Create Managefavorites using internetexplorer

bull Favorites

- Create Favorites

- Rename Move Favorites

-Practical exercises on creatingmoving and renaming favorites

-Internet Connection-Computer Lab-projector

55Browse the internetusing the hyperlinks

bull Web Browser

- Browser buttons

- Address bar

- Status bar

- Scroll bar

- Home page

- FrontBack arrows

- Refresh button

- Start page

-Open a web using the addressbar-Browse different web pages

-practical exercises On Browsinginternet using hyperlink

-Internet Connection-Computer Lab-projector

56Download andUpload files usinginternet

bull Downloadingbull File attachment

-Practical exercises ondownloading and uploading filesusing internet

-Internet Connection-Computer Lab-projector

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MODULE 6 Mise en place and cooking methods

Competence Organise and cook food

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to use kitchen equipment and tools to prepare mise en place and use basic cookingmethods

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 hygiene and food safety

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be ableto

Performance criteria

1 Select and use cooking equipment andtechnology

11 Appropriate equipment and technology is selected for particular cookingmethods

12 Equipment is used hygienically safely and according to manufacturerinstructions

2 Prepare mise en place 21 Ingredients are identified and obtained according to standards recipe

22 Ingredients are prepared according to the correct quantity type and quality

3 Prepare and cook food using basic methods ofcooking

31 Various cooking methods are used to prepare dishes to enterprise standard

32 Correct quantities and ratios of commodities for specific cooking methods arecalculated

33 Cooking process is completed in a logical and safe manner

34 Problems with the cooking process are identified promptly and take correctiveaction

35 Dishes are prepared using a range of methods and current technology withinacceptable enterprise and customer timeframes

36 Work cooperatively with kitchen and front-of-house colleagues to ensure timelypreparation of dishes

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and use cooking equipment and technology Learning hours 20

Learning outcomes Content Leaning activities Resources

11 Identify kitchenequipment and tools

bull Specification of Kitchenequipment amp tools

bull Kitchen orientation

o Group discussiono Researcho Role Playo

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

12 Use and maintain Kitchenequipment and tools

bull

Hand tools

bull Electrical toolsbull Heavy equipment

o Group discussiono Researcho Role Play

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

Learning unit 2 Prepare mise en place Learning hours 20

Learning outcomes Content Leaning activities Resources

21 Identify ingredients for arecipe

bull Types of food itemsbull Characteristics and uses of food

items

o Group discussiono Researcho Role Play

983085 Recipe book983085 Reference Books983085 Flipchart markers-

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bull Contents of recipebull Quantities in function of

number of customers to be

servedbull Quality of ingredients

983085 Projectors983085 Board983085 Laptops

22 Prepare ingredients bull Cleaning techniquesbull Pealing and cutting techniquesbull Measuring and weighingbull Storage for different type of

ingredients

o Demonstrationo Individual practice

983085 Kitchen equipment Kitchentools

23 Apply checklist procedures bull FIFObull LIFObull Verification of quality product

o Group discussiono Demonstrationo Individual practiceo Role Play

983085 Recipe book Flipchart

983085 Markers983085 Tags983085 Products983085 Bin cards983085 Checklist

Learning unit 3 Prepare and cook food using basic methods of cooking Learning hours 20

Learning outcomes Content Leaning activities Resources

31 Identify the differentcooking methods

bull Types of cooking methods Boiling Deep frying Stir-frying

Baking Steaming Simmering skimming grilling roasting broiling

o Small group discussiono Demonstrationo Individual practice

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smoking poaching

bull Characteristics of different

foods and appropriate cookingmethods

bull Underlying principles of all basiccooking methods

bull Effect of different cookingmethods on the nutritionalvalue of food

32 Cook basic dishes using arange of methods

bull Basic dishes o Demonstrationo Individual practice

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MODULE 7 Salads and Sandwiches

Competence Prepare salads and sandwiches

RTQF LEVEL CREDITS 4 LEARNING HOURS 40

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present different sorts of salads and sandwiches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare and present a variety of salads anddressings

11 Suitable ingredients are chosen

12 Salads are prepared using fresh ingredients and respecting nutritional valueeating characteristics and taste

13 Suitable sauces and dressings are prepared and incorporated into or servedwith salad

14 Salads are presented attractively

2 Prepare and present sandwiches 21 Suitable bases are selected from a range of bread types

22 A variety of sandwich types are prepared using a range of appropriate

techniques

23 Appropriate equipment is selected for toasting and heating sandwiches andused correctly and safely

24 Sandwiches are present in an attractive manner using suitable garnishesand serviceware

3 Store salads and sandwiches 31 Store salads and sandwiches hygienically at the correct temperature in

appropriate conditions and containers to maintain freshness taste andquality

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare and present a variety of salad and dressings Learning hours 20

Learning Outcome Content Learning Activities Resources

11 Identify ingredients for

salads

bull Commodities and food

combinations for use in salads

o Researcho Presentationo Group work

983085 Salad recipes

12 Prepare salads bull Types of salads Simple Compound

bull Components of salads Base Body Dressing Garnish

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls

983085 Knife sets

983085 Required ingredients983085 Cutting Board

13 Prepare dressings bull Types of salad dressing French dressing

Italian dressing Dijon dressing Vinaigrette Thousand Island dressing

bull Compatibility of dressings withdifferent types of salads

o Researcho Presentationo Demonstrationo Individual practice

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14 Present salads bull Methods of attractivepresentation for salads anddressings

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 2 Prepare Sandwiches Learning hours 15

Learning outcome Content Learning Activity Resources

21 Identify ingredients forsandwiches

bull Suitable breads White bread Wheat bread Buns Baguette

bull Suitable filling Cheese Ham Fried eggs Vegetables Cooked meat

o Presentationo Research

983085 Sandwiches recipes

22 Prepare sandwiches bull Types of Sandwiches Hot Cold

bull Food combinations forsandwiches

bull Preparation techniques spreading layering portioning moulding cutting garnishing

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls983085 Knife sets983085 Required ingredients983085 Salamander983085 Cutting Board

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toasting

23 Present sandwiches bull Methods of attractivepresentation for sandwiches

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 3 Store salads and sandwiches Learning hours 5

Learning outcome Content Learning Activity Resources

31 Store salads andsandwiches

bull Suitable storage techniques tomaintain optimum quality ofingredients

bull Types of containers

o Presentationo Demonstrationo Individual practice

983085 Containers983085 Fridge

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MODULE 9 Pasta and starches

Competence Cook pasta and starches

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present pastas and starches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare pasta 11 The different types of pasta are identified

12 Various pasta are prepared using appropriate methods to ensure optimumquality

13 Appropriate sauces and accompaniments are selected

2 Prepare starches 21 The different types of starches are identified

22 Various starches are prepared using appropriate methods to ensureoptimum quality

Appropriate sauces and accompaniments are selected

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare Pasta Learning hours 30

Learning outcome Content Learning Activities Resources

11 identify the different types

of pasta

bull Types of Pasta amp their products

Egg Pasta Noodles

Egg less pasta Spaghetti

White pasta Lasagna

Green Pasta Green lasagna

Stuffed Past Ravioli Cannelloni Lunette

Dessert Pasta Poppy seed pasta Cinnamon pasta

Dumpling Pasta Gnocchi

Whole wheat

o Researcho Presentation

983085 Reference books

983085 recipes

12 Prepare pasta dishes bull Cooking methods Boiling Stir-frying Baking

o Demonstrationo Researcho Individual practiceso Presentation

983085 Recipes983085 Baking trays983085 Baking Ovens983085 Required ingredients

S C k

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Steaming 983085 Cooking pans983085 Pasta roller983085 Flip chart

983085 Markers

983085 Boards983085 Tongs983085 Forks983085 Plates

13 Present pasta dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

Learning Unit 2 Prepare Starches Learning hours 30

Learning outcome Content Learning Activities Resources

21 Identify the differenttypes of pasta

bull Starch products Cassava Yams Sweet potatoes Rice Maize meal

o Researcho Presentation

983085 Reference books983085 recipes

21 Prepare starch products bull Cooking methods Boiling Deep frying Stir-frying Baking Steaming

o Demonstrationo Individual practices

983085 Baking trays983085 Baking Ovens983085 Required ingredients983085 Cooking pans983085 Steaming Machine983085 Flip chart

983085 Markers

983085 Boards983085 Forks983085 Spoons983085 Plates

23 Present starch dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

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MODULE 10 Stocks sauces and soups

Competence Prepare stocks sauces and soups

RTQF LEVEL CREDITS 10 LEARNING HOURS 100

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare different types of stocks soups and sauces

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplace

Module 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare stocks required for menu items 11 Ingredients and flavouring agents are uses according to standard recipes

12 A variety of stocks are produced

2 Prepare sauces required for menu items 21 A variety of hot and cold sauces are produced from classical andcontemporary recipes

22 A variety of thickening agents and convenience products are usedappropriately

23 Sauces are evaluated for flavour colour and consistency and any problemsare rectified

3 Prepare soups 31 The correct ingredients are selected and assembled to produce soupsincluding stocks and prepared garnishes

32 A variety of soups is produced

33Clarifying and thickening agents and methods are used where appropriate

34 Soups are evaluated for flavour colour consistency and temperature and anyproblems are rectified

35 Soups are presented at the right temperature in clean serviceware withoutdrips and spills using suitable garnishes and accompaniments

4 St d tit t t k d 4 1

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4 Store and reconstitute stocks sauces and soups 41 Store stocks sauces and soups to maintain optimum freshness and quality

42 Reconstitute stocks sauces and soups to appropriate standards ofconsistency

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Prepare stocks required for menu items Learning hours 30

Learning outcomes Content Learning activities Resources

11 Identify the ingredients

for different types of stocks

bull Types of stocks

Vegetable stock Beef stock Chicken stock Fish stock

bull Ingredients

o Group discussion

o Presentationo research

983085 reference books

983085 recipes

12 Cook various stocks bull Cooking methods Boiling Simmering Skimming Cooling Straining

o Applicationo Exerciseo Demonstration

983085 Equipments983085 Tools

983085 CLeaning products

983085 Cleaning materials983085 Stock pots983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

Learning unit 2 Prepare sauces required for menu items Learning hours 30

Learning outcomes Content Leaning activities Resources

21 Identify the ingredientsfor different types of sauces

bull Types of sauces Cold sauces Hot sauces

o Demonstrationo Individual practiceo Presentation

983085 Books983085 Flipchart983085 Markers Projectors

Mother sauces 983085 White board Laptops

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Mother sauces Basic Derivations Special sauces

White board Laptops983085 Recipe books

22 Identify equipments bull Identification of Tools andequipments sauce pots blender strainer sauce ladles knife set spatulas

cutting boards lighter stove

o Explanationo Demonstrationo Individual practice

983085 Books

983085 Flipchart Markers983085 Projectors983085 White board983085 Laptops983085 Recipe books983085 Menu

23 Prepare sauces bull Methods of cooking Boiling Simmering

bull Thickening agents Roux Cornflour Modified starch Liaison

o Explanationo Demonstrationo Individual practice

983085 Equipments983085 Tools983085 Cleaning products983085 Cleaning materials

983085 Stock pots

983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

24 Evaluate the quality ofsauces and rectify thembull Common problems in saucesbull Techniques to rectify sauces

o Observationo Group worko Individual practice

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Learning unit 3 Prepare soup Learning hours 30

Learning outcomes Content Leaning activities Resources

31 Identify the ingredientsfor different types of sauces

bull Types of soup Clear soups Pureacutee soups Cream soups

bull Ingredients

o Researcho Brainstorming

983085 Recipe guide983085 Cooking books

32 Prepare different types of

soup

bull Method of cooking Boiling

bull Thickening agents

o Demonstrationo Individual practiceo Presentation

983085 Note book

983085 pens

983085 Board983085 Markers983085 Fish stock983085 Beef stock983085 Vegetable stock983085 Strainers

33 Evaluate the quality ofsoups and rectify them

bull Common problems in soupsbull Techniques to rectify soups

o Observationo Group worko Individual practice

34 Present soup bull Presentation techniquesbull Garnishing techniquesbull Soup accompaniments

o Observationo Individual practice

983085 Plates983085 Bowls

Learning unit 4 Store and reconstitute stocks sauces and soups Learning hours 10

Learning outcomes Content Leaning activities Resources41 Store stocks sauces andsoups

bull Storage techniques andprocedures

bull Labelling

o Demonstrationo Explanationo Individual practice

983085 Pots983085 Fridge983085 Freezer983085 Labelling cards

42 Reconstitute stockssauces and soups

bull Reheating techniquesbull Principles of hygiene

983085 Equipment

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MODULE 11 Meat poultry and fish

Competence Select prepare and cook meat poultry and fish

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safety

Module 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unit Performance criteria

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gBy the end of the module the trainee will be able to

1 Select and purchase poultry meat and fish11 Poultry is selected and purchased according to quantity and quality required

12 Primary secondary and portioned cuts of pork goat beef and veal are selectedaccording to quantity and quality required

13 Fish is selected according to quality according to quantity and quality required

14 Low-cost cuts and meat products are selected when and where appropriate

15 The best supplier for quality and price is selected

2 Handle and store meat poultry and fish 21 Suitable knives and equipment for poultry meat and fish handling is selected andused

22 Poultry meat and fish are handled and portioned according to menu requirementsand hygienically to minimise risk of food spoilage or cross-contamination

23 Poultry meat and fish are stored hygienically ensuring optimal storage conditions andappropriate temperature are maintained

24 Frozen poultry meat and fish are thawed correctly to ensure maximum qualityhygiene and nutrition

3 Cook basic poultry meat and fish dishes 31 Suitable equipment for poultry meat and fish preparation and cooking is selected andused

32 Suitable marinades are prepared and used where appropriate for a variety of poultrymeat and fish cuts

33 A variety of appropriate cooking methods are used for basic poultry meat and fishdishes

34 A variety basic poultry meat and fish dishes are cooked and presented to standardrecipe specifications

35 Poultry meat and fish dishes are presented using suitable sauces garnishes andaccompaniments

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and purchase poultry meat and fish Learning hours 10

Learning outcomes Content Leaning activities Resources

11 Identify different types of

poultry meat and fish

bull Types of poultry

Chicken Turkey Duck

bull Types of meat Beef Veal Lamb Goat

Porkbull Types of fish

White fish Oily fish Shellfish

o Research

o Brainstormingo Group worko Presentationo

983085 Resource books

12 Select poultry meat andfish

bull Chicken meat and fish cutsbull Processed productsbull Quality criteria for selecting

fresh and healthy chicken meatand fish Quality points for poultry- Smell- Skin- Colour

o Visit of butcheryo Group worko Researcho Presentation

983085 Resource books

- Flexible breastboneUnbroken bones

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- Unbroken bones

Quality points for meat

- Smell- Colour- Compact structure- Texture and colour of fat- Kidney covered with fat

Quality points for Fish- Eyes- Gills- Fresh

- Scales- Skin- Smell- Guts

Learning unit 2 Handle and store meat poultry and fish Learning hours 40

Learning outcomes Content Leaning activities Resources

11 Handle and portionchickenbull

Techniques De-boning Filleting

bull Appropriate equipment andknives

o

Explanation-Demonstrationo Group discussiono Individual Practice

983085

Knife set983085 Cutting Board983085 Reference books983085 Flip chart983085 Markers983085 Board983085 Meat Tag983085 Weighing

983085 Scales

12 Handle and portion meat bull Preparation of butcherrsquos meatDeboning

o Demonstrationindividual practice

983085 Weighing scaleKnife Set

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- Deboning- Portioning

- Cutting- Trimming

- Mincing bull Appropriate equipment and

knives

o individual practice 983085 Knife Set983085 Cutting boards

983085 Slicing machine

983085 Flip Chart983085 Boards983085 Markers

13 Handle and portion fish bull Preparation of fish Gutting portioning Scaling Filleting Skinning

o Demonstrationo Individual practice

983085 Flip chat983085 Markers983085 Board983085

Laptop983085 Projector983085 Cutting board983085 Knife set983085 weighing scale

14 Store chicken meat andfish

bull Storage standards Chemical Store Dry Store

Perishable Freezer Quality and Quantity

bull Preservation methods Salting Smoking Drying Canning

Freezing Marinating

bull Orderingbull Receivingbull Issuing

o Demonstrationo Individual practice

983085 Freezer983085 Fridge983085 Reference Books

983085 Flip chart

983085 Markers983085 Board983085 Scale983085 Shelves983085 Containers983085 Trolley983085 Probe Thermometer

983085 Purchasing order

983085 Receiving form983085 Requisition form

15 Thaw chicken meat andfish

bull Defrosting techniquesbull Health and hygiene regulations

o Demonstrationo Individual practice

983085 drip tray

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Learning unit 3 Cook and present basic poultry meat and fish dishes Learning hours 70

Learning outcomes Content Leaning activities Resources

21 Cook and present basicpoultry dishes

bull Marinating Herbs Oil spices

bull Cooking method

steaming grilling roasting boiling baking broiling smoking poaching

bull Seasoning salt black pepper or white

pepper

bull Presentation techniques

o Demonstrationo Individual practice

983085 Recipes983085 Heavy pans983085 Frying pans983085 Chopping board983085 Knives

983085 Flip chat

983085 Markers983085 Board983085 Laptop983085 Projector983085 Cutting board983085 Knife set983085 Weighing scale

983085 Oil

983085 Onions983085 Garlic983085 Rose mary983085 Salt983085 Light soya sauce

22 Cook and present basicmeat dishes 23 Cook and present basic

fish dishes

MODULE 12 Basic pastries and cakes

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64

MODULE 12 Basic pastries and cakes

Competence Make basic pastries and cakes

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

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

1 Prepare basic pastries and cakes 11 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are prepared

12 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are decorated

13 Suitable equipment safely and efficiently selected and used

2 Prepare and produce bakery products 21 A range of yeast-based doughs are prepared to standard recipes

22 Suitable equipment safely and efficiently selected and used

3 Portion and store pastries cakes and yeast goods 31 Portion control is applied to minimise wastage

32 Cakes pastry and bakery products Store to minimise spoilage and wastage

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare basic pastries and cakes Credit6

Learning Outcome Content Learning Activities Resources11 Identify different types ofpastries and cakes

bull Types of Pastry Products Sponge cakes Choux paste Sugar paste Sweet bread Cookies

o Researcho Presentationo Brainstorming

983085 Reference books

Mousses Ice cream

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doughnuts

12 Prepare basic pastryproducts

bull Sponge cakes Preparation techniques Baking techniques

bull Doughnuts Preparation techniques Baking techniques

bull Cookies Preparation techniques Baking techniques

o Demonstrationo Individual practices

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons13 Decorate pastries and

cakesbull Fillings

Butter cream Fruit Jam

bull Sauces Chocolate sauce Custard Sauce Strawberry Vanilla

o Demonstrationo Individual practiceso

Learning Unit 2 Prepare and produce bakery products

Learning outcomes Content Leaning activities Resources21 Identify different types ofbakery products

bull Types of bakery Products Yeast products

White Bread French Bread Croissant Rolls

o Researcho Presentationo Brainstorming

983085 Reference books

Chapatti Samosa dough

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Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

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MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

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bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

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Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

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Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

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Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

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Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 25: Curriculum Cooker

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MODULE 5 Computer literacy

Competence 5 Apply computer literacy

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to follow health safety and security procedures identifyhazards assess the associated safety risks and take measures to eliminate or control and minimise the risk It isan obligation for each employee to participate in the management of their own health and safety and that oftheir colleagues and anyone else in the workplace They have a duty to cooperate with their employersinitiatives to ensure safety at work

LEARNING ASSUMED TO BE IN PLACE

Not applicable

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LEARNING UNITS AND PERFORMANCE CRITERIALearning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be ableto

Performance criteria

1 Apply computer fundamentals 11

12

13

14

Identification of Various connectors and ports

Use of different IO devices

Use of Desktoprsquos elements

Scanning of Viruses in the computer and Different Storages Devices

2Use a current word processing package 21

22

23

24

25

56

Text formatting

Table creation and editing

Text Editing

Printing

Saving

Inserting of header Footer and footnotes

3 Use current spreadsheet package 31

32

Using of basic excel tasks

Managing of Sheets in excel workbook

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33

34

35

Formatting of cells and their contents

Using of functions and perform mathematical operations

Excel worksheet Printing

4Use current Power Point Presentations 41

42

43

44

45

46

47

Creating a new presentation

Creating Inserting a slide

Inserting of Graphics

Converting word documents to PowerPoint presentation

Animation

Using Different Presentation view

Printing a presentation

5Use InternetIntranet (Outlook) 51

52

53

54

55

56

Defining and explaining a website

Interacting through instant messaging (Chatting)

Using search Engines (example Google)

Creating Managing favorites using internet explorer

Browsing the internet using the hyperlinks

Downloading and Uploading files using internet

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COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Apply computer fundamentals Learning hours10

Learning outcomes Contents Learning activities Resources

11 Apply Computerbasics

bull Computer Definition

bull Types of computers

Laptops

Desktops

Palm tops

PDA (Personnal Digital assistance)

bull Computer HardwareMemorybull Definition

bull Role of Memory

bull Features

- Capacity

- Speed

- Non Volativitybull Types of Memory

- ROM (Read only memory)

- RAM (Random access memory)

- ExternalInternal memories (Hard

diskdisketteCDFlash disketc)

-Open a computer case andObserve different types ofmemory-Group Discussion on each type ofmemory

-Computer Lab-Computer Tool Kit-CD DVDs Diskettes-White Board-Markers

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12Identify Variousconnectors and ports

bull Connectors and ports

- Definition

bull IO (Input and Output) Ports andconnectors

- Serial ports

- Parallel ports

- USB

- Keyboard Mouse connectors

- VGA Connectors

-Observe different connectors aswell as input and output ports

-Exercises on ports identifications

-Computer Lab-Computer Tool Kit

-CD DVDs Diskettes-Different types of CablesDifferent types Connectors-White Board-Markers

13Use different IOdevices

bull Peripherals

- Definition

- Categories IO devices

Input devices (mouse Keyboard

scanner CDDVD-ROM and

diskettes drivers etc)

Output devices (Monitor Diskette

CDDVD-ROM Writer Printer etc)

Types of keyboards

- AZERTY

- QWERTY

Practical exercises on connectingthe mouse keyboard Monitor tothe CPU (Central processing unit)

-Computer Lab-Computer Tool Kit-CD DVDs Diskettes-Printer-Scanner

-White Board

14Use Desktoprsquoselements

bull Windows and its components

- Desktop

- Task bar

- Start menu

- Minimize Maximize Close buttons

-Brainstorming on Desktoprsquoselements-Use the desktop the tasks barand the start menu

-Computer Lab-Projector

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- My Computer

15Scan Viruses in thecomputer and DifferentStorages Devices (Flashdisk External Hard disk)

bull Antivirus definitionbull Importance of antivirusbull Functionalitybull Different Types of antivirus- Norton- Kaspersky- Symantecbull Storages to be scanned- Flash disk- External hard disk- Memory card- Computer hard disk

-Brainstorming the use ofantivirus-Practical exercises on Scanningviruses-Compile activities reports

-Computer Lab-Flash disks-External Hard disk-Cds DVDs-Antivirus-White Board-Markers

Learning Unit 2 Use a word processing package Learning hours 5

Learning outcomes Contents Learning activities Resources

21Format a text bull StyleFontSizeColourbull Paragraphbull Columnbull Tabulationbull Paragraph spacingbull Inserting symbolsSpecial

charactersbullet and numberingbull Borders and shadingheader and

footer

-Reproduce document alreadyformatted-Various exercises to familiarizewith formatting a text

-Computer Lab With CurrentWord processing Packageinstalled in each computer-Projector-White Board

-Markers

22Create and edit atable

bull Inserting a tablebull Inserting a columnbull Inserting a row

-Practical exercises on creatingediting and handling a table

-Computer Lab With CurrentWord processing Packageinstalled in each computer

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bull Deleting tablebull Deleting rowbull

Deleting columnbull Merging cellsbull Splitting cellsbull Drawing a tablebull Table auto formatbull Formula

-Projector-White Board

23Edit document

(Text)

bull SearchFindReplace

bull Deleting a range of textbull The undo commandbull Spelling and grammarbull Synonyms

-Brainstorming Editing text

-Perform practical exercises onthe various tips (options)-compile activities reports

-Computer Lab With Current

Word processing Packageinstalled in each computer-Projector-White Board-Markers

24Print document bull Page setupbull Print previewbull

Print dialog boxbull Selecting printer namebull Printer optionsbull Printing one or more copiesbull Printing in blackwhite or colorbull Print page ranges

-Exercises on printing one ormore copies of a colored

document in black and white-printing in landscape portrait

-Computer Lab With CurrentWord processing Package

installed in each computer-Printer-Projector

25Save documents bull File management- Creation of files- Creation of Folders- File Naming- File Formats

-Practical Exercises on creation offiles folders and file Saving

-Compile activities reports

-Computer Lab With CurrentWord processing Package

installed in each computer-Projector

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26Insert HeaderFooter and footnotes

bull Footnotesbull Header and Footer

- Automatic pagenumbering- Total number of pages- Automatic date- Automatic automatic

authors name

-Exercises on footnotes-Create a document containing

several pagesWith elements such as the pagenumber date automation-practical exercises

-Computer Lab With CurrentWord processing Package

installed in each computer-Projector

Learning Unit 3 Use spreadsheet package Learning hours 5

Learning outcomes Contents Learning activities Resources

31Use Some basicexcel tasks

bull Basic excel tasks

- Open

- Close

- New document

- Undo

- Savesave ashellip

- Sheet

- Selecting a cell

- Validating a cell

- Deleting cell contents

- Modifying cell contents- Selecting group of cells

- Increase and reduce the

cell size

- Delete row and column

- Duplicate cell

-Practical exercises on the use ofbasic excel tasks-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer-Projector

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32Manage Sheets inexcel workbook

bull Selecting a sheet

bull Renaming a sheet

bull Insert new sheetsbull Moving a sheet in a workbook

bull Deleting a sheet

-Practical exercisesOn Managing sheets in excel

workbook

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector

33Format cells andtheir contents

bull Formatting text and cells

- Choosing fontsizecolour

- Adjusting Cow height

- Alignment of cell - Number format

- Inserting rows

- Merging cells

- Creating borders

- Patterns

-Practical exercises in groups andindividual homework onformatting cells

-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer

-Projector

34Use some functionsand performmathematical operations

bull Numbers and Mathematicalcalculations

- Addition - Multiplication - Division - Subtraction - AutoSum

- Absolute and relativeReference - Function

Average Minimum Maximum

-Practical exercises in groups andindividual homework onformatting cells-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer-Projector

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35 Print an excelworksheet

bull Page setupbull Print previewbull

Print dialogue boxbull Print optionsbull Print one or more copiesbull Print in blackwhite or colorbull Print page rangesbull Printing a selection

-Print one or more copies of aworksheet

-Print colour or white and blackworksheet-practical exercises (individualand in group)-print horizontallyvertically

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector-Printer

Learning Unit 4 Use Presentation application Learning hours 5

Learning outcomes Learning outcomes Learning outcomes Learning outcomes

41Launch Ms Powerpoint

bull Power point Definition

bull Role

bull Power point environment

- Title Bar

- Menu Bar- Toolbars

- Formatting tool bar

- Title

- Sub title

-Using a power pointpresentation with slide showgetfeedback from learners on thearea of application of Ms powerpoint-Launch powerpoint and observethe screen individual exercises

-Computer Lab With Currentpresentation Software installed in each computer-Projector

42Create a newpresentation

bull Creating new presentation

bull Blank presentation

bull Design template

bull Auto content wizards

-Create presentation using thevarious methods-practical exercises (individualand in groups)

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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43Create Insert a slide bull Creating a slide

bull Inserting a slide

bull Modifying a slide

-Exercises on creating insertingand modifying a slide

-Computer Lab With Currentpresentation Software

installed in each computer-Projector

44Insert Graphics bull GraphicsClip artWord

ArtLibrary ImagesInserting

image from file

Exercises on inserting images inthe slides

-Computer Lab With Currentpresentation Software installed in each computer-Projector

45Convert word

documents toPowerPoint presentation

bull Copy Cut Move

bull Process of conversion

-Practical exercises on File

transformation

-Computer Lab With Current

presentation Software installed in each computer-Projector

46Animate apresentation

bull Animation

bull Custom animation

bull Slide transition

-Familiarize with animation of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

47Use DifferentPresentation view

bull Normal View

bull Slide Sorter view

bull Slide show

-Switch between the views toimprove the presentation-Group discussion andbrainstorming

-Computer Lab With Currentpresentation Software installed in each computer-Projector

48 Print a presentation bull Printing a presentation

bull Print preview

bull Printing a copy or multiple

-Exercises on printing in blackand white or in colour printingone or more copies of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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copies

bull Printing one slide on a page

bull Printing more slides on a page

Learning Unit 5 Use InternetIntranet (Outlook) Learning hours 5

Learning outcomes Contents Learning activities Resources

51 Define and explain awebsite

bull Introduction

World wide web

Web page

Web site

-Visit web sites and browsedifferent pages-Group discussion based onobservation

-Internet Connection-Computer Lab-projector

52Interact throughinstant messaging

(Chatting)

bull Definition

bull Steps to create a chat account

bull Chatting options

Instant messaging with or

no web cam

Calling

Sending files

-Group Discussion on Interactingthrough instant messaging

-Exercises on chatting in groups-Compile activities reports

-Internet Connection-Computer Lab

-projector

53Use search Engines(example Google)bull

Search engines- Definition

- Role

- Some Types of search

engine

wwwGooglecom

-Perform practical exercises onthe use of search engines -Internet Connection-Computer Lab-projector

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wwwYahoocom

54Create Managefavorites using internetexplorer

bull Favorites

- Create Favorites

- Rename Move Favorites

-Practical exercises on creatingmoving and renaming favorites

-Internet Connection-Computer Lab-projector

55Browse the internetusing the hyperlinks

bull Web Browser

- Browser buttons

- Address bar

- Status bar

- Scroll bar

- Home page

- FrontBack arrows

- Refresh button

- Start page

-Open a web using the addressbar-Browse different web pages

-practical exercises On Browsinginternet using hyperlink

-Internet Connection-Computer Lab-projector

56Download andUpload files usinginternet

bull Downloadingbull File attachment

-Practical exercises ondownloading and uploading filesusing internet

-Internet Connection-Computer Lab-projector

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MODULE 6 Mise en place and cooking methods

Competence Organise and cook food

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to use kitchen equipment and tools to prepare mise en place and use basic cookingmethods

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 hygiene and food safety

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be ableto

Performance criteria

1 Select and use cooking equipment andtechnology

11 Appropriate equipment and technology is selected for particular cookingmethods

12 Equipment is used hygienically safely and according to manufacturerinstructions

2 Prepare mise en place 21 Ingredients are identified and obtained according to standards recipe

22 Ingredients are prepared according to the correct quantity type and quality

3 Prepare and cook food using basic methods ofcooking

31 Various cooking methods are used to prepare dishes to enterprise standard

32 Correct quantities and ratios of commodities for specific cooking methods arecalculated

33 Cooking process is completed in a logical and safe manner

34 Problems with the cooking process are identified promptly and take correctiveaction

35 Dishes are prepared using a range of methods and current technology withinacceptable enterprise and customer timeframes

36 Work cooperatively with kitchen and front-of-house colleagues to ensure timelypreparation of dishes

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and use cooking equipment and technology Learning hours 20

Learning outcomes Content Leaning activities Resources

11 Identify kitchenequipment and tools

bull Specification of Kitchenequipment amp tools

bull Kitchen orientation

o Group discussiono Researcho Role Playo

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

12 Use and maintain Kitchenequipment and tools

bull

Hand tools

bull Electrical toolsbull Heavy equipment

o Group discussiono Researcho Role Play

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

Learning unit 2 Prepare mise en place Learning hours 20

Learning outcomes Content Leaning activities Resources

21 Identify ingredients for arecipe

bull Types of food itemsbull Characteristics and uses of food

items

o Group discussiono Researcho Role Play

983085 Recipe book983085 Reference Books983085 Flipchart markers-

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bull Contents of recipebull Quantities in function of

number of customers to be

servedbull Quality of ingredients

983085 Projectors983085 Board983085 Laptops

22 Prepare ingredients bull Cleaning techniquesbull Pealing and cutting techniquesbull Measuring and weighingbull Storage for different type of

ingredients

o Demonstrationo Individual practice

983085 Kitchen equipment Kitchentools

23 Apply checklist procedures bull FIFObull LIFObull Verification of quality product

o Group discussiono Demonstrationo Individual practiceo Role Play

983085 Recipe book Flipchart

983085 Markers983085 Tags983085 Products983085 Bin cards983085 Checklist

Learning unit 3 Prepare and cook food using basic methods of cooking Learning hours 20

Learning outcomes Content Leaning activities Resources

31 Identify the differentcooking methods

bull Types of cooking methods Boiling Deep frying Stir-frying

Baking Steaming Simmering skimming grilling roasting broiling

o Small group discussiono Demonstrationo Individual practice

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smoking poaching

bull Characteristics of different

foods and appropriate cookingmethods

bull Underlying principles of all basiccooking methods

bull Effect of different cookingmethods on the nutritionalvalue of food

32 Cook basic dishes using arange of methods

bull Basic dishes o Demonstrationo Individual practice

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MODULE 7 Salads and Sandwiches

Competence Prepare salads and sandwiches

RTQF LEVEL CREDITS 4 LEARNING HOURS 40

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present different sorts of salads and sandwiches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare and present a variety of salads anddressings

11 Suitable ingredients are chosen

12 Salads are prepared using fresh ingredients and respecting nutritional valueeating characteristics and taste

13 Suitable sauces and dressings are prepared and incorporated into or servedwith salad

14 Salads are presented attractively

2 Prepare and present sandwiches 21 Suitable bases are selected from a range of bread types

22 A variety of sandwich types are prepared using a range of appropriate

techniques

23 Appropriate equipment is selected for toasting and heating sandwiches andused correctly and safely

24 Sandwiches are present in an attractive manner using suitable garnishesand serviceware

3 Store salads and sandwiches 31 Store salads and sandwiches hygienically at the correct temperature in

appropriate conditions and containers to maintain freshness taste andquality

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare and present a variety of salad and dressings Learning hours 20

Learning Outcome Content Learning Activities Resources

11 Identify ingredients for

salads

bull Commodities and food

combinations for use in salads

o Researcho Presentationo Group work

983085 Salad recipes

12 Prepare salads bull Types of salads Simple Compound

bull Components of salads Base Body Dressing Garnish

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls

983085 Knife sets

983085 Required ingredients983085 Cutting Board

13 Prepare dressings bull Types of salad dressing French dressing

Italian dressing Dijon dressing Vinaigrette Thousand Island dressing

bull Compatibility of dressings withdifferent types of salads

o Researcho Presentationo Demonstrationo Individual practice

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14 Present salads bull Methods of attractivepresentation for salads anddressings

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 2 Prepare Sandwiches Learning hours 15

Learning outcome Content Learning Activity Resources

21 Identify ingredients forsandwiches

bull Suitable breads White bread Wheat bread Buns Baguette

bull Suitable filling Cheese Ham Fried eggs Vegetables Cooked meat

o Presentationo Research

983085 Sandwiches recipes

22 Prepare sandwiches bull Types of Sandwiches Hot Cold

bull Food combinations forsandwiches

bull Preparation techniques spreading layering portioning moulding cutting garnishing

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls983085 Knife sets983085 Required ingredients983085 Salamander983085 Cutting Board

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toasting

23 Present sandwiches bull Methods of attractivepresentation for sandwiches

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 3 Store salads and sandwiches Learning hours 5

Learning outcome Content Learning Activity Resources

31 Store salads andsandwiches

bull Suitable storage techniques tomaintain optimum quality ofingredients

bull Types of containers

o Presentationo Demonstrationo Individual practice

983085 Containers983085 Fridge

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MODULE 9 Pasta and starches

Competence Cook pasta and starches

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present pastas and starches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare pasta 11 The different types of pasta are identified

12 Various pasta are prepared using appropriate methods to ensure optimumquality

13 Appropriate sauces and accompaniments are selected

2 Prepare starches 21 The different types of starches are identified

22 Various starches are prepared using appropriate methods to ensureoptimum quality

Appropriate sauces and accompaniments are selected

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare Pasta Learning hours 30

Learning outcome Content Learning Activities Resources

11 identify the different types

of pasta

bull Types of Pasta amp their products

Egg Pasta Noodles

Egg less pasta Spaghetti

White pasta Lasagna

Green Pasta Green lasagna

Stuffed Past Ravioli Cannelloni Lunette

Dessert Pasta Poppy seed pasta Cinnamon pasta

Dumpling Pasta Gnocchi

Whole wheat

o Researcho Presentation

983085 Reference books

983085 recipes

12 Prepare pasta dishes bull Cooking methods Boiling Stir-frying Baking

o Demonstrationo Researcho Individual practiceso Presentation

983085 Recipes983085 Baking trays983085 Baking Ovens983085 Required ingredients

S C k

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Steaming 983085 Cooking pans983085 Pasta roller983085 Flip chart

983085 Markers

983085 Boards983085 Tongs983085 Forks983085 Plates

13 Present pasta dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

Learning Unit 2 Prepare Starches Learning hours 30

Learning outcome Content Learning Activities Resources

21 Identify the differenttypes of pasta

bull Starch products Cassava Yams Sweet potatoes Rice Maize meal

o Researcho Presentation

983085 Reference books983085 recipes

21 Prepare starch products bull Cooking methods Boiling Deep frying Stir-frying Baking Steaming

o Demonstrationo Individual practices

983085 Baking trays983085 Baking Ovens983085 Required ingredients983085 Cooking pans983085 Steaming Machine983085 Flip chart

983085 Markers

983085 Boards983085 Forks983085 Spoons983085 Plates

23 Present starch dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

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MODULE 10 Stocks sauces and soups

Competence Prepare stocks sauces and soups

RTQF LEVEL CREDITS 10 LEARNING HOURS 100

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare different types of stocks soups and sauces

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplace

Module 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare stocks required for menu items 11 Ingredients and flavouring agents are uses according to standard recipes

12 A variety of stocks are produced

2 Prepare sauces required for menu items 21 A variety of hot and cold sauces are produced from classical andcontemporary recipes

22 A variety of thickening agents and convenience products are usedappropriately

23 Sauces are evaluated for flavour colour and consistency and any problemsare rectified

3 Prepare soups 31 The correct ingredients are selected and assembled to produce soupsincluding stocks and prepared garnishes

32 A variety of soups is produced

33Clarifying and thickening agents and methods are used where appropriate

34 Soups are evaluated for flavour colour consistency and temperature and anyproblems are rectified

35 Soups are presented at the right temperature in clean serviceware withoutdrips and spills using suitable garnishes and accompaniments

4 St d tit t t k d 4 1

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4 Store and reconstitute stocks sauces and soups 41 Store stocks sauces and soups to maintain optimum freshness and quality

42 Reconstitute stocks sauces and soups to appropriate standards ofconsistency

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Prepare stocks required for menu items Learning hours 30

Learning outcomes Content Learning activities Resources

11 Identify the ingredients

for different types of stocks

bull Types of stocks

Vegetable stock Beef stock Chicken stock Fish stock

bull Ingredients

o Group discussion

o Presentationo research

983085 reference books

983085 recipes

12 Cook various stocks bull Cooking methods Boiling Simmering Skimming Cooling Straining

o Applicationo Exerciseo Demonstration

983085 Equipments983085 Tools

983085 CLeaning products

983085 Cleaning materials983085 Stock pots983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

Learning unit 2 Prepare sauces required for menu items Learning hours 30

Learning outcomes Content Leaning activities Resources

21 Identify the ingredientsfor different types of sauces

bull Types of sauces Cold sauces Hot sauces

o Demonstrationo Individual practiceo Presentation

983085 Books983085 Flipchart983085 Markers Projectors

Mother sauces 983085 White board Laptops

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Mother sauces Basic Derivations Special sauces

White board Laptops983085 Recipe books

22 Identify equipments bull Identification of Tools andequipments sauce pots blender strainer sauce ladles knife set spatulas

cutting boards lighter stove

o Explanationo Demonstrationo Individual practice

983085 Books

983085 Flipchart Markers983085 Projectors983085 White board983085 Laptops983085 Recipe books983085 Menu

23 Prepare sauces bull Methods of cooking Boiling Simmering

bull Thickening agents Roux Cornflour Modified starch Liaison

o Explanationo Demonstrationo Individual practice

983085 Equipments983085 Tools983085 Cleaning products983085 Cleaning materials

983085 Stock pots

983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

24 Evaluate the quality ofsauces and rectify thembull Common problems in saucesbull Techniques to rectify sauces

o Observationo Group worko Individual practice

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Learning unit 3 Prepare soup Learning hours 30

Learning outcomes Content Leaning activities Resources

31 Identify the ingredientsfor different types of sauces

bull Types of soup Clear soups Pureacutee soups Cream soups

bull Ingredients

o Researcho Brainstorming

983085 Recipe guide983085 Cooking books

32 Prepare different types of

soup

bull Method of cooking Boiling

bull Thickening agents

o Demonstrationo Individual practiceo Presentation

983085 Note book

983085 pens

983085 Board983085 Markers983085 Fish stock983085 Beef stock983085 Vegetable stock983085 Strainers

33 Evaluate the quality ofsoups and rectify them

bull Common problems in soupsbull Techniques to rectify soups

o Observationo Group worko Individual practice

34 Present soup bull Presentation techniquesbull Garnishing techniquesbull Soup accompaniments

o Observationo Individual practice

983085 Plates983085 Bowls

Learning unit 4 Store and reconstitute stocks sauces and soups Learning hours 10

Learning outcomes Content Leaning activities Resources41 Store stocks sauces andsoups

bull Storage techniques andprocedures

bull Labelling

o Demonstrationo Explanationo Individual practice

983085 Pots983085 Fridge983085 Freezer983085 Labelling cards

42 Reconstitute stockssauces and soups

bull Reheating techniquesbull Principles of hygiene

983085 Equipment

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MODULE 11 Meat poultry and fish

Competence Select prepare and cook meat poultry and fish

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safety

Module 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unit Performance criteria

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gBy the end of the module the trainee will be able to

1 Select and purchase poultry meat and fish11 Poultry is selected and purchased according to quantity and quality required

12 Primary secondary and portioned cuts of pork goat beef and veal are selectedaccording to quantity and quality required

13 Fish is selected according to quality according to quantity and quality required

14 Low-cost cuts and meat products are selected when and where appropriate

15 The best supplier for quality and price is selected

2 Handle and store meat poultry and fish 21 Suitable knives and equipment for poultry meat and fish handling is selected andused

22 Poultry meat and fish are handled and portioned according to menu requirementsand hygienically to minimise risk of food spoilage or cross-contamination

23 Poultry meat and fish are stored hygienically ensuring optimal storage conditions andappropriate temperature are maintained

24 Frozen poultry meat and fish are thawed correctly to ensure maximum qualityhygiene and nutrition

3 Cook basic poultry meat and fish dishes 31 Suitable equipment for poultry meat and fish preparation and cooking is selected andused

32 Suitable marinades are prepared and used where appropriate for a variety of poultrymeat and fish cuts

33 A variety of appropriate cooking methods are used for basic poultry meat and fishdishes

34 A variety basic poultry meat and fish dishes are cooked and presented to standardrecipe specifications

35 Poultry meat and fish dishes are presented using suitable sauces garnishes andaccompaniments

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and purchase poultry meat and fish Learning hours 10

Learning outcomes Content Leaning activities Resources

11 Identify different types of

poultry meat and fish

bull Types of poultry

Chicken Turkey Duck

bull Types of meat Beef Veal Lamb Goat

Porkbull Types of fish

White fish Oily fish Shellfish

o Research

o Brainstormingo Group worko Presentationo

983085 Resource books

12 Select poultry meat andfish

bull Chicken meat and fish cutsbull Processed productsbull Quality criteria for selecting

fresh and healthy chicken meatand fish Quality points for poultry- Smell- Skin- Colour

o Visit of butcheryo Group worko Researcho Presentation

983085 Resource books

- Flexible breastboneUnbroken bones

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- Unbroken bones

Quality points for meat

- Smell- Colour- Compact structure- Texture and colour of fat- Kidney covered with fat

Quality points for Fish- Eyes- Gills- Fresh

- Scales- Skin- Smell- Guts

Learning unit 2 Handle and store meat poultry and fish Learning hours 40

Learning outcomes Content Leaning activities Resources

11 Handle and portionchickenbull

Techniques De-boning Filleting

bull Appropriate equipment andknives

o

Explanation-Demonstrationo Group discussiono Individual Practice

983085

Knife set983085 Cutting Board983085 Reference books983085 Flip chart983085 Markers983085 Board983085 Meat Tag983085 Weighing

983085 Scales

12 Handle and portion meat bull Preparation of butcherrsquos meatDeboning

o Demonstrationindividual practice

983085 Weighing scaleKnife Set

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- Deboning- Portioning

- Cutting- Trimming

- Mincing bull Appropriate equipment and

knives

o individual practice 983085 Knife Set983085 Cutting boards

983085 Slicing machine

983085 Flip Chart983085 Boards983085 Markers

13 Handle and portion fish bull Preparation of fish Gutting portioning Scaling Filleting Skinning

o Demonstrationo Individual practice

983085 Flip chat983085 Markers983085 Board983085

Laptop983085 Projector983085 Cutting board983085 Knife set983085 weighing scale

14 Store chicken meat andfish

bull Storage standards Chemical Store Dry Store

Perishable Freezer Quality and Quantity

bull Preservation methods Salting Smoking Drying Canning

Freezing Marinating

bull Orderingbull Receivingbull Issuing

o Demonstrationo Individual practice

983085 Freezer983085 Fridge983085 Reference Books

983085 Flip chart

983085 Markers983085 Board983085 Scale983085 Shelves983085 Containers983085 Trolley983085 Probe Thermometer

983085 Purchasing order

983085 Receiving form983085 Requisition form

15 Thaw chicken meat andfish

bull Defrosting techniquesbull Health and hygiene regulations

o Demonstrationo Individual practice

983085 drip tray

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Learning unit 3 Cook and present basic poultry meat and fish dishes Learning hours 70

Learning outcomes Content Leaning activities Resources

21 Cook and present basicpoultry dishes

bull Marinating Herbs Oil spices

bull Cooking method

steaming grilling roasting boiling baking broiling smoking poaching

bull Seasoning salt black pepper or white

pepper

bull Presentation techniques

o Demonstrationo Individual practice

983085 Recipes983085 Heavy pans983085 Frying pans983085 Chopping board983085 Knives

983085 Flip chat

983085 Markers983085 Board983085 Laptop983085 Projector983085 Cutting board983085 Knife set983085 Weighing scale

983085 Oil

983085 Onions983085 Garlic983085 Rose mary983085 Salt983085 Light soya sauce

22 Cook and present basicmeat dishes 23 Cook and present basic

fish dishes

MODULE 12 Basic pastries and cakes

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MODULE 12 Basic pastries and cakes

Competence Make basic pastries and cakes

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

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

1 Prepare basic pastries and cakes 11 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are prepared

12 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are decorated

13 Suitable equipment safely and efficiently selected and used

2 Prepare and produce bakery products 21 A range of yeast-based doughs are prepared to standard recipes

22 Suitable equipment safely and efficiently selected and used

3 Portion and store pastries cakes and yeast goods 31 Portion control is applied to minimise wastage

32 Cakes pastry and bakery products Store to minimise spoilage and wastage

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare basic pastries and cakes Credit6

Learning Outcome Content Learning Activities Resources11 Identify different types ofpastries and cakes

bull Types of Pastry Products Sponge cakes Choux paste Sugar paste Sweet bread Cookies

o Researcho Presentationo Brainstorming

983085 Reference books

Mousses Ice cream

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doughnuts

12 Prepare basic pastryproducts

bull Sponge cakes Preparation techniques Baking techniques

bull Doughnuts Preparation techniques Baking techniques

bull Cookies Preparation techniques Baking techniques

o Demonstrationo Individual practices

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons13 Decorate pastries and

cakesbull Fillings

Butter cream Fruit Jam

bull Sauces Chocolate sauce Custard Sauce Strawberry Vanilla

o Demonstrationo Individual practiceso

Learning Unit 2 Prepare and produce bakery products

Learning outcomes Content Leaning activities Resources21 Identify different types ofbakery products

bull Types of bakery Products Yeast products

White Bread French Bread Croissant Rolls

o Researcho Presentationo Brainstorming

983085 Reference books

Chapatti Samosa dough

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Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

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MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

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bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

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Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

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Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

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Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

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Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 26: Curriculum Cooker

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LEARNING UNITS AND PERFORMANCE CRITERIALearning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be ableto

Performance criteria

1 Apply computer fundamentals 11

12

13

14

Identification of Various connectors and ports

Use of different IO devices

Use of Desktoprsquos elements

Scanning of Viruses in the computer and Different Storages Devices

2Use a current word processing package 21

22

23

24

25

56

Text formatting

Table creation and editing

Text Editing

Printing

Saving

Inserting of header Footer and footnotes

3 Use current spreadsheet package 31

32

Using of basic excel tasks

Managing of Sheets in excel workbook

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33

34

35

Formatting of cells and their contents

Using of functions and perform mathematical operations

Excel worksheet Printing

4Use current Power Point Presentations 41

42

43

44

45

46

47

Creating a new presentation

Creating Inserting a slide

Inserting of Graphics

Converting word documents to PowerPoint presentation

Animation

Using Different Presentation view

Printing a presentation

5Use InternetIntranet (Outlook) 51

52

53

54

55

56

Defining and explaining a website

Interacting through instant messaging (Chatting)

Using search Engines (example Google)

Creating Managing favorites using internet explorer

Browsing the internet using the hyperlinks

Downloading and Uploading files using internet

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COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Apply computer fundamentals Learning hours10

Learning outcomes Contents Learning activities Resources

11 Apply Computerbasics

bull Computer Definition

bull Types of computers

Laptops

Desktops

Palm tops

PDA (Personnal Digital assistance)

bull Computer HardwareMemorybull Definition

bull Role of Memory

bull Features

- Capacity

- Speed

- Non Volativitybull Types of Memory

- ROM (Read only memory)

- RAM (Random access memory)

- ExternalInternal memories (Hard

diskdisketteCDFlash disketc)

-Open a computer case andObserve different types ofmemory-Group Discussion on each type ofmemory

-Computer Lab-Computer Tool Kit-CD DVDs Diskettes-White Board-Markers

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12Identify Variousconnectors and ports

bull Connectors and ports

- Definition

bull IO (Input and Output) Ports andconnectors

- Serial ports

- Parallel ports

- USB

- Keyboard Mouse connectors

- VGA Connectors

-Observe different connectors aswell as input and output ports

-Exercises on ports identifications

-Computer Lab-Computer Tool Kit

-CD DVDs Diskettes-Different types of CablesDifferent types Connectors-White Board-Markers

13Use different IOdevices

bull Peripherals

- Definition

- Categories IO devices

Input devices (mouse Keyboard

scanner CDDVD-ROM and

diskettes drivers etc)

Output devices (Monitor Diskette

CDDVD-ROM Writer Printer etc)

Types of keyboards

- AZERTY

- QWERTY

Practical exercises on connectingthe mouse keyboard Monitor tothe CPU (Central processing unit)

-Computer Lab-Computer Tool Kit-CD DVDs Diskettes-Printer-Scanner

-White Board

14Use Desktoprsquoselements

bull Windows and its components

- Desktop

- Task bar

- Start menu

- Minimize Maximize Close buttons

-Brainstorming on Desktoprsquoselements-Use the desktop the tasks barand the start menu

-Computer Lab-Projector

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- My Computer

15Scan Viruses in thecomputer and DifferentStorages Devices (Flashdisk External Hard disk)

bull Antivirus definitionbull Importance of antivirusbull Functionalitybull Different Types of antivirus- Norton- Kaspersky- Symantecbull Storages to be scanned- Flash disk- External hard disk- Memory card- Computer hard disk

-Brainstorming the use ofantivirus-Practical exercises on Scanningviruses-Compile activities reports

-Computer Lab-Flash disks-External Hard disk-Cds DVDs-Antivirus-White Board-Markers

Learning Unit 2 Use a word processing package Learning hours 5

Learning outcomes Contents Learning activities Resources

21Format a text bull StyleFontSizeColourbull Paragraphbull Columnbull Tabulationbull Paragraph spacingbull Inserting symbolsSpecial

charactersbullet and numberingbull Borders and shadingheader and

footer

-Reproduce document alreadyformatted-Various exercises to familiarizewith formatting a text

-Computer Lab With CurrentWord processing Packageinstalled in each computer-Projector-White Board

-Markers

22Create and edit atable

bull Inserting a tablebull Inserting a columnbull Inserting a row

-Practical exercises on creatingediting and handling a table

-Computer Lab With CurrentWord processing Packageinstalled in each computer

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bull Deleting tablebull Deleting rowbull

Deleting columnbull Merging cellsbull Splitting cellsbull Drawing a tablebull Table auto formatbull Formula

-Projector-White Board

23Edit document

(Text)

bull SearchFindReplace

bull Deleting a range of textbull The undo commandbull Spelling and grammarbull Synonyms

-Brainstorming Editing text

-Perform practical exercises onthe various tips (options)-compile activities reports

-Computer Lab With Current

Word processing Packageinstalled in each computer-Projector-White Board-Markers

24Print document bull Page setupbull Print previewbull

Print dialog boxbull Selecting printer namebull Printer optionsbull Printing one or more copiesbull Printing in blackwhite or colorbull Print page ranges

-Exercises on printing one ormore copies of a colored

document in black and white-printing in landscape portrait

-Computer Lab With CurrentWord processing Package

installed in each computer-Printer-Projector

25Save documents bull File management- Creation of files- Creation of Folders- File Naming- File Formats

-Practical Exercises on creation offiles folders and file Saving

-Compile activities reports

-Computer Lab With CurrentWord processing Package

installed in each computer-Projector

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26Insert HeaderFooter and footnotes

bull Footnotesbull Header and Footer

- Automatic pagenumbering- Total number of pages- Automatic date- Automatic automatic

authors name

-Exercises on footnotes-Create a document containing

several pagesWith elements such as the pagenumber date automation-practical exercises

-Computer Lab With CurrentWord processing Package

installed in each computer-Projector

Learning Unit 3 Use spreadsheet package Learning hours 5

Learning outcomes Contents Learning activities Resources

31Use Some basicexcel tasks

bull Basic excel tasks

- Open

- Close

- New document

- Undo

- Savesave ashellip

- Sheet

- Selecting a cell

- Validating a cell

- Deleting cell contents

- Modifying cell contents- Selecting group of cells

- Increase and reduce the

cell size

- Delete row and column

- Duplicate cell

-Practical exercises on the use ofbasic excel tasks-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer-Projector

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32Manage Sheets inexcel workbook

bull Selecting a sheet

bull Renaming a sheet

bull Insert new sheetsbull Moving a sheet in a workbook

bull Deleting a sheet

-Practical exercisesOn Managing sheets in excel

workbook

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector

33Format cells andtheir contents

bull Formatting text and cells

- Choosing fontsizecolour

- Adjusting Cow height

- Alignment of cell - Number format

- Inserting rows

- Merging cells

- Creating borders

- Patterns

-Practical exercises in groups andindividual homework onformatting cells

-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer

-Projector

34Use some functionsand performmathematical operations

bull Numbers and Mathematicalcalculations

- Addition - Multiplication - Division - Subtraction - AutoSum

- Absolute and relativeReference - Function

Average Minimum Maximum

-Practical exercises in groups andindividual homework onformatting cells-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer-Projector

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35 Print an excelworksheet

bull Page setupbull Print previewbull

Print dialogue boxbull Print optionsbull Print one or more copiesbull Print in blackwhite or colorbull Print page rangesbull Printing a selection

-Print one or more copies of aworksheet

-Print colour or white and blackworksheet-practical exercises (individualand in group)-print horizontallyvertically

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector-Printer

Learning Unit 4 Use Presentation application Learning hours 5

Learning outcomes Learning outcomes Learning outcomes Learning outcomes

41Launch Ms Powerpoint

bull Power point Definition

bull Role

bull Power point environment

- Title Bar

- Menu Bar- Toolbars

- Formatting tool bar

- Title

- Sub title

-Using a power pointpresentation with slide showgetfeedback from learners on thearea of application of Ms powerpoint-Launch powerpoint and observethe screen individual exercises

-Computer Lab With Currentpresentation Software installed in each computer-Projector

42Create a newpresentation

bull Creating new presentation

bull Blank presentation

bull Design template

bull Auto content wizards

-Create presentation using thevarious methods-practical exercises (individualand in groups)

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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43Create Insert a slide bull Creating a slide

bull Inserting a slide

bull Modifying a slide

-Exercises on creating insertingand modifying a slide

-Computer Lab With Currentpresentation Software

installed in each computer-Projector

44Insert Graphics bull GraphicsClip artWord

ArtLibrary ImagesInserting

image from file

Exercises on inserting images inthe slides

-Computer Lab With Currentpresentation Software installed in each computer-Projector

45Convert word

documents toPowerPoint presentation

bull Copy Cut Move

bull Process of conversion

-Practical exercises on File

transformation

-Computer Lab With Current

presentation Software installed in each computer-Projector

46Animate apresentation

bull Animation

bull Custom animation

bull Slide transition

-Familiarize with animation of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

47Use DifferentPresentation view

bull Normal View

bull Slide Sorter view

bull Slide show

-Switch between the views toimprove the presentation-Group discussion andbrainstorming

-Computer Lab With Currentpresentation Software installed in each computer-Projector

48 Print a presentation bull Printing a presentation

bull Print preview

bull Printing a copy or multiple

-Exercises on printing in blackand white or in colour printingone or more copies of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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copies

bull Printing one slide on a page

bull Printing more slides on a page

Learning Unit 5 Use InternetIntranet (Outlook) Learning hours 5

Learning outcomes Contents Learning activities Resources

51 Define and explain awebsite

bull Introduction

World wide web

Web page

Web site

-Visit web sites and browsedifferent pages-Group discussion based onobservation

-Internet Connection-Computer Lab-projector

52Interact throughinstant messaging

(Chatting)

bull Definition

bull Steps to create a chat account

bull Chatting options

Instant messaging with or

no web cam

Calling

Sending files

-Group Discussion on Interactingthrough instant messaging

-Exercises on chatting in groups-Compile activities reports

-Internet Connection-Computer Lab

-projector

53Use search Engines(example Google)bull

Search engines- Definition

- Role

- Some Types of search

engine

wwwGooglecom

-Perform practical exercises onthe use of search engines -Internet Connection-Computer Lab-projector

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wwwYahoocom

54Create Managefavorites using internetexplorer

bull Favorites

- Create Favorites

- Rename Move Favorites

-Practical exercises on creatingmoving and renaming favorites

-Internet Connection-Computer Lab-projector

55Browse the internetusing the hyperlinks

bull Web Browser

- Browser buttons

- Address bar

- Status bar

- Scroll bar

- Home page

- FrontBack arrows

- Refresh button

- Start page

-Open a web using the addressbar-Browse different web pages

-practical exercises On Browsinginternet using hyperlink

-Internet Connection-Computer Lab-projector

56Download andUpload files usinginternet

bull Downloadingbull File attachment

-Practical exercises ondownloading and uploading filesusing internet

-Internet Connection-Computer Lab-projector

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MODULE 6 Mise en place and cooking methods

Competence Organise and cook food

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to use kitchen equipment and tools to prepare mise en place and use basic cookingmethods

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 hygiene and food safety

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be ableto

Performance criteria

1 Select and use cooking equipment andtechnology

11 Appropriate equipment and technology is selected for particular cookingmethods

12 Equipment is used hygienically safely and according to manufacturerinstructions

2 Prepare mise en place 21 Ingredients are identified and obtained according to standards recipe

22 Ingredients are prepared according to the correct quantity type and quality

3 Prepare and cook food using basic methods ofcooking

31 Various cooking methods are used to prepare dishes to enterprise standard

32 Correct quantities and ratios of commodities for specific cooking methods arecalculated

33 Cooking process is completed in a logical and safe manner

34 Problems with the cooking process are identified promptly and take correctiveaction

35 Dishes are prepared using a range of methods and current technology withinacceptable enterprise and customer timeframes

36 Work cooperatively with kitchen and front-of-house colleagues to ensure timelypreparation of dishes

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and use cooking equipment and technology Learning hours 20

Learning outcomes Content Leaning activities Resources

11 Identify kitchenequipment and tools

bull Specification of Kitchenequipment amp tools

bull Kitchen orientation

o Group discussiono Researcho Role Playo

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

12 Use and maintain Kitchenequipment and tools

bull

Hand tools

bull Electrical toolsbull Heavy equipment

o Group discussiono Researcho Role Play

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

Learning unit 2 Prepare mise en place Learning hours 20

Learning outcomes Content Leaning activities Resources

21 Identify ingredients for arecipe

bull Types of food itemsbull Characteristics and uses of food

items

o Group discussiono Researcho Role Play

983085 Recipe book983085 Reference Books983085 Flipchart markers-

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bull Contents of recipebull Quantities in function of

number of customers to be

servedbull Quality of ingredients

983085 Projectors983085 Board983085 Laptops

22 Prepare ingredients bull Cleaning techniquesbull Pealing and cutting techniquesbull Measuring and weighingbull Storage for different type of

ingredients

o Demonstrationo Individual practice

983085 Kitchen equipment Kitchentools

23 Apply checklist procedures bull FIFObull LIFObull Verification of quality product

o Group discussiono Demonstrationo Individual practiceo Role Play

983085 Recipe book Flipchart

983085 Markers983085 Tags983085 Products983085 Bin cards983085 Checklist

Learning unit 3 Prepare and cook food using basic methods of cooking Learning hours 20

Learning outcomes Content Leaning activities Resources

31 Identify the differentcooking methods

bull Types of cooking methods Boiling Deep frying Stir-frying

Baking Steaming Simmering skimming grilling roasting broiling

o Small group discussiono Demonstrationo Individual practice

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smoking poaching

bull Characteristics of different

foods and appropriate cookingmethods

bull Underlying principles of all basiccooking methods

bull Effect of different cookingmethods on the nutritionalvalue of food

32 Cook basic dishes using arange of methods

bull Basic dishes o Demonstrationo Individual practice

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MODULE 7 Salads and Sandwiches

Competence Prepare salads and sandwiches

RTQF LEVEL CREDITS 4 LEARNING HOURS 40

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present different sorts of salads and sandwiches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare and present a variety of salads anddressings

11 Suitable ingredients are chosen

12 Salads are prepared using fresh ingredients and respecting nutritional valueeating characteristics and taste

13 Suitable sauces and dressings are prepared and incorporated into or servedwith salad

14 Salads are presented attractively

2 Prepare and present sandwiches 21 Suitable bases are selected from a range of bread types

22 A variety of sandwich types are prepared using a range of appropriate

techniques

23 Appropriate equipment is selected for toasting and heating sandwiches andused correctly and safely

24 Sandwiches are present in an attractive manner using suitable garnishesand serviceware

3 Store salads and sandwiches 31 Store salads and sandwiches hygienically at the correct temperature in

appropriate conditions and containers to maintain freshness taste andquality

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare and present a variety of salad and dressings Learning hours 20

Learning Outcome Content Learning Activities Resources

11 Identify ingredients for

salads

bull Commodities and food

combinations for use in salads

o Researcho Presentationo Group work

983085 Salad recipes

12 Prepare salads bull Types of salads Simple Compound

bull Components of salads Base Body Dressing Garnish

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls

983085 Knife sets

983085 Required ingredients983085 Cutting Board

13 Prepare dressings bull Types of salad dressing French dressing

Italian dressing Dijon dressing Vinaigrette Thousand Island dressing

bull Compatibility of dressings withdifferent types of salads

o Researcho Presentationo Demonstrationo Individual practice

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14 Present salads bull Methods of attractivepresentation for salads anddressings

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 2 Prepare Sandwiches Learning hours 15

Learning outcome Content Learning Activity Resources

21 Identify ingredients forsandwiches

bull Suitable breads White bread Wheat bread Buns Baguette

bull Suitable filling Cheese Ham Fried eggs Vegetables Cooked meat

o Presentationo Research

983085 Sandwiches recipes

22 Prepare sandwiches bull Types of Sandwiches Hot Cold

bull Food combinations forsandwiches

bull Preparation techniques spreading layering portioning moulding cutting garnishing

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls983085 Knife sets983085 Required ingredients983085 Salamander983085 Cutting Board

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toasting

23 Present sandwiches bull Methods of attractivepresentation for sandwiches

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 3 Store salads and sandwiches Learning hours 5

Learning outcome Content Learning Activity Resources

31 Store salads andsandwiches

bull Suitable storage techniques tomaintain optimum quality ofingredients

bull Types of containers

o Presentationo Demonstrationo Individual practice

983085 Containers983085 Fridge

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MODULE 9 Pasta and starches

Competence Cook pasta and starches

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present pastas and starches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare pasta 11 The different types of pasta are identified

12 Various pasta are prepared using appropriate methods to ensure optimumquality

13 Appropriate sauces and accompaniments are selected

2 Prepare starches 21 The different types of starches are identified

22 Various starches are prepared using appropriate methods to ensureoptimum quality

Appropriate sauces and accompaniments are selected

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare Pasta Learning hours 30

Learning outcome Content Learning Activities Resources

11 identify the different types

of pasta

bull Types of Pasta amp their products

Egg Pasta Noodles

Egg less pasta Spaghetti

White pasta Lasagna

Green Pasta Green lasagna

Stuffed Past Ravioli Cannelloni Lunette

Dessert Pasta Poppy seed pasta Cinnamon pasta

Dumpling Pasta Gnocchi

Whole wheat

o Researcho Presentation

983085 Reference books

983085 recipes

12 Prepare pasta dishes bull Cooking methods Boiling Stir-frying Baking

o Demonstrationo Researcho Individual practiceso Presentation

983085 Recipes983085 Baking trays983085 Baking Ovens983085 Required ingredients

S C k

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Steaming 983085 Cooking pans983085 Pasta roller983085 Flip chart

983085 Markers

983085 Boards983085 Tongs983085 Forks983085 Plates

13 Present pasta dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

Learning Unit 2 Prepare Starches Learning hours 30

Learning outcome Content Learning Activities Resources

21 Identify the differenttypes of pasta

bull Starch products Cassava Yams Sweet potatoes Rice Maize meal

o Researcho Presentation

983085 Reference books983085 recipes

21 Prepare starch products bull Cooking methods Boiling Deep frying Stir-frying Baking Steaming

o Demonstrationo Individual practices

983085 Baking trays983085 Baking Ovens983085 Required ingredients983085 Cooking pans983085 Steaming Machine983085 Flip chart

983085 Markers

983085 Boards983085 Forks983085 Spoons983085 Plates

23 Present starch dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

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MODULE 10 Stocks sauces and soups

Competence Prepare stocks sauces and soups

RTQF LEVEL CREDITS 10 LEARNING HOURS 100

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare different types of stocks soups and sauces

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplace

Module 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare stocks required for menu items 11 Ingredients and flavouring agents are uses according to standard recipes

12 A variety of stocks are produced

2 Prepare sauces required for menu items 21 A variety of hot and cold sauces are produced from classical andcontemporary recipes

22 A variety of thickening agents and convenience products are usedappropriately

23 Sauces are evaluated for flavour colour and consistency and any problemsare rectified

3 Prepare soups 31 The correct ingredients are selected and assembled to produce soupsincluding stocks and prepared garnishes

32 A variety of soups is produced

33Clarifying and thickening agents and methods are used where appropriate

34 Soups are evaluated for flavour colour consistency and temperature and anyproblems are rectified

35 Soups are presented at the right temperature in clean serviceware withoutdrips and spills using suitable garnishes and accompaniments

4 St d tit t t k d 4 1

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4 Store and reconstitute stocks sauces and soups 41 Store stocks sauces and soups to maintain optimum freshness and quality

42 Reconstitute stocks sauces and soups to appropriate standards ofconsistency

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Prepare stocks required for menu items Learning hours 30

Learning outcomes Content Learning activities Resources

11 Identify the ingredients

for different types of stocks

bull Types of stocks

Vegetable stock Beef stock Chicken stock Fish stock

bull Ingredients

o Group discussion

o Presentationo research

983085 reference books

983085 recipes

12 Cook various stocks bull Cooking methods Boiling Simmering Skimming Cooling Straining

o Applicationo Exerciseo Demonstration

983085 Equipments983085 Tools

983085 CLeaning products

983085 Cleaning materials983085 Stock pots983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

Learning unit 2 Prepare sauces required for menu items Learning hours 30

Learning outcomes Content Leaning activities Resources

21 Identify the ingredientsfor different types of sauces

bull Types of sauces Cold sauces Hot sauces

o Demonstrationo Individual practiceo Presentation

983085 Books983085 Flipchart983085 Markers Projectors

Mother sauces 983085 White board Laptops

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Mother sauces Basic Derivations Special sauces

White board Laptops983085 Recipe books

22 Identify equipments bull Identification of Tools andequipments sauce pots blender strainer sauce ladles knife set spatulas

cutting boards lighter stove

o Explanationo Demonstrationo Individual practice

983085 Books

983085 Flipchart Markers983085 Projectors983085 White board983085 Laptops983085 Recipe books983085 Menu

23 Prepare sauces bull Methods of cooking Boiling Simmering

bull Thickening agents Roux Cornflour Modified starch Liaison

o Explanationo Demonstrationo Individual practice

983085 Equipments983085 Tools983085 Cleaning products983085 Cleaning materials

983085 Stock pots

983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

24 Evaluate the quality ofsauces and rectify thembull Common problems in saucesbull Techniques to rectify sauces

o Observationo Group worko Individual practice

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Learning unit 3 Prepare soup Learning hours 30

Learning outcomes Content Leaning activities Resources

31 Identify the ingredientsfor different types of sauces

bull Types of soup Clear soups Pureacutee soups Cream soups

bull Ingredients

o Researcho Brainstorming

983085 Recipe guide983085 Cooking books

32 Prepare different types of

soup

bull Method of cooking Boiling

bull Thickening agents

o Demonstrationo Individual practiceo Presentation

983085 Note book

983085 pens

983085 Board983085 Markers983085 Fish stock983085 Beef stock983085 Vegetable stock983085 Strainers

33 Evaluate the quality ofsoups and rectify them

bull Common problems in soupsbull Techniques to rectify soups

o Observationo Group worko Individual practice

34 Present soup bull Presentation techniquesbull Garnishing techniquesbull Soup accompaniments

o Observationo Individual practice

983085 Plates983085 Bowls

Learning unit 4 Store and reconstitute stocks sauces and soups Learning hours 10

Learning outcomes Content Leaning activities Resources41 Store stocks sauces andsoups

bull Storage techniques andprocedures

bull Labelling

o Demonstrationo Explanationo Individual practice

983085 Pots983085 Fridge983085 Freezer983085 Labelling cards

42 Reconstitute stockssauces and soups

bull Reheating techniquesbull Principles of hygiene

983085 Equipment

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MODULE 11 Meat poultry and fish

Competence Select prepare and cook meat poultry and fish

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safety

Module 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unit Performance criteria

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gBy the end of the module the trainee will be able to

1 Select and purchase poultry meat and fish11 Poultry is selected and purchased according to quantity and quality required

12 Primary secondary and portioned cuts of pork goat beef and veal are selectedaccording to quantity and quality required

13 Fish is selected according to quality according to quantity and quality required

14 Low-cost cuts and meat products are selected when and where appropriate

15 The best supplier for quality and price is selected

2 Handle and store meat poultry and fish 21 Suitable knives and equipment for poultry meat and fish handling is selected andused

22 Poultry meat and fish are handled and portioned according to menu requirementsand hygienically to minimise risk of food spoilage or cross-contamination

23 Poultry meat and fish are stored hygienically ensuring optimal storage conditions andappropriate temperature are maintained

24 Frozen poultry meat and fish are thawed correctly to ensure maximum qualityhygiene and nutrition

3 Cook basic poultry meat and fish dishes 31 Suitable equipment for poultry meat and fish preparation and cooking is selected andused

32 Suitable marinades are prepared and used where appropriate for a variety of poultrymeat and fish cuts

33 A variety of appropriate cooking methods are used for basic poultry meat and fishdishes

34 A variety basic poultry meat and fish dishes are cooked and presented to standardrecipe specifications

35 Poultry meat and fish dishes are presented using suitable sauces garnishes andaccompaniments

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and purchase poultry meat and fish Learning hours 10

Learning outcomes Content Leaning activities Resources

11 Identify different types of

poultry meat and fish

bull Types of poultry

Chicken Turkey Duck

bull Types of meat Beef Veal Lamb Goat

Porkbull Types of fish

White fish Oily fish Shellfish

o Research

o Brainstormingo Group worko Presentationo

983085 Resource books

12 Select poultry meat andfish

bull Chicken meat and fish cutsbull Processed productsbull Quality criteria for selecting

fresh and healthy chicken meatand fish Quality points for poultry- Smell- Skin- Colour

o Visit of butcheryo Group worko Researcho Presentation

983085 Resource books

- Flexible breastboneUnbroken bones

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- Unbroken bones

Quality points for meat

- Smell- Colour- Compact structure- Texture and colour of fat- Kidney covered with fat

Quality points for Fish- Eyes- Gills- Fresh

- Scales- Skin- Smell- Guts

Learning unit 2 Handle and store meat poultry and fish Learning hours 40

Learning outcomes Content Leaning activities Resources

11 Handle and portionchickenbull

Techniques De-boning Filleting

bull Appropriate equipment andknives

o

Explanation-Demonstrationo Group discussiono Individual Practice

983085

Knife set983085 Cutting Board983085 Reference books983085 Flip chart983085 Markers983085 Board983085 Meat Tag983085 Weighing

983085 Scales

12 Handle and portion meat bull Preparation of butcherrsquos meatDeboning

o Demonstrationindividual practice

983085 Weighing scaleKnife Set

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- Deboning- Portioning

- Cutting- Trimming

- Mincing bull Appropriate equipment and

knives

o individual practice 983085 Knife Set983085 Cutting boards

983085 Slicing machine

983085 Flip Chart983085 Boards983085 Markers

13 Handle and portion fish bull Preparation of fish Gutting portioning Scaling Filleting Skinning

o Demonstrationo Individual practice

983085 Flip chat983085 Markers983085 Board983085

Laptop983085 Projector983085 Cutting board983085 Knife set983085 weighing scale

14 Store chicken meat andfish

bull Storage standards Chemical Store Dry Store

Perishable Freezer Quality and Quantity

bull Preservation methods Salting Smoking Drying Canning

Freezing Marinating

bull Orderingbull Receivingbull Issuing

o Demonstrationo Individual practice

983085 Freezer983085 Fridge983085 Reference Books

983085 Flip chart

983085 Markers983085 Board983085 Scale983085 Shelves983085 Containers983085 Trolley983085 Probe Thermometer

983085 Purchasing order

983085 Receiving form983085 Requisition form

15 Thaw chicken meat andfish

bull Defrosting techniquesbull Health and hygiene regulations

o Demonstrationo Individual practice

983085 drip tray

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Learning unit 3 Cook and present basic poultry meat and fish dishes Learning hours 70

Learning outcomes Content Leaning activities Resources

21 Cook and present basicpoultry dishes

bull Marinating Herbs Oil spices

bull Cooking method

steaming grilling roasting boiling baking broiling smoking poaching

bull Seasoning salt black pepper or white

pepper

bull Presentation techniques

o Demonstrationo Individual practice

983085 Recipes983085 Heavy pans983085 Frying pans983085 Chopping board983085 Knives

983085 Flip chat

983085 Markers983085 Board983085 Laptop983085 Projector983085 Cutting board983085 Knife set983085 Weighing scale

983085 Oil

983085 Onions983085 Garlic983085 Rose mary983085 Salt983085 Light soya sauce

22 Cook and present basicmeat dishes 23 Cook and present basic

fish dishes

MODULE 12 Basic pastries and cakes

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MODULE 12 Basic pastries and cakes

Competence Make basic pastries and cakes

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

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

1 Prepare basic pastries and cakes 11 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are prepared

12 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are decorated

13 Suitable equipment safely and efficiently selected and used

2 Prepare and produce bakery products 21 A range of yeast-based doughs are prepared to standard recipes

22 Suitable equipment safely and efficiently selected and used

3 Portion and store pastries cakes and yeast goods 31 Portion control is applied to minimise wastage

32 Cakes pastry and bakery products Store to minimise spoilage and wastage

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare basic pastries and cakes Credit6

Learning Outcome Content Learning Activities Resources11 Identify different types ofpastries and cakes

bull Types of Pastry Products Sponge cakes Choux paste Sugar paste Sweet bread Cookies

o Researcho Presentationo Brainstorming

983085 Reference books

Mousses Ice cream

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doughnuts

12 Prepare basic pastryproducts

bull Sponge cakes Preparation techniques Baking techniques

bull Doughnuts Preparation techniques Baking techniques

bull Cookies Preparation techniques Baking techniques

o Demonstrationo Individual practices

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons13 Decorate pastries and

cakesbull Fillings

Butter cream Fruit Jam

bull Sauces Chocolate sauce Custard Sauce Strawberry Vanilla

o Demonstrationo Individual practiceso

Learning Unit 2 Prepare and produce bakery products

Learning outcomes Content Leaning activities Resources21 Identify different types ofbakery products

bull Types of bakery Products Yeast products

White Bread French Bread Croissant Rolls

o Researcho Presentationo Brainstorming

983085 Reference books

Chapatti Samosa dough

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Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

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MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

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bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

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Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

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Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

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76

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

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Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

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Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 27: Curriculum Cooker

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27

33

34

35

Formatting of cells and their contents

Using of functions and perform mathematical operations

Excel worksheet Printing

4Use current Power Point Presentations 41

42

43

44

45

46

47

Creating a new presentation

Creating Inserting a slide

Inserting of Graphics

Converting word documents to PowerPoint presentation

Animation

Using Different Presentation view

Printing a presentation

5Use InternetIntranet (Outlook) 51

52

53

54

55

56

Defining and explaining a website

Interacting through instant messaging (Chatting)

Using search Engines (example Google)

Creating Managing favorites using internet explorer

Browsing the internet using the hyperlinks

Downloading and Uploading files using internet

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COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Apply computer fundamentals Learning hours10

Learning outcomes Contents Learning activities Resources

11 Apply Computerbasics

bull Computer Definition

bull Types of computers

Laptops

Desktops

Palm tops

PDA (Personnal Digital assistance)

bull Computer HardwareMemorybull Definition

bull Role of Memory

bull Features

- Capacity

- Speed

- Non Volativitybull Types of Memory

- ROM (Read only memory)

- RAM (Random access memory)

- ExternalInternal memories (Hard

diskdisketteCDFlash disketc)

-Open a computer case andObserve different types ofmemory-Group Discussion on each type ofmemory

-Computer Lab-Computer Tool Kit-CD DVDs Diskettes-White Board-Markers

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12Identify Variousconnectors and ports

bull Connectors and ports

- Definition

bull IO (Input and Output) Ports andconnectors

- Serial ports

- Parallel ports

- USB

- Keyboard Mouse connectors

- VGA Connectors

-Observe different connectors aswell as input and output ports

-Exercises on ports identifications

-Computer Lab-Computer Tool Kit

-CD DVDs Diskettes-Different types of CablesDifferent types Connectors-White Board-Markers

13Use different IOdevices

bull Peripherals

- Definition

- Categories IO devices

Input devices (mouse Keyboard

scanner CDDVD-ROM and

diskettes drivers etc)

Output devices (Monitor Diskette

CDDVD-ROM Writer Printer etc)

Types of keyboards

- AZERTY

- QWERTY

Practical exercises on connectingthe mouse keyboard Monitor tothe CPU (Central processing unit)

-Computer Lab-Computer Tool Kit-CD DVDs Diskettes-Printer-Scanner

-White Board

14Use Desktoprsquoselements

bull Windows and its components

- Desktop

- Task bar

- Start menu

- Minimize Maximize Close buttons

-Brainstorming on Desktoprsquoselements-Use the desktop the tasks barand the start menu

-Computer Lab-Projector

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30

- My Computer

15Scan Viruses in thecomputer and DifferentStorages Devices (Flashdisk External Hard disk)

bull Antivirus definitionbull Importance of antivirusbull Functionalitybull Different Types of antivirus- Norton- Kaspersky- Symantecbull Storages to be scanned- Flash disk- External hard disk- Memory card- Computer hard disk

-Brainstorming the use ofantivirus-Practical exercises on Scanningviruses-Compile activities reports

-Computer Lab-Flash disks-External Hard disk-Cds DVDs-Antivirus-White Board-Markers

Learning Unit 2 Use a word processing package Learning hours 5

Learning outcomes Contents Learning activities Resources

21Format a text bull StyleFontSizeColourbull Paragraphbull Columnbull Tabulationbull Paragraph spacingbull Inserting symbolsSpecial

charactersbullet and numberingbull Borders and shadingheader and

footer

-Reproduce document alreadyformatted-Various exercises to familiarizewith formatting a text

-Computer Lab With CurrentWord processing Packageinstalled in each computer-Projector-White Board

-Markers

22Create and edit atable

bull Inserting a tablebull Inserting a columnbull Inserting a row

-Practical exercises on creatingediting and handling a table

-Computer Lab With CurrentWord processing Packageinstalled in each computer

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31

bull Deleting tablebull Deleting rowbull

Deleting columnbull Merging cellsbull Splitting cellsbull Drawing a tablebull Table auto formatbull Formula

-Projector-White Board

23Edit document

(Text)

bull SearchFindReplace

bull Deleting a range of textbull The undo commandbull Spelling and grammarbull Synonyms

-Brainstorming Editing text

-Perform practical exercises onthe various tips (options)-compile activities reports

-Computer Lab With Current

Word processing Packageinstalled in each computer-Projector-White Board-Markers

24Print document bull Page setupbull Print previewbull

Print dialog boxbull Selecting printer namebull Printer optionsbull Printing one or more copiesbull Printing in blackwhite or colorbull Print page ranges

-Exercises on printing one ormore copies of a colored

document in black and white-printing in landscape portrait

-Computer Lab With CurrentWord processing Package

installed in each computer-Printer-Projector

25Save documents bull File management- Creation of files- Creation of Folders- File Naming- File Formats

-Practical Exercises on creation offiles folders and file Saving

-Compile activities reports

-Computer Lab With CurrentWord processing Package

installed in each computer-Projector

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26Insert HeaderFooter and footnotes

bull Footnotesbull Header and Footer

- Automatic pagenumbering- Total number of pages- Automatic date- Automatic automatic

authors name

-Exercises on footnotes-Create a document containing

several pagesWith elements such as the pagenumber date automation-practical exercises

-Computer Lab With CurrentWord processing Package

installed in each computer-Projector

Learning Unit 3 Use spreadsheet package Learning hours 5

Learning outcomes Contents Learning activities Resources

31Use Some basicexcel tasks

bull Basic excel tasks

- Open

- Close

- New document

- Undo

- Savesave ashellip

- Sheet

- Selecting a cell

- Validating a cell

- Deleting cell contents

- Modifying cell contents- Selecting group of cells

- Increase and reduce the

cell size

- Delete row and column

- Duplicate cell

-Practical exercises on the use ofbasic excel tasks-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer-Projector

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33

32Manage Sheets inexcel workbook

bull Selecting a sheet

bull Renaming a sheet

bull Insert new sheetsbull Moving a sheet in a workbook

bull Deleting a sheet

-Practical exercisesOn Managing sheets in excel

workbook

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector

33Format cells andtheir contents

bull Formatting text and cells

- Choosing fontsizecolour

- Adjusting Cow height

- Alignment of cell - Number format

- Inserting rows

- Merging cells

- Creating borders

- Patterns

-Practical exercises in groups andindividual homework onformatting cells

-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer

-Projector

34Use some functionsand performmathematical operations

bull Numbers and Mathematicalcalculations

- Addition - Multiplication - Division - Subtraction - AutoSum

- Absolute and relativeReference - Function

Average Minimum Maximum

-Practical exercises in groups andindividual homework onformatting cells-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer-Projector

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34

35 Print an excelworksheet

bull Page setupbull Print previewbull

Print dialogue boxbull Print optionsbull Print one or more copiesbull Print in blackwhite or colorbull Print page rangesbull Printing a selection

-Print one or more copies of aworksheet

-Print colour or white and blackworksheet-practical exercises (individualand in group)-print horizontallyvertically

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector-Printer

Learning Unit 4 Use Presentation application Learning hours 5

Learning outcomes Learning outcomes Learning outcomes Learning outcomes

41Launch Ms Powerpoint

bull Power point Definition

bull Role

bull Power point environment

- Title Bar

- Menu Bar- Toolbars

- Formatting tool bar

- Title

- Sub title

-Using a power pointpresentation with slide showgetfeedback from learners on thearea of application of Ms powerpoint-Launch powerpoint and observethe screen individual exercises

-Computer Lab With Currentpresentation Software installed in each computer-Projector

42Create a newpresentation

bull Creating new presentation

bull Blank presentation

bull Design template

bull Auto content wizards

-Create presentation using thevarious methods-practical exercises (individualand in groups)

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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43Create Insert a slide bull Creating a slide

bull Inserting a slide

bull Modifying a slide

-Exercises on creating insertingand modifying a slide

-Computer Lab With Currentpresentation Software

installed in each computer-Projector

44Insert Graphics bull GraphicsClip artWord

ArtLibrary ImagesInserting

image from file

Exercises on inserting images inthe slides

-Computer Lab With Currentpresentation Software installed in each computer-Projector

45Convert word

documents toPowerPoint presentation

bull Copy Cut Move

bull Process of conversion

-Practical exercises on File

transformation

-Computer Lab With Current

presentation Software installed in each computer-Projector

46Animate apresentation

bull Animation

bull Custom animation

bull Slide transition

-Familiarize with animation of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

47Use DifferentPresentation view

bull Normal View

bull Slide Sorter view

bull Slide show

-Switch between the views toimprove the presentation-Group discussion andbrainstorming

-Computer Lab With Currentpresentation Software installed in each computer-Projector

48 Print a presentation bull Printing a presentation

bull Print preview

bull Printing a copy or multiple

-Exercises on printing in blackand white or in colour printingone or more copies of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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36

copies

bull Printing one slide on a page

bull Printing more slides on a page

Learning Unit 5 Use InternetIntranet (Outlook) Learning hours 5

Learning outcomes Contents Learning activities Resources

51 Define and explain awebsite

bull Introduction

World wide web

Web page

Web site

-Visit web sites and browsedifferent pages-Group discussion based onobservation

-Internet Connection-Computer Lab-projector

52Interact throughinstant messaging

(Chatting)

bull Definition

bull Steps to create a chat account

bull Chatting options

Instant messaging with or

no web cam

Calling

Sending files

-Group Discussion on Interactingthrough instant messaging

-Exercises on chatting in groups-Compile activities reports

-Internet Connection-Computer Lab

-projector

53Use search Engines(example Google)bull

Search engines- Definition

- Role

- Some Types of search

engine

wwwGooglecom

-Perform practical exercises onthe use of search engines -Internet Connection-Computer Lab-projector

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wwwYahoocom

54Create Managefavorites using internetexplorer

bull Favorites

- Create Favorites

- Rename Move Favorites

-Practical exercises on creatingmoving and renaming favorites

-Internet Connection-Computer Lab-projector

55Browse the internetusing the hyperlinks

bull Web Browser

- Browser buttons

- Address bar

- Status bar

- Scroll bar

- Home page

- FrontBack arrows

- Refresh button

- Start page

-Open a web using the addressbar-Browse different web pages

-practical exercises On Browsinginternet using hyperlink

-Internet Connection-Computer Lab-projector

56Download andUpload files usinginternet

bull Downloadingbull File attachment

-Practical exercises ondownloading and uploading filesusing internet

-Internet Connection-Computer Lab-projector

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MODULE 6 Mise en place and cooking methods

Competence Organise and cook food

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to use kitchen equipment and tools to prepare mise en place and use basic cookingmethods

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 hygiene and food safety

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be ableto

Performance criteria

1 Select and use cooking equipment andtechnology

11 Appropriate equipment and technology is selected for particular cookingmethods

12 Equipment is used hygienically safely and according to manufacturerinstructions

2 Prepare mise en place 21 Ingredients are identified and obtained according to standards recipe

22 Ingredients are prepared according to the correct quantity type and quality

3 Prepare and cook food using basic methods ofcooking

31 Various cooking methods are used to prepare dishes to enterprise standard

32 Correct quantities and ratios of commodities for specific cooking methods arecalculated

33 Cooking process is completed in a logical and safe manner

34 Problems with the cooking process are identified promptly and take correctiveaction

35 Dishes are prepared using a range of methods and current technology withinacceptable enterprise and customer timeframes

36 Work cooperatively with kitchen and front-of-house colleagues to ensure timelypreparation of dishes

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and use cooking equipment and technology Learning hours 20

Learning outcomes Content Leaning activities Resources

11 Identify kitchenequipment and tools

bull Specification of Kitchenequipment amp tools

bull Kitchen orientation

o Group discussiono Researcho Role Playo

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

12 Use and maintain Kitchenequipment and tools

bull

Hand tools

bull Electrical toolsbull Heavy equipment

o Group discussiono Researcho Role Play

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

Learning unit 2 Prepare mise en place Learning hours 20

Learning outcomes Content Leaning activities Resources

21 Identify ingredients for arecipe

bull Types of food itemsbull Characteristics and uses of food

items

o Group discussiono Researcho Role Play

983085 Recipe book983085 Reference Books983085 Flipchart markers-

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bull Contents of recipebull Quantities in function of

number of customers to be

servedbull Quality of ingredients

983085 Projectors983085 Board983085 Laptops

22 Prepare ingredients bull Cleaning techniquesbull Pealing and cutting techniquesbull Measuring and weighingbull Storage for different type of

ingredients

o Demonstrationo Individual practice

983085 Kitchen equipment Kitchentools

23 Apply checklist procedures bull FIFObull LIFObull Verification of quality product

o Group discussiono Demonstrationo Individual practiceo Role Play

983085 Recipe book Flipchart

983085 Markers983085 Tags983085 Products983085 Bin cards983085 Checklist

Learning unit 3 Prepare and cook food using basic methods of cooking Learning hours 20

Learning outcomes Content Leaning activities Resources

31 Identify the differentcooking methods

bull Types of cooking methods Boiling Deep frying Stir-frying

Baking Steaming Simmering skimming grilling roasting broiling

o Small group discussiono Demonstrationo Individual practice

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smoking poaching

bull Characteristics of different

foods and appropriate cookingmethods

bull Underlying principles of all basiccooking methods

bull Effect of different cookingmethods on the nutritionalvalue of food

32 Cook basic dishes using arange of methods

bull Basic dishes o Demonstrationo Individual practice

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MODULE 7 Salads and Sandwiches

Competence Prepare salads and sandwiches

RTQF LEVEL CREDITS 4 LEARNING HOURS 40

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present different sorts of salads and sandwiches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare and present a variety of salads anddressings

11 Suitable ingredients are chosen

12 Salads are prepared using fresh ingredients and respecting nutritional valueeating characteristics and taste

13 Suitable sauces and dressings are prepared and incorporated into or servedwith salad

14 Salads are presented attractively

2 Prepare and present sandwiches 21 Suitable bases are selected from a range of bread types

22 A variety of sandwich types are prepared using a range of appropriate

techniques

23 Appropriate equipment is selected for toasting and heating sandwiches andused correctly and safely

24 Sandwiches are present in an attractive manner using suitable garnishesand serviceware

3 Store salads and sandwiches 31 Store salads and sandwiches hygienically at the correct temperature in

appropriate conditions and containers to maintain freshness taste andquality

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare and present a variety of salad and dressings Learning hours 20

Learning Outcome Content Learning Activities Resources

11 Identify ingredients for

salads

bull Commodities and food

combinations for use in salads

o Researcho Presentationo Group work

983085 Salad recipes

12 Prepare salads bull Types of salads Simple Compound

bull Components of salads Base Body Dressing Garnish

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls

983085 Knife sets

983085 Required ingredients983085 Cutting Board

13 Prepare dressings bull Types of salad dressing French dressing

Italian dressing Dijon dressing Vinaigrette Thousand Island dressing

bull Compatibility of dressings withdifferent types of salads

o Researcho Presentationo Demonstrationo Individual practice

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14 Present salads bull Methods of attractivepresentation for salads anddressings

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 2 Prepare Sandwiches Learning hours 15

Learning outcome Content Learning Activity Resources

21 Identify ingredients forsandwiches

bull Suitable breads White bread Wheat bread Buns Baguette

bull Suitable filling Cheese Ham Fried eggs Vegetables Cooked meat

o Presentationo Research

983085 Sandwiches recipes

22 Prepare sandwiches bull Types of Sandwiches Hot Cold

bull Food combinations forsandwiches

bull Preparation techniques spreading layering portioning moulding cutting garnishing

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls983085 Knife sets983085 Required ingredients983085 Salamander983085 Cutting Board

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toasting

23 Present sandwiches bull Methods of attractivepresentation for sandwiches

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 3 Store salads and sandwiches Learning hours 5

Learning outcome Content Learning Activity Resources

31 Store salads andsandwiches

bull Suitable storage techniques tomaintain optimum quality ofingredients

bull Types of containers

o Presentationo Demonstrationo Individual practice

983085 Containers983085 Fridge

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MODULE 9 Pasta and starches

Competence Cook pasta and starches

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present pastas and starches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare pasta 11 The different types of pasta are identified

12 Various pasta are prepared using appropriate methods to ensure optimumquality

13 Appropriate sauces and accompaniments are selected

2 Prepare starches 21 The different types of starches are identified

22 Various starches are prepared using appropriate methods to ensureoptimum quality

Appropriate sauces and accompaniments are selected

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare Pasta Learning hours 30

Learning outcome Content Learning Activities Resources

11 identify the different types

of pasta

bull Types of Pasta amp their products

Egg Pasta Noodles

Egg less pasta Spaghetti

White pasta Lasagna

Green Pasta Green lasagna

Stuffed Past Ravioli Cannelloni Lunette

Dessert Pasta Poppy seed pasta Cinnamon pasta

Dumpling Pasta Gnocchi

Whole wheat

o Researcho Presentation

983085 Reference books

983085 recipes

12 Prepare pasta dishes bull Cooking methods Boiling Stir-frying Baking

o Demonstrationo Researcho Individual practiceso Presentation

983085 Recipes983085 Baking trays983085 Baking Ovens983085 Required ingredients

S C k

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Steaming 983085 Cooking pans983085 Pasta roller983085 Flip chart

983085 Markers

983085 Boards983085 Tongs983085 Forks983085 Plates

13 Present pasta dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

Learning Unit 2 Prepare Starches Learning hours 30

Learning outcome Content Learning Activities Resources

21 Identify the differenttypes of pasta

bull Starch products Cassava Yams Sweet potatoes Rice Maize meal

o Researcho Presentation

983085 Reference books983085 recipes

21 Prepare starch products bull Cooking methods Boiling Deep frying Stir-frying Baking Steaming

o Demonstrationo Individual practices

983085 Baking trays983085 Baking Ovens983085 Required ingredients983085 Cooking pans983085 Steaming Machine983085 Flip chart

983085 Markers

983085 Boards983085 Forks983085 Spoons983085 Plates

23 Present starch dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

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MODULE 10 Stocks sauces and soups

Competence Prepare stocks sauces and soups

RTQF LEVEL CREDITS 10 LEARNING HOURS 100

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare different types of stocks soups and sauces

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplace

Module 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare stocks required for menu items 11 Ingredients and flavouring agents are uses according to standard recipes

12 A variety of stocks are produced

2 Prepare sauces required for menu items 21 A variety of hot and cold sauces are produced from classical andcontemporary recipes

22 A variety of thickening agents and convenience products are usedappropriately

23 Sauces are evaluated for flavour colour and consistency and any problemsare rectified

3 Prepare soups 31 The correct ingredients are selected and assembled to produce soupsincluding stocks and prepared garnishes

32 A variety of soups is produced

33Clarifying and thickening agents and methods are used where appropriate

34 Soups are evaluated for flavour colour consistency and temperature and anyproblems are rectified

35 Soups are presented at the right temperature in clean serviceware withoutdrips and spills using suitable garnishes and accompaniments

4 St d tit t t k d 4 1

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4 Store and reconstitute stocks sauces and soups 41 Store stocks sauces and soups to maintain optimum freshness and quality

42 Reconstitute stocks sauces and soups to appropriate standards ofconsistency

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Prepare stocks required for menu items Learning hours 30

Learning outcomes Content Learning activities Resources

11 Identify the ingredients

for different types of stocks

bull Types of stocks

Vegetable stock Beef stock Chicken stock Fish stock

bull Ingredients

o Group discussion

o Presentationo research

983085 reference books

983085 recipes

12 Cook various stocks bull Cooking methods Boiling Simmering Skimming Cooling Straining

o Applicationo Exerciseo Demonstration

983085 Equipments983085 Tools

983085 CLeaning products

983085 Cleaning materials983085 Stock pots983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

Learning unit 2 Prepare sauces required for menu items Learning hours 30

Learning outcomes Content Leaning activities Resources

21 Identify the ingredientsfor different types of sauces

bull Types of sauces Cold sauces Hot sauces

o Demonstrationo Individual practiceo Presentation

983085 Books983085 Flipchart983085 Markers Projectors

Mother sauces 983085 White board Laptops

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Mother sauces Basic Derivations Special sauces

White board Laptops983085 Recipe books

22 Identify equipments bull Identification of Tools andequipments sauce pots blender strainer sauce ladles knife set spatulas

cutting boards lighter stove

o Explanationo Demonstrationo Individual practice

983085 Books

983085 Flipchart Markers983085 Projectors983085 White board983085 Laptops983085 Recipe books983085 Menu

23 Prepare sauces bull Methods of cooking Boiling Simmering

bull Thickening agents Roux Cornflour Modified starch Liaison

o Explanationo Demonstrationo Individual practice

983085 Equipments983085 Tools983085 Cleaning products983085 Cleaning materials

983085 Stock pots

983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

24 Evaluate the quality ofsauces and rectify thembull Common problems in saucesbull Techniques to rectify sauces

o Observationo Group worko Individual practice

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Learning unit 3 Prepare soup Learning hours 30

Learning outcomes Content Leaning activities Resources

31 Identify the ingredientsfor different types of sauces

bull Types of soup Clear soups Pureacutee soups Cream soups

bull Ingredients

o Researcho Brainstorming

983085 Recipe guide983085 Cooking books

32 Prepare different types of

soup

bull Method of cooking Boiling

bull Thickening agents

o Demonstrationo Individual practiceo Presentation

983085 Note book

983085 pens

983085 Board983085 Markers983085 Fish stock983085 Beef stock983085 Vegetable stock983085 Strainers

33 Evaluate the quality ofsoups and rectify them

bull Common problems in soupsbull Techniques to rectify soups

o Observationo Group worko Individual practice

34 Present soup bull Presentation techniquesbull Garnishing techniquesbull Soup accompaniments

o Observationo Individual practice

983085 Plates983085 Bowls

Learning unit 4 Store and reconstitute stocks sauces and soups Learning hours 10

Learning outcomes Content Leaning activities Resources41 Store stocks sauces andsoups

bull Storage techniques andprocedures

bull Labelling

o Demonstrationo Explanationo Individual practice

983085 Pots983085 Fridge983085 Freezer983085 Labelling cards

42 Reconstitute stockssauces and soups

bull Reheating techniquesbull Principles of hygiene

983085 Equipment

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MODULE 11 Meat poultry and fish

Competence Select prepare and cook meat poultry and fish

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safety

Module 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unit Performance criteria

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gBy the end of the module the trainee will be able to

1 Select and purchase poultry meat and fish11 Poultry is selected and purchased according to quantity and quality required

12 Primary secondary and portioned cuts of pork goat beef and veal are selectedaccording to quantity and quality required

13 Fish is selected according to quality according to quantity and quality required

14 Low-cost cuts and meat products are selected when and where appropriate

15 The best supplier for quality and price is selected

2 Handle and store meat poultry and fish 21 Suitable knives and equipment for poultry meat and fish handling is selected andused

22 Poultry meat and fish are handled and portioned according to menu requirementsand hygienically to minimise risk of food spoilage or cross-contamination

23 Poultry meat and fish are stored hygienically ensuring optimal storage conditions andappropriate temperature are maintained

24 Frozen poultry meat and fish are thawed correctly to ensure maximum qualityhygiene and nutrition

3 Cook basic poultry meat and fish dishes 31 Suitable equipment for poultry meat and fish preparation and cooking is selected andused

32 Suitable marinades are prepared and used where appropriate for a variety of poultrymeat and fish cuts

33 A variety of appropriate cooking methods are used for basic poultry meat and fishdishes

34 A variety basic poultry meat and fish dishes are cooked and presented to standardrecipe specifications

35 Poultry meat and fish dishes are presented using suitable sauces garnishes andaccompaniments

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and purchase poultry meat and fish Learning hours 10

Learning outcomes Content Leaning activities Resources

11 Identify different types of

poultry meat and fish

bull Types of poultry

Chicken Turkey Duck

bull Types of meat Beef Veal Lamb Goat

Porkbull Types of fish

White fish Oily fish Shellfish

o Research

o Brainstormingo Group worko Presentationo

983085 Resource books

12 Select poultry meat andfish

bull Chicken meat and fish cutsbull Processed productsbull Quality criteria for selecting

fresh and healthy chicken meatand fish Quality points for poultry- Smell- Skin- Colour

o Visit of butcheryo Group worko Researcho Presentation

983085 Resource books

- Flexible breastboneUnbroken bones

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- Unbroken bones

Quality points for meat

- Smell- Colour- Compact structure- Texture and colour of fat- Kidney covered with fat

Quality points for Fish- Eyes- Gills- Fresh

- Scales- Skin- Smell- Guts

Learning unit 2 Handle and store meat poultry and fish Learning hours 40

Learning outcomes Content Leaning activities Resources

11 Handle and portionchickenbull

Techniques De-boning Filleting

bull Appropriate equipment andknives

o

Explanation-Demonstrationo Group discussiono Individual Practice

983085

Knife set983085 Cutting Board983085 Reference books983085 Flip chart983085 Markers983085 Board983085 Meat Tag983085 Weighing

983085 Scales

12 Handle and portion meat bull Preparation of butcherrsquos meatDeboning

o Demonstrationindividual practice

983085 Weighing scaleKnife Set

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- Deboning- Portioning

- Cutting- Trimming

- Mincing bull Appropriate equipment and

knives

o individual practice 983085 Knife Set983085 Cutting boards

983085 Slicing machine

983085 Flip Chart983085 Boards983085 Markers

13 Handle and portion fish bull Preparation of fish Gutting portioning Scaling Filleting Skinning

o Demonstrationo Individual practice

983085 Flip chat983085 Markers983085 Board983085

Laptop983085 Projector983085 Cutting board983085 Knife set983085 weighing scale

14 Store chicken meat andfish

bull Storage standards Chemical Store Dry Store

Perishable Freezer Quality and Quantity

bull Preservation methods Salting Smoking Drying Canning

Freezing Marinating

bull Orderingbull Receivingbull Issuing

o Demonstrationo Individual practice

983085 Freezer983085 Fridge983085 Reference Books

983085 Flip chart

983085 Markers983085 Board983085 Scale983085 Shelves983085 Containers983085 Trolley983085 Probe Thermometer

983085 Purchasing order

983085 Receiving form983085 Requisition form

15 Thaw chicken meat andfish

bull Defrosting techniquesbull Health and hygiene regulations

o Demonstrationo Individual practice

983085 drip tray

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Learning unit 3 Cook and present basic poultry meat and fish dishes Learning hours 70

Learning outcomes Content Leaning activities Resources

21 Cook and present basicpoultry dishes

bull Marinating Herbs Oil spices

bull Cooking method

steaming grilling roasting boiling baking broiling smoking poaching

bull Seasoning salt black pepper or white

pepper

bull Presentation techniques

o Demonstrationo Individual practice

983085 Recipes983085 Heavy pans983085 Frying pans983085 Chopping board983085 Knives

983085 Flip chat

983085 Markers983085 Board983085 Laptop983085 Projector983085 Cutting board983085 Knife set983085 Weighing scale

983085 Oil

983085 Onions983085 Garlic983085 Rose mary983085 Salt983085 Light soya sauce

22 Cook and present basicmeat dishes 23 Cook and present basic

fish dishes

MODULE 12 Basic pastries and cakes

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MODULE 12 Basic pastries and cakes

Competence Make basic pastries and cakes

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

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

1 Prepare basic pastries and cakes 11 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are prepared

12 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are decorated

13 Suitable equipment safely and efficiently selected and used

2 Prepare and produce bakery products 21 A range of yeast-based doughs are prepared to standard recipes

22 Suitable equipment safely and efficiently selected and used

3 Portion and store pastries cakes and yeast goods 31 Portion control is applied to minimise wastage

32 Cakes pastry and bakery products Store to minimise spoilage and wastage

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare basic pastries and cakes Credit6

Learning Outcome Content Learning Activities Resources11 Identify different types ofpastries and cakes

bull Types of Pastry Products Sponge cakes Choux paste Sugar paste Sweet bread Cookies

o Researcho Presentationo Brainstorming

983085 Reference books

Mousses Ice cream

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doughnuts

12 Prepare basic pastryproducts

bull Sponge cakes Preparation techniques Baking techniques

bull Doughnuts Preparation techniques Baking techniques

bull Cookies Preparation techniques Baking techniques

o Demonstrationo Individual practices

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons13 Decorate pastries and

cakesbull Fillings

Butter cream Fruit Jam

bull Sauces Chocolate sauce Custard Sauce Strawberry Vanilla

o Demonstrationo Individual practiceso

Learning Unit 2 Prepare and produce bakery products

Learning outcomes Content Leaning activities Resources21 Identify different types ofbakery products

bull Types of bakery Products Yeast products

White Bread French Bread Croissant Rolls

o Researcho Presentationo Brainstorming

983085 Reference books

Chapatti Samosa dough

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Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

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MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

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bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

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Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

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Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

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76

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

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Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

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Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

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COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Apply computer fundamentals Learning hours10

Learning outcomes Contents Learning activities Resources

11 Apply Computerbasics

bull Computer Definition

bull Types of computers

Laptops

Desktops

Palm tops

PDA (Personnal Digital assistance)

bull Computer HardwareMemorybull Definition

bull Role of Memory

bull Features

- Capacity

- Speed

- Non Volativitybull Types of Memory

- ROM (Read only memory)

- RAM (Random access memory)

- ExternalInternal memories (Hard

diskdisketteCDFlash disketc)

-Open a computer case andObserve different types ofmemory-Group Discussion on each type ofmemory

-Computer Lab-Computer Tool Kit-CD DVDs Diskettes-White Board-Markers

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12Identify Variousconnectors and ports

bull Connectors and ports

- Definition

bull IO (Input and Output) Ports andconnectors

- Serial ports

- Parallel ports

- USB

- Keyboard Mouse connectors

- VGA Connectors

-Observe different connectors aswell as input and output ports

-Exercises on ports identifications

-Computer Lab-Computer Tool Kit

-CD DVDs Diskettes-Different types of CablesDifferent types Connectors-White Board-Markers

13Use different IOdevices

bull Peripherals

- Definition

- Categories IO devices

Input devices (mouse Keyboard

scanner CDDVD-ROM and

diskettes drivers etc)

Output devices (Monitor Diskette

CDDVD-ROM Writer Printer etc)

Types of keyboards

- AZERTY

- QWERTY

Practical exercises on connectingthe mouse keyboard Monitor tothe CPU (Central processing unit)

-Computer Lab-Computer Tool Kit-CD DVDs Diskettes-Printer-Scanner

-White Board

14Use Desktoprsquoselements

bull Windows and its components

- Desktop

- Task bar

- Start menu

- Minimize Maximize Close buttons

-Brainstorming on Desktoprsquoselements-Use the desktop the tasks barand the start menu

-Computer Lab-Projector

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- My Computer

15Scan Viruses in thecomputer and DifferentStorages Devices (Flashdisk External Hard disk)

bull Antivirus definitionbull Importance of antivirusbull Functionalitybull Different Types of antivirus- Norton- Kaspersky- Symantecbull Storages to be scanned- Flash disk- External hard disk- Memory card- Computer hard disk

-Brainstorming the use ofantivirus-Practical exercises on Scanningviruses-Compile activities reports

-Computer Lab-Flash disks-External Hard disk-Cds DVDs-Antivirus-White Board-Markers

Learning Unit 2 Use a word processing package Learning hours 5

Learning outcomes Contents Learning activities Resources

21Format a text bull StyleFontSizeColourbull Paragraphbull Columnbull Tabulationbull Paragraph spacingbull Inserting symbolsSpecial

charactersbullet and numberingbull Borders and shadingheader and

footer

-Reproduce document alreadyformatted-Various exercises to familiarizewith formatting a text

-Computer Lab With CurrentWord processing Packageinstalled in each computer-Projector-White Board

-Markers

22Create and edit atable

bull Inserting a tablebull Inserting a columnbull Inserting a row

-Practical exercises on creatingediting and handling a table

-Computer Lab With CurrentWord processing Packageinstalled in each computer

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bull Deleting tablebull Deleting rowbull

Deleting columnbull Merging cellsbull Splitting cellsbull Drawing a tablebull Table auto formatbull Formula

-Projector-White Board

23Edit document

(Text)

bull SearchFindReplace

bull Deleting a range of textbull The undo commandbull Spelling and grammarbull Synonyms

-Brainstorming Editing text

-Perform practical exercises onthe various tips (options)-compile activities reports

-Computer Lab With Current

Word processing Packageinstalled in each computer-Projector-White Board-Markers

24Print document bull Page setupbull Print previewbull

Print dialog boxbull Selecting printer namebull Printer optionsbull Printing one or more copiesbull Printing in blackwhite or colorbull Print page ranges

-Exercises on printing one ormore copies of a colored

document in black and white-printing in landscape portrait

-Computer Lab With CurrentWord processing Package

installed in each computer-Printer-Projector

25Save documents bull File management- Creation of files- Creation of Folders- File Naming- File Formats

-Practical Exercises on creation offiles folders and file Saving

-Compile activities reports

-Computer Lab With CurrentWord processing Package

installed in each computer-Projector

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26Insert HeaderFooter and footnotes

bull Footnotesbull Header and Footer

- Automatic pagenumbering- Total number of pages- Automatic date- Automatic automatic

authors name

-Exercises on footnotes-Create a document containing

several pagesWith elements such as the pagenumber date automation-practical exercises

-Computer Lab With CurrentWord processing Package

installed in each computer-Projector

Learning Unit 3 Use spreadsheet package Learning hours 5

Learning outcomes Contents Learning activities Resources

31Use Some basicexcel tasks

bull Basic excel tasks

- Open

- Close

- New document

- Undo

- Savesave ashellip

- Sheet

- Selecting a cell

- Validating a cell

- Deleting cell contents

- Modifying cell contents- Selecting group of cells

- Increase and reduce the

cell size

- Delete row and column

- Duplicate cell

-Practical exercises on the use ofbasic excel tasks-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer-Projector

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32Manage Sheets inexcel workbook

bull Selecting a sheet

bull Renaming a sheet

bull Insert new sheetsbull Moving a sheet in a workbook

bull Deleting a sheet

-Practical exercisesOn Managing sheets in excel

workbook

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector

33Format cells andtheir contents

bull Formatting text and cells

- Choosing fontsizecolour

- Adjusting Cow height

- Alignment of cell - Number format

- Inserting rows

- Merging cells

- Creating borders

- Patterns

-Practical exercises in groups andindividual homework onformatting cells

-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer

-Projector

34Use some functionsand performmathematical operations

bull Numbers and Mathematicalcalculations

- Addition - Multiplication - Division - Subtraction - AutoSum

- Absolute and relativeReference - Function

Average Minimum Maximum

-Practical exercises in groups andindividual homework onformatting cells-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer-Projector

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35 Print an excelworksheet

bull Page setupbull Print previewbull

Print dialogue boxbull Print optionsbull Print one or more copiesbull Print in blackwhite or colorbull Print page rangesbull Printing a selection

-Print one or more copies of aworksheet

-Print colour or white and blackworksheet-practical exercises (individualand in group)-print horizontallyvertically

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector-Printer

Learning Unit 4 Use Presentation application Learning hours 5

Learning outcomes Learning outcomes Learning outcomes Learning outcomes

41Launch Ms Powerpoint

bull Power point Definition

bull Role

bull Power point environment

- Title Bar

- Menu Bar- Toolbars

- Formatting tool bar

- Title

- Sub title

-Using a power pointpresentation with slide showgetfeedback from learners on thearea of application of Ms powerpoint-Launch powerpoint and observethe screen individual exercises

-Computer Lab With Currentpresentation Software installed in each computer-Projector

42Create a newpresentation

bull Creating new presentation

bull Blank presentation

bull Design template

bull Auto content wizards

-Create presentation using thevarious methods-practical exercises (individualand in groups)

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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43Create Insert a slide bull Creating a slide

bull Inserting a slide

bull Modifying a slide

-Exercises on creating insertingand modifying a slide

-Computer Lab With Currentpresentation Software

installed in each computer-Projector

44Insert Graphics bull GraphicsClip artWord

ArtLibrary ImagesInserting

image from file

Exercises on inserting images inthe slides

-Computer Lab With Currentpresentation Software installed in each computer-Projector

45Convert word

documents toPowerPoint presentation

bull Copy Cut Move

bull Process of conversion

-Practical exercises on File

transformation

-Computer Lab With Current

presentation Software installed in each computer-Projector

46Animate apresentation

bull Animation

bull Custom animation

bull Slide transition

-Familiarize with animation of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

47Use DifferentPresentation view

bull Normal View

bull Slide Sorter view

bull Slide show

-Switch between the views toimprove the presentation-Group discussion andbrainstorming

-Computer Lab With Currentpresentation Software installed in each computer-Projector

48 Print a presentation bull Printing a presentation

bull Print preview

bull Printing a copy or multiple

-Exercises on printing in blackand white or in colour printingone or more copies of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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copies

bull Printing one slide on a page

bull Printing more slides on a page

Learning Unit 5 Use InternetIntranet (Outlook) Learning hours 5

Learning outcomes Contents Learning activities Resources

51 Define and explain awebsite

bull Introduction

World wide web

Web page

Web site

-Visit web sites and browsedifferent pages-Group discussion based onobservation

-Internet Connection-Computer Lab-projector

52Interact throughinstant messaging

(Chatting)

bull Definition

bull Steps to create a chat account

bull Chatting options

Instant messaging with or

no web cam

Calling

Sending files

-Group Discussion on Interactingthrough instant messaging

-Exercises on chatting in groups-Compile activities reports

-Internet Connection-Computer Lab

-projector

53Use search Engines(example Google)bull

Search engines- Definition

- Role

- Some Types of search

engine

wwwGooglecom

-Perform practical exercises onthe use of search engines -Internet Connection-Computer Lab-projector

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wwwYahoocom

54Create Managefavorites using internetexplorer

bull Favorites

- Create Favorites

- Rename Move Favorites

-Practical exercises on creatingmoving and renaming favorites

-Internet Connection-Computer Lab-projector

55Browse the internetusing the hyperlinks

bull Web Browser

- Browser buttons

- Address bar

- Status bar

- Scroll bar

- Home page

- FrontBack arrows

- Refresh button

- Start page

-Open a web using the addressbar-Browse different web pages

-practical exercises On Browsinginternet using hyperlink

-Internet Connection-Computer Lab-projector

56Download andUpload files usinginternet

bull Downloadingbull File attachment

-Practical exercises ondownloading and uploading filesusing internet

-Internet Connection-Computer Lab-projector

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MODULE 6 Mise en place and cooking methods

Competence Organise and cook food

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to use kitchen equipment and tools to prepare mise en place and use basic cookingmethods

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 hygiene and food safety

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be ableto

Performance criteria

1 Select and use cooking equipment andtechnology

11 Appropriate equipment and technology is selected for particular cookingmethods

12 Equipment is used hygienically safely and according to manufacturerinstructions

2 Prepare mise en place 21 Ingredients are identified and obtained according to standards recipe

22 Ingredients are prepared according to the correct quantity type and quality

3 Prepare and cook food using basic methods ofcooking

31 Various cooking methods are used to prepare dishes to enterprise standard

32 Correct quantities and ratios of commodities for specific cooking methods arecalculated

33 Cooking process is completed in a logical and safe manner

34 Problems with the cooking process are identified promptly and take correctiveaction

35 Dishes are prepared using a range of methods and current technology withinacceptable enterprise and customer timeframes

36 Work cooperatively with kitchen and front-of-house colleagues to ensure timelypreparation of dishes

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and use cooking equipment and technology Learning hours 20

Learning outcomes Content Leaning activities Resources

11 Identify kitchenequipment and tools

bull Specification of Kitchenequipment amp tools

bull Kitchen orientation

o Group discussiono Researcho Role Playo

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

12 Use and maintain Kitchenequipment and tools

bull

Hand tools

bull Electrical toolsbull Heavy equipment

o Group discussiono Researcho Role Play

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

Learning unit 2 Prepare mise en place Learning hours 20

Learning outcomes Content Leaning activities Resources

21 Identify ingredients for arecipe

bull Types of food itemsbull Characteristics and uses of food

items

o Group discussiono Researcho Role Play

983085 Recipe book983085 Reference Books983085 Flipchart markers-

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bull Contents of recipebull Quantities in function of

number of customers to be

servedbull Quality of ingredients

983085 Projectors983085 Board983085 Laptops

22 Prepare ingredients bull Cleaning techniquesbull Pealing and cutting techniquesbull Measuring and weighingbull Storage for different type of

ingredients

o Demonstrationo Individual practice

983085 Kitchen equipment Kitchentools

23 Apply checklist procedures bull FIFObull LIFObull Verification of quality product

o Group discussiono Demonstrationo Individual practiceo Role Play

983085 Recipe book Flipchart

983085 Markers983085 Tags983085 Products983085 Bin cards983085 Checklist

Learning unit 3 Prepare and cook food using basic methods of cooking Learning hours 20

Learning outcomes Content Leaning activities Resources

31 Identify the differentcooking methods

bull Types of cooking methods Boiling Deep frying Stir-frying

Baking Steaming Simmering skimming grilling roasting broiling

o Small group discussiono Demonstrationo Individual practice

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smoking poaching

bull Characteristics of different

foods and appropriate cookingmethods

bull Underlying principles of all basiccooking methods

bull Effect of different cookingmethods on the nutritionalvalue of food

32 Cook basic dishes using arange of methods

bull Basic dishes o Demonstrationo Individual practice

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MODULE 7 Salads and Sandwiches

Competence Prepare salads and sandwiches

RTQF LEVEL CREDITS 4 LEARNING HOURS 40

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present different sorts of salads and sandwiches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare and present a variety of salads anddressings

11 Suitable ingredients are chosen

12 Salads are prepared using fresh ingredients and respecting nutritional valueeating characteristics and taste

13 Suitable sauces and dressings are prepared and incorporated into or servedwith salad

14 Salads are presented attractively

2 Prepare and present sandwiches 21 Suitable bases are selected from a range of bread types

22 A variety of sandwich types are prepared using a range of appropriate

techniques

23 Appropriate equipment is selected for toasting and heating sandwiches andused correctly and safely

24 Sandwiches are present in an attractive manner using suitable garnishesand serviceware

3 Store salads and sandwiches 31 Store salads and sandwiches hygienically at the correct temperature in

appropriate conditions and containers to maintain freshness taste andquality

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare and present a variety of salad and dressings Learning hours 20

Learning Outcome Content Learning Activities Resources

11 Identify ingredients for

salads

bull Commodities and food

combinations for use in salads

o Researcho Presentationo Group work

983085 Salad recipes

12 Prepare salads bull Types of salads Simple Compound

bull Components of salads Base Body Dressing Garnish

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls

983085 Knife sets

983085 Required ingredients983085 Cutting Board

13 Prepare dressings bull Types of salad dressing French dressing

Italian dressing Dijon dressing Vinaigrette Thousand Island dressing

bull Compatibility of dressings withdifferent types of salads

o Researcho Presentationo Demonstrationo Individual practice

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14 Present salads bull Methods of attractivepresentation for salads anddressings

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 2 Prepare Sandwiches Learning hours 15

Learning outcome Content Learning Activity Resources

21 Identify ingredients forsandwiches

bull Suitable breads White bread Wheat bread Buns Baguette

bull Suitable filling Cheese Ham Fried eggs Vegetables Cooked meat

o Presentationo Research

983085 Sandwiches recipes

22 Prepare sandwiches bull Types of Sandwiches Hot Cold

bull Food combinations forsandwiches

bull Preparation techniques spreading layering portioning moulding cutting garnishing

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls983085 Knife sets983085 Required ingredients983085 Salamander983085 Cutting Board

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toasting

23 Present sandwiches bull Methods of attractivepresentation for sandwiches

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 3 Store salads and sandwiches Learning hours 5

Learning outcome Content Learning Activity Resources

31 Store salads andsandwiches

bull Suitable storage techniques tomaintain optimum quality ofingredients

bull Types of containers

o Presentationo Demonstrationo Individual practice

983085 Containers983085 Fridge

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MODULE 9 Pasta and starches

Competence Cook pasta and starches

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present pastas and starches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare pasta 11 The different types of pasta are identified

12 Various pasta are prepared using appropriate methods to ensure optimumquality

13 Appropriate sauces and accompaniments are selected

2 Prepare starches 21 The different types of starches are identified

22 Various starches are prepared using appropriate methods to ensureoptimum quality

Appropriate sauces and accompaniments are selected

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare Pasta Learning hours 30

Learning outcome Content Learning Activities Resources

11 identify the different types

of pasta

bull Types of Pasta amp their products

Egg Pasta Noodles

Egg less pasta Spaghetti

White pasta Lasagna

Green Pasta Green lasagna

Stuffed Past Ravioli Cannelloni Lunette

Dessert Pasta Poppy seed pasta Cinnamon pasta

Dumpling Pasta Gnocchi

Whole wheat

o Researcho Presentation

983085 Reference books

983085 recipes

12 Prepare pasta dishes bull Cooking methods Boiling Stir-frying Baking

o Demonstrationo Researcho Individual practiceso Presentation

983085 Recipes983085 Baking trays983085 Baking Ovens983085 Required ingredients

S C k

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Steaming 983085 Cooking pans983085 Pasta roller983085 Flip chart

983085 Markers

983085 Boards983085 Tongs983085 Forks983085 Plates

13 Present pasta dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

Learning Unit 2 Prepare Starches Learning hours 30

Learning outcome Content Learning Activities Resources

21 Identify the differenttypes of pasta

bull Starch products Cassava Yams Sweet potatoes Rice Maize meal

o Researcho Presentation

983085 Reference books983085 recipes

21 Prepare starch products bull Cooking methods Boiling Deep frying Stir-frying Baking Steaming

o Demonstrationo Individual practices

983085 Baking trays983085 Baking Ovens983085 Required ingredients983085 Cooking pans983085 Steaming Machine983085 Flip chart

983085 Markers

983085 Boards983085 Forks983085 Spoons983085 Plates

23 Present starch dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

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MODULE 10 Stocks sauces and soups

Competence Prepare stocks sauces and soups

RTQF LEVEL CREDITS 10 LEARNING HOURS 100

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare different types of stocks soups and sauces

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplace

Module 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare stocks required for menu items 11 Ingredients and flavouring agents are uses according to standard recipes

12 A variety of stocks are produced

2 Prepare sauces required for menu items 21 A variety of hot and cold sauces are produced from classical andcontemporary recipes

22 A variety of thickening agents and convenience products are usedappropriately

23 Sauces are evaluated for flavour colour and consistency and any problemsare rectified

3 Prepare soups 31 The correct ingredients are selected and assembled to produce soupsincluding stocks and prepared garnishes

32 A variety of soups is produced

33Clarifying and thickening agents and methods are used where appropriate

34 Soups are evaluated for flavour colour consistency and temperature and anyproblems are rectified

35 Soups are presented at the right temperature in clean serviceware withoutdrips and spills using suitable garnishes and accompaniments

4 St d tit t t k d 4 1

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4 Store and reconstitute stocks sauces and soups 41 Store stocks sauces and soups to maintain optimum freshness and quality

42 Reconstitute stocks sauces and soups to appropriate standards ofconsistency

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Prepare stocks required for menu items Learning hours 30

Learning outcomes Content Learning activities Resources

11 Identify the ingredients

for different types of stocks

bull Types of stocks

Vegetable stock Beef stock Chicken stock Fish stock

bull Ingredients

o Group discussion

o Presentationo research

983085 reference books

983085 recipes

12 Cook various stocks bull Cooking methods Boiling Simmering Skimming Cooling Straining

o Applicationo Exerciseo Demonstration

983085 Equipments983085 Tools

983085 CLeaning products

983085 Cleaning materials983085 Stock pots983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

Learning unit 2 Prepare sauces required for menu items Learning hours 30

Learning outcomes Content Leaning activities Resources

21 Identify the ingredientsfor different types of sauces

bull Types of sauces Cold sauces Hot sauces

o Demonstrationo Individual practiceo Presentation

983085 Books983085 Flipchart983085 Markers Projectors

Mother sauces 983085 White board Laptops

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Mother sauces Basic Derivations Special sauces

White board Laptops983085 Recipe books

22 Identify equipments bull Identification of Tools andequipments sauce pots blender strainer sauce ladles knife set spatulas

cutting boards lighter stove

o Explanationo Demonstrationo Individual practice

983085 Books

983085 Flipchart Markers983085 Projectors983085 White board983085 Laptops983085 Recipe books983085 Menu

23 Prepare sauces bull Methods of cooking Boiling Simmering

bull Thickening agents Roux Cornflour Modified starch Liaison

o Explanationo Demonstrationo Individual practice

983085 Equipments983085 Tools983085 Cleaning products983085 Cleaning materials

983085 Stock pots

983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

24 Evaluate the quality ofsauces and rectify thembull Common problems in saucesbull Techniques to rectify sauces

o Observationo Group worko Individual practice

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Learning unit 3 Prepare soup Learning hours 30

Learning outcomes Content Leaning activities Resources

31 Identify the ingredientsfor different types of sauces

bull Types of soup Clear soups Pureacutee soups Cream soups

bull Ingredients

o Researcho Brainstorming

983085 Recipe guide983085 Cooking books

32 Prepare different types of

soup

bull Method of cooking Boiling

bull Thickening agents

o Demonstrationo Individual practiceo Presentation

983085 Note book

983085 pens

983085 Board983085 Markers983085 Fish stock983085 Beef stock983085 Vegetable stock983085 Strainers

33 Evaluate the quality ofsoups and rectify them

bull Common problems in soupsbull Techniques to rectify soups

o Observationo Group worko Individual practice

34 Present soup bull Presentation techniquesbull Garnishing techniquesbull Soup accompaniments

o Observationo Individual practice

983085 Plates983085 Bowls

Learning unit 4 Store and reconstitute stocks sauces and soups Learning hours 10

Learning outcomes Content Leaning activities Resources41 Store stocks sauces andsoups

bull Storage techniques andprocedures

bull Labelling

o Demonstrationo Explanationo Individual practice

983085 Pots983085 Fridge983085 Freezer983085 Labelling cards

42 Reconstitute stockssauces and soups

bull Reheating techniquesbull Principles of hygiene

983085 Equipment

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MODULE 11 Meat poultry and fish

Competence Select prepare and cook meat poultry and fish

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safety

Module 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unit Performance criteria

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gBy the end of the module the trainee will be able to

1 Select and purchase poultry meat and fish11 Poultry is selected and purchased according to quantity and quality required

12 Primary secondary and portioned cuts of pork goat beef and veal are selectedaccording to quantity and quality required

13 Fish is selected according to quality according to quantity and quality required

14 Low-cost cuts and meat products are selected when and where appropriate

15 The best supplier for quality and price is selected

2 Handle and store meat poultry and fish 21 Suitable knives and equipment for poultry meat and fish handling is selected andused

22 Poultry meat and fish are handled and portioned according to menu requirementsand hygienically to minimise risk of food spoilage or cross-contamination

23 Poultry meat and fish are stored hygienically ensuring optimal storage conditions andappropriate temperature are maintained

24 Frozen poultry meat and fish are thawed correctly to ensure maximum qualityhygiene and nutrition

3 Cook basic poultry meat and fish dishes 31 Suitable equipment for poultry meat and fish preparation and cooking is selected andused

32 Suitable marinades are prepared and used where appropriate for a variety of poultrymeat and fish cuts

33 A variety of appropriate cooking methods are used for basic poultry meat and fishdishes

34 A variety basic poultry meat and fish dishes are cooked and presented to standardrecipe specifications

35 Poultry meat and fish dishes are presented using suitable sauces garnishes andaccompaniments

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and purchase poultry meat and fish Learning hours 10

Learning outcomes Content Leaning activities Resources

11 Identify different types of

poultry meat and fish

bull Types of poultry

Chicken Turkey Duck

bull Types of meat Beef Veal Lamb Goat

Porkbull Types of fish

White fish Oily fish Shellfish

o Research

o Brainstormingo Group worko Presentationo

983085 Resource books

12 Select poultry meat andfish

bull Chicken meat and fish cutsbull Processed productsbull Quality criteria for selecting

fresh and healthy chicken meatand fish Quality points for poultry- Smell- Skin- Colour

o Visit of butcheryo Group worko Researcho Presentation

983085 Resource books

- Flexible breastboneUnbroken bones

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- Unbroken bones

Quality points for meat

- Smell- Colour- Compact structure- Texture and colour of fat- Kidney covered with fat

Quality points for Fish- Eyes- Gills- Fresh

- Scales- Skin- Smell- Guts

Learning unit 2 Handle and store meat poultry and fish Learning hours 40

Learning outcomes Content Leaning activities Resources

11 Handle and portionchickenbull

Techniques De-boning Filleting

bull Appropriate equipment andknives

o

Explanation-Demonstrationo Group discussiono Individual Practice

983085

Knife set983085 Cutting Board983085 Reference books983085 Flip chart983085 Markers983085 Board983085 Meat Tag983085 Weighing

983085 Scales

12 Handle and portion meat bull Preparation of butcherrsquos meatDeboning

o Demonstrationindividual practice

983085 Weighing scaleKnife Set

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- Deboning- Portioning

- Cutting- Trimming

- Mincing bull Appropriate equipment and

knives

o individual practice 983085 Knife Set983085 Cutting boards

983085 Slicing machine

983085 Flip Chart983085 Boards983085 Markers

13 Handle and portion fish bull Preparation of fish Gutting portioning Scaling Filleting Skinning

o Demonstrationo Individual practice

983085 Flip chat983085 Markers983085 Board983085

Laptop983085 Projector983085 Cutting board983085 Knife set983085 weighing scale

14 Store chicken meat andfish

bull Storage standards Chemical Store Dry Store

Perishable Freezer Quality and Quantity

bull Preservation methods Salting Smoking Drying Canning

Freezing Marinating

bull Orderingbull Receivingbull Issuing

o Demonstrationo Individual practice

983085 Freezer983085 Fridge983085 Reference Books

983085 Flip chart

983085 Markers983085 Board983085 Scale983085 Shelves983085 Containers983085 Trolley983085 Probe Thermometer

983085 Purchasing order

983085 Receiving form983085 Requisition form

15 Thaw chicken meat andfish

bull Defrosting techniquesbull Health and hygiene regulations

o Demonstrationo Individual practice

983085 drip tray

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Learning unit 3 Cook and present basic poultry meat and fish dishes Learning hours 70

Learning outcomes Content Leaning activities Resources

21 Cook and present basicpoultry dishes

bull Marinating Herbs Oil spices

bull Cooking method

steaming grilling roasting boiling baking broiling smoking poaching

bull Seasoning salt black pepper or white

pepper

bull Presentation techniques

o Demonstrationo Individual practice

983085 Recipes983085 Heavy pans983085 Frying pans983085 Chopping board983085 Knives

983085 Flip chat

983085 Markers983085 Board983085 Laptop983085 Projector983085 Cutting board983085 Knife set983085 Weighing scale

983085 Oil

983085 Onions983085 Garlic983085 Rose mary983085 Salt983085 Light soya sauce

22 Cook and present basicmeat dishes 23 Cook and present basic

fish dishes

MODULE 12 Basic pastries and cakes

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MODULE 12 Basic pastries and cakes

Competence Make basic pastries and cakes

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

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

1 Prepare basic pastries and cakes 11 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are prepared

12 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are decorated

13 Suitable equipment safely and efficiently selected and used

2 Prepare and produce bakery products 21 A range of yeast-based doughs are prepared to standard recipes

22 Suitable equipment safely and efficiently selected and used

3 Portion and store pastries cakes and yeast goods 31 Portion control is applied to minimise wastage

32 Cakes pastry and bakery products Store to minimise spoilage and wastage

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare basic pastries and cakes Credit6

Learning Outcome Content Learning Activities Resources11 Identify different types ofpastries and cakes

bull Types of Pastry Products Sponge cakes Choux paste Sugar paste Sweet bread Cookies

o Researcho Presentationo Brainstorming

983085 Reference books

Mousses Ice cream

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doughnuts

12 Prepare basic pastryproducts

bull Sponge cakes Preparation techniques Baking techniques

bull Doughnuts Preparation techniques Baking techniques

bull Cookies Preparation techniques Baking techniques

o Demonstrationo Individual practices

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons13 Decorate pastries and

cakesbull Fillings

Butter cream Fruit Jam

bull Sauces Chocolate sauce Custard Sauce Strawberry Vanilla

o Demonstrationo Individual practiceso

Learning Unit 2 Prepare and produce bakery products

Learning outcomes Content Leaning activities Resources21 Identify different types ofbakery products

bull Types of bakery Products Yeast products

White Bread French Bread Croissant Rolls

o Researcho Presentationo Brainstorming

983085 Reference books

Chapatti Samosa dough

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Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

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MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

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bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

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Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

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Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

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Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

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Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 29: Curriculum Cooker

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12Identify Variousconnectors and ports

bull Connectors and ports

- Definition

bull IO (Input and Output) Ports andconnectors

- Serial ports

- Parallel ports

- USB

- Keyboard Mouse connectors

- VGA Connectors

-Observe different connectors aswell as input and output ports

-Exercises on ports identifications

-Computer Lab-Computer Tool Kit

-CD DVDs Diskettes-Different types of CablesDifferent types Connectors-White Board-Markers

13Use different IOdevices

bull Peripherals

- Definition

- Categories IO devices

Input devices (mouse Keyboard

scanner CDDVD-ROM and

diskettes drivers etc)

Output devices (Monitor Diskette

CDDVD-ROM Writer Printer etc)

Types of keyboards

- AZERTY

- QWERTY

Practical exercises on connectingthe mouse keyboard Monitor tothe CPU (Central processing unit)

-Computer Lab-Computer Tool Kit-CD DVDs Diskettes-Printer-Scanner

-White Board

14Use Desktoprsquoselements

bull Windows and its components

- Desktop

- Task bar

- Start menu

- Minimize Maximize Close buttons

-Brainstorming on Desktoprsquoselements-Use the desktop the tasks barand the start menu

-Computer Lab-Projector

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- My Computer

15Scan Viruses in thecomputer and DifferentStorages Devices (Flashdisk External Hard disk)

bull Antivirus definitionbull Importance of antivirusbull Functionalitybull Different Types of antivirus- Norton- Kaspersky- Symantecbull Storages to be scanned- Flash disk- External hard disk- Memory card- Computer hard disk

-Brainstorming the use ofantivirus-Practical exercises on Scanningviruses-Compile activities reports

-Computer Lab-Flash disks-External Hard disk-Cds DVDs-Antivirus-White Board-Markers

Learning Unit 2 Use a word processing package Learning hours 5

Learning outcomes Contents Learning activities Resources

21Format a text bull StyleFontSizeColourbull Paragraphbull Columnbull Tabulationbull Paragraph spacingbull Inserting symbolsSpecial

charactersbullet and numberingbull Borders and shadingheader and

footer

-Reproduce document alreadyformatted-Various exercises to familiarizewith formatting a text

-Computer Lab With CurrentWord processing Packageinstalled in each computer-Projector-White Board

-Markers

22Create and edit atable

bull Inserting a tablebull Inserting a columnbull Inserting a row

-Practical exercises on creatingediting and handling a table

-Computer Lab With CurrentWord processing Packageinstalled in each computer

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31

bull Deleting tablebull Deleting rowbull

Deleting columnbull Merging cellsbull Splitting cellsbull Drawing a tablebull Table auto formatbull Formula

-Projector-White Board

23Edit document

(Text)

bull SearchFindReplace

bull Deleting a range of textbull The undo commandbull Spelling and grammarbull Synonyms

-Brainstorming Editing text

-Perform practical exercises onthe various tips (options)-compile activities reports

-Computer Lab With Current

Word processing Packageinstalled in each computer-Projector-White Board-Markers

24Print document bull Page setupbull Print previewbull

Print dialog boxbull Selecting printer namebull Printer optionsbull Printing one or more copiesbull Printing in blackwhite or colorbull Print page ranges

-Exercises on printing one ormore copies of a colored

document in black and white-printing in landscape portrait

-Computer Lab With CurrentWord processing Package

installed in each computer-Printer-Projector

25Save documents bull File management- Creation of files- Creation of Folders- File Naming- File Formats

-Practical Exercises on creation offiles folders and file Saving

-Compile activities reports

-Computer Lab With CurrentWord processing Package

installed in each computer-Projector

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32

26Insert HeaderFooter and footnotes

bull Footnotesbull Header and Footer

- Automatic pagenumbering- Total number of pages- Automatic date- Automatic automatic

authors name

-Exercises on footnotes-Create a document containing

several pagesWith elements such as the pagenumber date automation-practical exercises

-Computer Lab With CurrentWord processing Package

installed in each computer-Projector

Learning Unit 3 Use spreadsheet package Learning hours 5

Learning outcomes Contents Learning activities Resources

31Use Some basicexcel tasks

bull Basic excel tasks

- Open

- Close

- New document

- Undo

- Savesave ashellip

- Sheet

- Selecting a cell

- Validating a cell

- Deleting cell contents

- Modifying cell contents- Selecting group of cells

- Increase and reduce the

cell size

- Delete row and column

- Duplicate cell

-Practical exercises on the use ofbasic excel tasks-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer-Projector

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33

32Manage Sheets inexcel workbook

bull Selecting a sheet

bull Renaming a sheet

bull Insert new sheetsbull Moving a sheet in a workbook

bull Deleting a sheet

-Practical exercisesOn Managing sheets in excel

workbook

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector

33Format cells andtheir contents

bull Formatting text and cells

- Choosing fontsizecolour

- Adjusting Cow height

- Alignment of cell - Number format

- Inserting rows

- Merging cells

- Creating borders

- Patterns

-Practical exercises in groups andindividual homework onformatting cells

-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer

-Projector

34Use some functionsand performmathematical operations

bull Numbers and Mathematicalcalculations

- Addition - Multiplication - Division - Subtraction - AutoSum

- Absolute and relativeReference - Function

Average Minimum Maximum

-Practical exercises in groups andindividual homework onformatting cells-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer-Projector

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35 Print an excelworksheet

bull Page setupbull Print previewbull

Print dialogue boxbull Print optionsbull Print one or more copiesbull Print in blackwhite or colorbull Print page rangesbull Printing a selection

-Print one or more copies of aworksheet

-Print colour or white and blackworksheet-practical exercises (individualand in group)-print horizontallyvertically

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector-Printer

Learning Unit 4 Use Presentation application Learning hours 5

Learning outcomes Learning outcomes Learning outcomes Learning outcomes

41Launch Ms Powerpoint

bull Power point Definition

bull Role

bull Power point environment

- Title Bar

- Menu Bar- Toolbars

- Formatting tool bar

- Title

- Sub title

-Using a power pointpresentation with slide showgetfeedback from learners on thearea of application of Ms powerpoint-Launch powerpoint and observethe screen individual exercises

-Computer Lab With Currentpresentation Software installed in each computer-Projector

42Create a newpresentation

bull Creating new presentation

bull Blank presentation

bull Design template

bull Auto content wizards

-Create presentation using thevarious methods-practical exercises (individualand in groups)

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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43Create Insert a slide bull Creating a slide

bull Inserting a slide

bull Modifying a slide

-Exercises on creating insertingand modifying a slide

-Computer Lab With Currentpresentation Software

installed in each computer-Projector

44Insert Graphics bull GraphicsClip artWord

ArtLibrary ImagesInserting

image from file

Exercises on inserting images inthe slides

-Computer Lab With Currentpresentation Software installed in each computer-Projector

45Convert word

documents toPowerPoint presentation

bull Copy Cut Move

bull Process of conversion

-Practical exercises on File

transformation

-Computer Lab With Current

presentation Software installed in each computer-Projector

46Animate apresentation

bull Animation

bull Custom animation

bull Slide transition

-Familiarize with animation of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

47Use DifferentPresentation view

bull Normal View

bull Slide Sorter view

bull Slide show

-Switch between the views toimprove the presentation-Group discussion andbrainstorming

-Computer Lab With Currentpresentation Software installed in each computer-Projector

48 Print a presentation bull Printing a presentation

bull Print preview

bull Printing a copy or multiple

-Exercises on printing in blackand white or in colour printingone or more copies of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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copies

bull Printing one slide on a page

bull Printing more slides on a page

Learning Unit 5 Use InternetIntranet (Outlook) Learning hours 5

Learning outcomes Contents Learning activities Resources

51 Define and explain awebsite

bull Introduction

World wide web

Web page

Web site

-Visit web sites and browsedifferent pages-Group discussion based onobservation

-Internet Connection-Computer Lab-projector

52Interact throughinstant messaging

(Chatting)

bull Definition

bull Steps to create a chat account

bull Chatting options

Instant messaging with or

no web cam

Calling

Sending files

-Group Discussion on Interactingthrough instant messaging

-Exercises on chatting in groups-Compile activities reports

-Internet Connection-Computer Lab

-projector

53Use search Engines(example Google)bull

Search engines- Definition

- Role

- Some Types of search

engine

wwwGooglecom

-Perform practical exercises onthe use of search engines -Internet Connection-Computer Lab-projector

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wwwYahoocom

54Create Managefavorites using internetexplorer

bull Favorites

- Create Favorites

- Rename Move Favorites

-Practical exercises on creatingmoving and renaming favorites

-Internet Connection-Computer Lab-projector

55Browse the internetusing the hyperlinks

bull Web Browser

- Browser buttons

- Address bar

- Status bar

- Scroll bar

- Home page

- FrontBack arrows

- Refresh button

- Start page

-Open a web using the addressbar-Browse different web pages

-practical exercises On Browsinginternet using hyperlink

-Internet Connection-Computer Lab-projector

56Download andUpload files usinginternet

bull Downloadingbull File attachment

-Practical exercises ondownloading and uploading filesusing internet

-Internet Connection-Computer Lab-projector

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MODULE 6 Mise en place and cooking methods

Competence Organise and cook food

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to use kitchen equipment and tools to prepare mise en place and use basic cookingmethods

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 hygiene and food safety

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be ableto

Performance criteria

1 Select and use cooking equipment andtechnology

11 Appropriate equipment and technology is selected for particular cookingmethods

12 Equipment is used hygienically safely and according to manufacturerinstructions

2 Prepare mise en place 21 Ingredients are identified and obtained according to standards recipe

22 Ingredients are prepared according to the correct quantity type and quality

3 Prepare and cook food using basic methods ofcooking

31 Various cooking methods are used to prepare dishes to enterprise standard

32 Correct quantities and ratios of commodities for specific cooking methods arecalculated

33 Cooking process is completed in a logical and safe manner

34 Problems with the cooking process are identified promptly and take correctiveaction

35 Dishes are prepared using a range of methods and current technology withinacceptable enterprise and customer timeframes

36 Work cooperatively with kitchen and front-of-house colleagues to ensure timelypreparation of dishes

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and use cooking equipment and technology Learning hours 20

Learning outcomes Content Leaning activities Resources

11 Identify kitchenequipment and tools

bull Specification of Kitchenequipment amp tools

bull Kitchen orientation

o Group discussiono Researcho Role Playo

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

12 Use and maintain Kitchenequipment and tools

bull

Hand tools

bull Electrical toolsbull Heavy equipment

o Group discussiono Researcho Role Play

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

Learning unit 2 Prepare mise en place Learning hours 20

Learning outcomes Content Leaning activities Resources

21 Identify ingredients for arecipe

bull Types of food itemsbull Characteristics and uses of food

items

o Group discussiono Researcho Role Play

983085 Recipe book983085 Reference Books983085 Flipchart markers-

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bull Contents of recipebull Quantities in function of

number of customers to be

servedbull Quality of ingredients

983085 Projectors983085 Board983085 Laptops

22 Prepare ingredients bull Cleaning techniquesbull Pealing and cutting techniquesbull Measuring and weighingbull Storage for different type of

ingredients

o Demonstrationo Individual practice

983085 Kitchen equipment Kitchentools

23 Apply checklist procedures bull FIFObull LIFObull Verification of quality product

o Group discussiono Demonstrationo Individual practiceo Role Play

983085 Recipe book Flipchart

983085 Markers983085 Tags983085 Products983085 Bin cards983085 Checklist

Learning unit 3 Prepare and cook food using basic methods of cooking Learning hours 20

Learning outcomes Content Leaning activities Resources

31 Identify the differentcooking methods

bull Types of cooking methods Boiling Deep frying Stir-frying

Baking Steaming Simmering skimming grilling roasting broiling

o Small group discussiono Demonstrationo Individual practice

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smoking poaching

bull Characteristics of different

foods and appropriate cookingmethods

bull Underlying principles of all basiccooking methods

bull Effect of different cookingmethods on the nutritionalvalue of food

32 Cook basic dishes using arange of methods

bull Basic dishes o Demonstrationo Individual practice

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MODULE 7 Salads and Sandwiches

Competence Prepare salads and sandwiches

RTQF LEVEL CREDITS 4 LEARNING HOURS 40

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present different sorts of salads and sandwiches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare and present a variety of salads anddressings

11 Suitable ingredients are chosen

12 Salads are prepared using fresh ingredients and respecting nutritional valueeating characteristics and taste

13 Suitable sauces and dressings are prepared and incorporated into or servedwith salad

14 Salads are presented attractively

2 Prepare and present sandwiches 21 Suitable bases are selected from a range of bread types

22 A variety of sandwich types are prepared using a range of appropriate

techniques

23 Appropriate equipment is selected for toasting and heating sandwiches andused correctly and safely

24 Sandwiches are present in an attractive manner using suitable garnishesand serviceware

3 Store salads and sandwiches 31 Store salads and sandwiches hygienically at the correct temperature in

appropriate conditions and containers to maintain freshness taste andquality

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare and present a variety of salad and dressings Learning hours 20

Learning Outcome Content Learning Activities Resources

11 Identify ingredients for

salads

bull Commodities and food

combinations for use in salads

o Researcho Presentationo Group work

983085 Salad recipes

12 Prepare salads bull Types of salads Simple Compound

bull Components of salads Base Body Dressing Garnish

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls

983085 Knife sets

983085 Required ingredients983085 Cutting Board

13 Prepare dressings bull Types of salad dressing French dressing

Italian dressing Dijon dressing Vinaigrette Thousand Island dressing

bull Compatibility of dressings withdifferent types of salads

o Researcho Presentationo Demonstrationo Individual practice

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14 Present salads bull Methods of attractivepresentation for salads anddressings

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 2 Prepare Sandwiches Learning hours 15

Learning outcome Content Learning Activity Resources

21 Identify ingredients forsandwiches

bull Suitable breads White bread Wheat bread Buns Baguette

bull Suitable filling Cheese Ham Fried eggs Vegetables Cooked meat

o Presentationo Research

983085 Sandwiches recipes

22 Prepare sandwiches bull Types of Sandwiches Hot Cold

bull Food combinations forsandwiches

bull Preparation techniques spreading layering portioning moulding cutting garnishing

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls983085 Knife sets983085 Required ingredients983085 Salamander983085 Cutting Board

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toasting

23 Present sandwiches bull Methods of attractivepresentation for sandwiches

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 3 Store salads and sandwiches Learning hours 5

Learning outcome Content Learning Activity Resources

31 Store salads andsandwiches

bull Suitable storage techniques tomaintain optimum quality ofingredients

bull Types of containers

o Presentationo Demonstrationo Individual practice

983085 Containers983085 Fridge

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MODULE 9 Pasta and starches

Competence Cook pasta and starches

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present pastas and starches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare pasta 11 The different types of pasta are identified

12 Various pasta are prepared using appropriate methods to ensure optimumquality

13 Appropriate sauces and accompaniments are selected

2 Prepare starches 21 The different types of starches are identified

22 Various starches are prepared using appropriate methods to ensureoptimum quality

Appropriate sauces and accompaniments are selected

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare Pasta Learning hours 30

Learning outcome Content Learning Activities Resources

11 identify the different types

of pasta

bull Types of Pasta amp their products

Egg Pasta Noodles

Egg less pasta Spaghetti

White pasta Lasagna

Green Pasta Green lasagna

Stuffed Past Ravioli Cannelloni Lunette

Dessert Pasta Poppy seed pasta Cinnamon pasta

Dumpling Pasta Gnocchi

Whole wheat

o Researcho Presentation

983085 Reference books

983085 recipes

12 Prepare pasta dishes bull Cooking methods Boiling Stir-frying Baking

o Demonstrationo Researcho Individual practiceso Presentation

983085 Recipes983085 Baking trays983085 Baking Ovens983085 Required ingredients

S C k

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Steaming 983085 Cooking pans983085 Pasta roller983085 Flip chart

983085 Markers

983085 Boards983085 Tongs983085 Forks983085 Plates

13 Present pasta dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

Learning Unit 2 Prepare Starches Learning hours 30

Learning outcome Content Learning Activities Resources

21 Identify the differenttypes of pasta

bull Starch products Cassava Yams Sweet potatoes Rice Maize meal

o Researcho Presentation

983085 Reference books983085 recipes

21 Prepare starch products bull Cooking methods Boiling Deep frying Stir-frying Baking Steaming

o Demonstrationo Individual practices

983085 Baking trays983085 Baking Ovens983085 Required ingredients983085 Cooking pans983085 Steaming Machine983085 Flip chart

983085 Markers

983085 Boards983085 Forks983085 Spoons983085 Plates

23 Present starch dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

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MODULE 10 Stocks sauces and soups

Competence Prepare stocks sauces and soups

RTQF LEVEL CREDITS 10 LEARNING HOURS 100

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare different types of stocks soups and sauces

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplace

Module 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare stocks required for menu items 11 Ingredients and flavouring agents are uses according to standard recipes

12 A variety of stocks are produced

2 Prepare sauces required for menu items 21 A variety of hot and cold sauces are produced from classical andcontemporary recipes

22 A variety of thickening agents and convenience products are usedappropriately

23 Sauces are evaluated for flavour colour and consistency and any problemsare rectified

3 Prepare soups 31 The correct ingredients are selected and assembled to produce soupsincluding stocks and prepared garnishes

32 A variety of soups is produced

33Clarifying and thickening agents and methods are used where appropriate

34 Soups are evaluated for flavour colour consistency and temperature and anyproblems are rectified

35 Soups are presented at the right temperature in clean serviceware withoutdrips and spills using suitable garnishes and accompaniments

4 St d tit t t k d 4 1

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4 Store and reconstitute stocks sauces and soups 41 Store stocks sauces and soups to maintain optimum freshness and quality

42 Reconstitute stocks sauces and soups to appropriate standards ofconsistency

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Prepare stocks required for menu items Learning hours 30

Learning outcomes Content Learning activities Resources

11 Identify the ingredients

for different types of stocks

bull Types of stocks

Vegetable stock Beef stock Chicken stock Fish stock

bull Ingredients

o Group discussion

o Presentationo research

983085 reference books

983085 recipes

12 Cook various stocks bull Cooking methods Boiling Simmering Skimming Cooling Straining

o Applicationo Exerciseo Demonstration

983085 Equipments983085 Tools

983085 CLeaning products

983085 Cleaning materials983085 Stock pots983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

Learning unit 2 Prepare sauces required for menu items Learning hours 30

Learning outcomes Content Leaning activities Resources

21 Identify the ingredientsfor different types of sauces

bull Types of sauces Cold sauces Hot sauces

o Demonstrationo Individual practiceo Presentation

983085 Books983085 Flipchart983085 Markers Projectors

Mother sauces 983085 White board Laptops

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Mother sauces Basic Derivations Special sauces

White board Laptops983085 Recipe books

22 Identify equipments bull Identification of Tools andequipments sauce pots blender strainer sauce ladles knife set spatulas

cutting boards lighter stove

o Explanationo Demonstrationo Individual practice

983085 Books

983085 Flipchart Markers983085 Projectors983085 White board983085 Laptops983085 Recipe books983085 Menu

23 Prepare sauces bull Methods of cooking Boiling Simmering

bull Thickening agents Roux Cornflour Modified starch Liaison

o Explanationo Demonstrationo Individual practice

983085 Equipments983085 Tools983085 Cleaning products983085 Cleaning materials

983085 Stock pots

983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

24 Evaluate the quality ofsauces and rectify thembull Common problems in saucesbull Techniques to rectify sauces

o Observationo Group worko Individual practice

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Learning unit 3 Prepare soup Learning hours 30

Learning outcomes Content Leaning activities Resources

31 Identify the ingredientsfor different types of sauces

bull Types of soup Clear soups Pureacutee soups Cream soups

bull Ingredients

o Researcho Brainstorming

983085 Recipe guide983085 Cooking books

32 Prepare different types of

soup

bull Method of cooking Boiling

bull Thickening agents

o Demonstrationo Individual practiceo Presentation

983085 Note book

983085 pens

983085 Board983085 Markers983085 Fish stock983085 Beef stock983085 Vegetable stock983085 Strainers

33 Evaluate the quality ofsoups and rectify them

bull Common problems in soupsbull Techniques to rectify soups

o Observationo Group worko Individual practice

34 Present soup bull Presentation techniquesbull Garnishing techniquesbull Soup accompaniments

o Observationo Individual practice

983085 Plates983085 Bowls

Learning unit 4 Store and reconstitute stocks sauces and soups Learning hours 10

Learning outcomes Content Leaning activities Resources41 Store stocks sauces andsoups

bull Storage techniques andprocedures

bull Labelling

o Demonstrationo Explanationo Individual practice

983085 Pots983085 Fridge983085 Freezer983085 Labelling cards

42 Reconstitute stockssauces and soups

bull Reheating techniquesbull Principles of hygiene

983085 Equipment

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MODULE 11 Meat poultry and fish

Competence Select prepare and cook meat poultry and fish

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safety

Module 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unit Performance criteria

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gBy the end of the module the trainee will be able to

1 Select and purchase poultry meat and fish11 Poultry is selected and purchased according to quantity and quality required

12 Primary secondary and portioned cuts of pork goat beef and veal are selectedaccording to quantity and quality required

13 Fish is selected according to quality according to quantity and quality required

14 Low-cost cuts and meat products are selected when and where appropriate

15 The best supplier for quality and price is selected

2 Handle and store meat poultry and fish 21 Suitable knives and equipment for poultry meat and fish handling is selected andused

22 Poultry meat and fish are handled and portioned according to menu requirementsand hygienically to minimise risk of food spoilage or cross-contamination

23 Poultry meat and fish are stored hygienically ensuring optimal storage conditions andappropriate temperature are maintained

24 Frozen poultry meat and fish are thawed correctly to ensure maximum qualityhygiene and nutrition

3 Cook basic poultry meat and fish dishes 31 Suitable equipment for poultry meat and fish preparation and cooking is selected andused

32 Suitable marinades are prepared and used where appropriate for a variety of poultrymeat and fish cuts

33 A variety of appropriate cooking methods are used for basic poultry meat and fishdishes

34 A variety basic poultry meat and fish dishes are cooked and presented to standardrecipe specifications

35 Poultry meat and fish dishes are presented using suitable sauces garnishes andaccompaniments

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and purchase poultry meat and fish Learning hours 10

Learning outcomes Content Leaning activities Resources

11 Identify different types of

poultry meat and fish

bull Types of poultry

Chicken Turkey Duck

bull Types of meat Beef Veal Lamb Goat

Porkbull Types of fish

White fish Oily fish Shellfish

o Research

o Brainstormingo Group worko Presentationo

983085 Resource books

12 Select poultry meat andfish

bull Chicken meat and fish cutsbull Processed productsbull Quality criteria for selecting

fresh and healthy chicken meatand fish Quality points for poultry- Smell- Skin- Colour

o Visit of butcheryo Group worko Researcho Presentation

983085 Resource books

- Flexible breastboneUnbroken bones

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- Unbroken bones

Quality points for meat

- Smell- Colour- Compact structure- Texture and colour of fat- Kidney covered with fat

Quality points for Fish- Eyes- Gills- Fresh

- Scales- Skin- Smell- Guts

Learning unit 2 Handle and store meat poultry and fish Learning hours 40

Learning outcomes Content Leaning activities Resources

11 Handle and portionchickenbull

Techniques De-boning Filleting

bull Appropriate equipment andknives

o

Explanation-Demonstrationo Group discussiono Individual Practice

983085

Knife set983085 Cutting Board983085 Reference books983085 Flip chart983085 Markers983085 Board983085 Meat Tag983085 Weighing

983085 Scales

12 Handle and portion meat bull Preparation of butcherrsquos meatDeboning

o Demonstrationindividual practice

983085 Weighing scaleKnife Set

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- Deboning- Portioning

- Cutting- Trimming

- Mincing bull Appropriate equipment and

knives

o individual practice 983085 Knife Set983085 Cutting boards

983085 Slicing machine

983085 Flip Chart983085 Boards983085 Markers

13 Handle and portion fish bull Preparation of fish Gutting portioning Scaling Filleting Skinning

o Demonstrationo Individual practice

983085 Flip chat983085 Markers983085 Board983085

Laptop983085 Projector983085 Cutting board983085 Knife set983085 weighing scale

14 Store chicken meat andfish

bull Storage standards Chemical Store Dry Store

Perishable Freezer Quality and Quantity

bull Preservation methods Salting Smoking Drying Canning

Freezing Marinating

bull Orderingbull Receivingbull Issuing

o Demonstrationo Individual practice

983085 Freezer983085 Fridge983085 Reference Books

983085 Flip chart

983085 Markers983085 Board983085 Scale983085 Shelves983085 Containers983085 Trolley983085 Probe Thermometer

983085 Purchasing order

983085 Receiving form983085 Requisition form

15 Thaw chicken meat andfish

bull Defrosting techniquesbull Health and hygiene regulations

o Demonstrationo Individual practice

983085 drip tray

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Learning unit 3 Cook and present basic poultry meat and fish dishes Learning hours 70

Learning outcomes Content Leaning activities Resources

21 Cook and present basicpoultry dishes

bull Marinating Herbs Oil spices

bull Cooking method

steaming grilling roasting boiling baking broiling smoking poaching

bull Seasoning salt black pepper or white

pepper

bull Presentation techniques

o Demonstrationo Individual practice

983085 Recipes983085 Heavy pans983085 Frying pans983085 Chopping board983085 Knives

983085 Flip chat

983085 Markers983085 Board983085 Laptop983085 Projector983085 Cutting board983085 Knife set983085 Weighing scale

983085 Oil

983085 Onions983085 Garlic983085 Rose mary983085 Salt983085 Light soya sauce

22 Cook and present basicmeat dishes 23 Cook and present basic

fish dishes

MODULE 12 Basic pastries and cakes

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MODULE 12 Basic pastries and cakes

Competence Make basic pastries and cakes

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

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

1 Prepare basic pastries and cakes 11 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are prepared

12 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are decorated

13 Suitable equipment safely and efficiently selected and used

2 Prepare and produce bakery products 21 A range of yeast-based doughs are prepared to standard recipes

22 Suitable equipment safely and efficiently selected and used

3 Portion and store pastries cakes and yeast goods 31 Portion control is applied to minimise wastage

32 Cakes pastry and bakery products Store to minimise spoilage and wastage

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare basic pastries and cakes Credit6

Learning Outcome Content Learning Activities Resources11 Identify different types ofpastries and cakes

bull Types of Pastry Products Sponge cakes Choux paste Sugar paste Sweet bread Cookies

o Researcho Presentationo Brainstorming

983085 Reference books

Mousses Ice cream

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doughnuts

12 Prepare basic pastryproducts

bull Sponge cakes Preparation techniques Baking techniques

bull Doughnuts Preparation techniques Baking techniques

bull Cookies Preparation techniques Baking techniques

o Demonstrationo Individual practices

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons13 Decorate pastries and

cakesbull Fillings

Butter cream Fruit Jam

bull Sauces Chocolate sauce Custard Sauce Strawberry Vanilla

o Demonstrationo Individual practiceso

Learning Unit 2 Prepare and produce bakery products

Learning outcomes Content Leaning activities Resources21 Identify different types ofbakery products

bull Types of bakery Products Yeast products

White Bread French Bread Croissant Rolls

o Researcho Presentationo Brainstorming

983085 Reference books

Chapatti Samosa dough

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Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

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MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

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bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

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Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

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Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

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Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

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Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 30: Curriculum Cooker

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- My Computer

15Scan Viruses in thecomputer and DifferentStorages Devices (Flashdisk External Hard disk)

bull Antivirus definitionbull Importance of antivirusbull Functionalitybull Different Types of antivirus- Norton- Kaspersky- Symantecbull Storages to be scanned- Flash disk- External hard disk- Memory card- Computer hard disk

-Brainstorming the use ofantivirus-Practical exercises on Scanningviruses-Compile activities reports

-Computer Lab-Flash disks-External Hard disk-Cds DVDs-Antivirus-White Board-Markers

Learning Unit 2 Use a word processing package Learning hours 5

Learning outcomes Contents Learning activities Resources

21Format a text bull StyleFontSizeColourbull Paragraphbull Columnbull Tabulationbull Paragraph spacingbull Inserting symbolsSpecial

charactersbullet and numberingbull Borders and shadingheader and

footer

-Reproduce document alreadyformatted-Various exercises to familiarizewith formatting a text

-Computer Lab With CurrentWord processing Packageinstalled in each computer-Projector-White Board

-Markers

22Create and edit atable

bull Inserting a tablebull Inserting a columnbull Inserting a row

-Practical exercises on creatingediting and handling a table

-Computer Lab With CurrentWord processing Packageinstalled in each computer

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bull Deleting tablebull Deleting rowbull

Deleting columnbull Merging cellsbull Splitting cellsbull Drawing a tablebull Table auto formatbull Formula

-Projector-White Board

23Edit document

(Text)

bull SearchFindReplace

bull Deleting a range of textbull The undo commandbull Spelling and grammarbull Synonyms

-Brainstorming Editing text

-Perform practical exercises onthe various tips (options)-compile activities reports

-Computer Lab With Current

Word processing Packageinstalled in each computer-Projector-White Board-Markers

24Print document bull Page setupbull Print previewbull

Print dialog boxbull Selecting printer namebull Printer optionsbull Printing one or more copiesbull Printing in blackwhite or colorbull Print page ranges

-Exercises on printing one ormore copies of a colored

document in black and white-printing in landscape portrait

-Computer Lab With CurrentWord processing Package

installed in each computer-Printer-Projector

25Save documents bull File management- Creation of files- Creation of Folders- File Naming- File Formats

-Practical Exercises on creation offiles folders and file Saving

-Compile activities reports

-Computer Lab With CurrentWord processing Package

installed in each computer-Projector

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26Insert HeaderFooter and footnotes

bull Footnotesbull Header and Footer

- Automatic pagenumbering- Total number of pages- Automatic date- Automatic automatic

authors name

-Exercises on footnotes-Create a document containing

several pagesWith elements such as the pagenumber date automation-practical exercises

-Computer Lab With CurrentWord processing Package

installed in each computer-Projector

Learning Unit 3 Use spreadsheet package Learning hours 5

Learning outcomes Contents Learning activities Resources

31Use Some basicexcel tasks

bull Basic excel tasks

- Open

- Close

- New document

- Undo

- Savesave ashellip

- Sheet

- Selecting a cell

- Validating a cell

- Deleting cell contents

- Modifying cell contents- Selecting group of cells

- Increase and reduce the

cell size

- Delete row and column

- Duplicate cell

-Practical exercises on the use ofbasic excel tasks-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer-Projector

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32Manage Sheets inexcel workbook

bull Selecting a sheet

bull Renaming a sheet

bull Insert new sheetsbull Moving a sheet in a workbook

bull Deleting a sheet

-Practical exercisesOn Managing sheets in excel

workbook

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector

33Format cells andtheir contents

bull Formatting text and cells

- Choosing fontsizecolour

- Adjusting Cow height

- Alignment of cell - Number format

- Inserting rows

- Merging cells

- Creating borders

- Patterns

-Practical exercises in groups andindividual homework onformatting cells

-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer

-Projector

34Use some functionsand performmathematical operations

bull Numbers and Mathematicalcalculations

- Addition - Multiplication - Division - Subtraction - AutoSum

- Absolute and relativeReference - Function

Average Minimum Maximum

-Practical exercises in groups andindividual homework onformatting cells-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer-Projector

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35 Print an excelworksheet

bull Page setupbull Print previewbull

Print dialogue boxbull Print optionsbull Print one or more copiesbull Print in blackwhite or colorbull Print page rangesbull Printing a selection

-Print one or more copies of aworksheet

-Print colour or white and blackworksheet-practical exercises (individualand in group)-print horizontallyvertically

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector-Printer

Learning Unit 4 Use Presentation application Learning hours 5

Learning outcomes Learning outcomes Learning outcomes Learning outcomes

41Launch Ms Powerpoint

bull Power point Definition

bull Role

bull Power point environment

- Title Bar

- Menu Bar- Toolbars

- Formatting tool bar

- Title

- Sub title

-Using a power pointpresentation with slide showgetfeedback from learners on thearea of application of Ms powerpoint-Launch powerpoint and observethe screen individual exercises

-Computer Lab With Currentpresentation Software installed in each computer-Projector

42Create a newpresentation

bull Creating new presentation

bull Blank presentation

bull Design template

bull Auto content wizards

-Create presentation using thevarious methods-practical exercises (individualand in groups)

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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43Create Insert a slide bull Creating a slide

bull Inserting a slide

bull Modifying a slide

-Exercises on creating insertingand modifying a slide

-Computer Lab With Currentpresentation Software

installed in each computer-Projector

44Insert Graphics bull GraphicsClip artWord

ArtLibrary ImagesInserting

image from file

Exercises on inserting images inthe slides

-Computer Lab With Currentpresentation Software installed in each computer-Projector

45Convert word

documents toPowerPoint presentation

bull Copy Cut Move

bull Process of conversion

-Practical exercises on File

transformation

-Computer Lab With Current

presentation Software installed in each computer-Projector

46Animate apresentation

bull Animation

bull Custom animation

bull Slide transition

-Familiarize with animation of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

47Use DifferentPresentation view

bull Normal View

bull Slide Sorter view

bull Slide show

-Switch between the views toimprove the presentation-Group discussion andbrainstorming

-Computer Lab With Currentpresentation Software installed in each computer-Projector

48 Print a presentation bull Printing a presentation

bull Print preview

bull Printing a copy or multiple

-Exercises on printing in blackand white or in colour printingone or more copies of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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copies

bull Printing one slide on a page

bull Printing more slides on a page

Learning Unit 5 Use InternetIntranet (Outlook) Learning hours 5

Learning outcomes Contents Learning activities Resources

51 Define and explain awebsite

bull Introduction

World wide web

Web page

Web site

-Visit web sites and browsedifferent pages-Group discussion based onobservation

-Internet Connection-Computer Lab-projector

52Interact throughinstant messaging

(Chatting)

bull Definition

bull Steps to create a chat account

bull Chatting options

Instant messaging with or

no web cam

Calling

Sending files

-Group Discussion on Interactingthrough instant messaging

-Exercises on chatting in groups-Compile activities reports

-Internet Connection-Computer Lab

-projector

53Use search Engines(example Google)bull

Search engines- Definition

- Role

- Some Types of search

engine

wwwGooglecom

-Perform practical exercises onthe use of search engines -Internet Connection-Computer Lab-projector

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wwwYahoocom

54Create Managefavorites using internetexplorer

bull Favorites

- Create Favorites

- Rename Move Favorites

-Practical exercises on creatingmoving and renaming favorites

-Internet Connection-Computer Lab-projector

55Browse the internetusing the hyperlinks

bull Web Browser

- Browser buttons

- Address bar

- Status bar

- Scroll bar

- Home page

- FrontBack arrows

- Refresh button

- Start page

-Open a web using the addressbar-Browse different web pages

-practical exercises On Browsinginternet using hyperlink

-Internet Connection-Computer Lab-projector

56Download andUpload files usinginternet

bull Downloadingbull File attachment

-Practical exercises ondownloading and uploading filesusing internet

-Internet Connection-Computer Lab-projector

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MODULE 6 Mise en place and cooking methods

Competence Organise and cook food

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to use kitchen equipment and tools to prepare mise en place and use basic cookingmethods

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 hygiene and food safety

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be ableto

Performance criteria

1 Select and use cooking equipment andtechnology

11 Appropriate equipment and technology is selected for particular cookingmethods

12 Equipment is used hygienically safely and according to manufacturerinstructions

2 Prepare mise en place 21 Ingredients are identified and obtained according to standards recipe

22 Ingredients are prepared according to the correct quantity type and quality

3 Prepare and cook food using basic methods ofcooking

31 Various cooking methods are used to prepare dishes to enterprise standard

32 Correct quantities and ratios of commodities for specific cooking methods arecalculated

33 Cooking process is completed in a logical and safe manner

34 Problems with the cooking process are identified promptly and take correctiveaction

35 Dishes are prepared using a range of methods and current technology withinacceptable enterprise and customer timeframes

36 Work cooperatively with kitchen and front-of-house colleagues to ensure timelypreparation of dishes

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and use cooking equipment and technology Learning hours 20

Learning outcomes Content Leaning activities Resources

11 Identify kitchenequipment and tools

bull Specification of Kitchenequipment amp tools

bull Kitchen orientation

o Group discussiono Researcho Role Playo

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

12 Use and maintain Kitchenequipment and tools

bull

Hand tools

bull Electrical toolsbull Heavy equipment

o Group discussiono Researcho Role Play

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

Learning unit 2 Prepare mise en place Learning hours 20

Learning outcomes Content Leaning activities Resources

21 Identify ingredients for arecipe

bull Types of food itemsbull Characteristics and uses of food

items

o Group discussiono Researcho Role Play

983085 Recipe book983085 Reference Books983085 Flipchart markers-

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bull Contents of recipebull Quantities in function of

number of customers to be

servedbull Quality of ingredients

983085 Projectors983085 Board983085 Laptops

22 Prepare ingredients bull Cleaning techniquesbull Pealing and cutting techniquesbull Measuring and weighingbull Storage for different type of

ingredients

o Demonstrationo Individual practice

983085 Kitchen equipment Kitchentools

23 Apply checklist procedures bull FIFObull LIFObull Verification of quality product

o Group discussiono Demonstrationo Individual practiceo Role Play

983085 Recipe book Flipchart

983085 Markers983085 Tags983085 Products983085 Bin cards983085 Checklist

Learning unit 3 Prepare and cook food using basic methods of cooking Learning hours 20

Learning outcomes Content Leaning activities Resources

31 Identify the differentcooking methods

bull Types of cooking methods Boiling Deep frying Stir-frying

Baking Steaming Simmering skimming grilling roasting broiling

o Small group discussiono Demonstrationo Individual practice

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smoking poaching

bull Characteristics of different

foods and appropriate cookingmethods

bull Underlying principles of all basiccooking methods

bull Effect of different cookingmethods on the nutritionalvalue of food

32 Cook basic dishes using arange of methods

bull Basic dishes o Demonstrationo Individual practice

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MODULE 7 Salads and Sandwiches

Competence Prepare salads and sandwiches

RTQF LEVEL CREDITS 4 LEARNING HOURS 40

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present different sorts of salads and sandwiches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare and present a variety of salads anddressings

11 Suitable ingredients are chosen

12 Salads are prepared using fresh ingredients and respecting nutritional valueeating characteristics and taste

13 Suitable sauces and dressings are prepared and incorporated into or servedwith salad

14 Salads are presented attractively

2 Prepare and present sandwiches 21 Suitable bases are selected from a range of bread types

22 A variety of sandwich types are prepared using a range of appropriate

techniques

23 Appropriate equipment is selected for toasting and heating sandwiches andused correctly and safely

24 Sandwiches are present in an attractive manner using suitable garnishesand serviceware

3 Store salads and sandwiches 31 Store salads and sandwiches hygienically at the correct temperature in

appropriate conditions and containers to maintain freshness taste andquality

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare and present a variety of salad and dressings Learning hours 20

Learning Outcome Content Learning Activities Resources

11 Identify ingredients for

salads

bull Commodities and food

combinations for use in salads

o Researcho Presentationo Group work

983085 Salad recipes

12 Prepare salads bull Types of salads Simple Compound

bull Components of salads Base Body Dressing Garnish

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls

983085 Knife sets

983085 Required ingredients983085 Cutting Board

13 Prepare dressings bull Types of salad dressing French dressing

Italian dressing Dijon dressing Vinaigrette Thousand Island dressing

bull Compatibility of dressings withdifferent types of salads

o Researcho Presentationo Demonstrationo Individual practice

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14 Present salads bull Methods of attractivepresentation for salads anddressings

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 2 Prepare Sandwiches Learning hours 15

Learning outcome Content Learning Activity Resources

21 Identify ingredients forsandwiches

bull Suitable breads White bread Wheat bread Buns Baguette

bull Suitable filling Cheese Ham Fried eggs Vegetables Cooked meat

o Presentationo Research

983085 Sandwiches recipes

22 Prepare sandwiches bull Types of Sandwiches Hot Cold

bull Food combinations forsandwiches

bull Preparation techniques spreading layering portioning moulding cutting garnishing

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls983085 Knife sets983085 Required ingredients983085 Salamander983085 Cutting Board

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toasting

23 Present sandwiches bull Methods of attractivepresentation for sandwiches

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 3 Store salads and sandwiches Learning hours 5

Learning outcome Content Learning Activity Resources

31 Store salads andsandwiches

bull Suitable storage techniques tomaintain optimum quality ofingredients

bull Types of containers

o Presentationo Demonstrationo Individual practice

983085 Containers983085 Fridge

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MODULE 9 Pasta and starches

Competence Cook pasta and starches

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present pastas and starches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare pasta 11 The different types of pasta are identified

12 Various pasta are prepared using appropriate methods to ensure optimumquality

13 Appropriate sauces and accompaniments are selected

2 Prepare starches 21 The different types of starches are identified

22 Various starches are prepared using appropriate methods to ensureoptimum quality

Appropriate sauces and accompaniments are selected

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare Pasta Learning hours 30

Learning outcome Content Learning Activities Resources

11 identify the different types

of pasta

bull Types of Pasta amp their products

Egg Pasta Noodles

Egg less pasta Spaghetti

White pasta Lasagna

Green Pasta Green lasagna

Stuffed Past Ravioli Cannelloni Lunette

Dessert Pasta Poppy seed pasta Cinnamon pasta

Dumpling Pasta Gnocchi

Whole wheat

o Researcho Presentation

983085 Reference books

983085 recipes

12 Prepare pasta dishes bull Cooking methods Boiling Stir-frying Baking

o Demonstrationo Researcho Individual practiceso Presentation

983085 Recipes983085 Baking trays983085 Baking Ovens983085 Required ingredients

S C k

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Steaming 983085 Cooking pans983085 Pasta roller983085 Flip chart

983085 Markers

983085 Boards983085 Tongs983085 Forks983085 Plates

13 Present pasta dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

Learning Unit 2 Prepare Starches Learning hours 30

Learning outcome Content Learning Activities Resources

21 Identify the differenttypes of pasta

bull Starch products Cassava Yams Sweet potatoes Rice Maize meal

o Researcho Presentation

983085 Reference books983085 recipes

21 Prepare starch products bull Cooking methods Boiling Deep frying Stir-frying Baking Steaming

o Demonstrationo Individual practices

983085 Baking trays983085 Baking Ovens983085 Required ingredients983085 Cooking pans983085 Steaming Machine983085 Flip chart

983085 Markers

983085 Boards983085 Forks983085 Spoons983085 Plates

23 Present starch dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

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MODULE 10 Stocks sauces and soups

Competence Prepare stocks sauces and soups

RTQF LEVEL CREDITS 10 LEARNING HOURS 100

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare different types of stocks soups and sauces

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplace

Module 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare stocks required for menu items 11 Ingredients and flavouring agents are uses according to standard recipes

12 A variety of stocks are produced

2 Prepare sauces required for menu items 21 A variety of hot and cold sauces are produced from classical andcontemporary recipes

22 A variety of thickening agents and convenience products are usedappropriately

23 Sauces are evaluated for flavour colour and consistency and any problemsare rectified

3 Prepare soups 31 The correct ingredients are selected and assembled to produce soupsincluding stocks and prepared garnishes

32 A variety of soups is produced

33Clarifying and thickening agents and methods are used where appropriate

34 Soups are evaluated for flavour colour consistency and temperature and anyproblems are rectified

35 Soups are presented at the right temperature in clean serviceware withoutdrips and spills using suitable garnishes and accompaniments

4 St d tit t t k d 4 1

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4 Store and reconstitute stocks sauces and soups 41 Store stocks sauces and soups to maintain optimum freshness and quality

42 Reconstitute stocks sauces and soups to appropriate standards ofconsistency

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Prepare stocks required for menu items Learning hours 30

Learning outcomes Content Learning activities Resources

11 Identify the ingredients

for different types of stocks

bull Types of stocks

Vegetable stock Beef stock Chicken stock Fish stock

bull Ingredients

o Group discussion

o Presentationo research

983085 reference books

983085 recipes

12 Cook various stocks bull Cooking methods Boiling Simmering Skimming Cooling Straining

o Applicationo Exerciseo Demonstration

983085 Equipments983085 Tools

983085 CLeaning products

983085 Cleaning materials983085 Stock pots983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

Learning unit 2 Prepare sauces required for menu items Learning hours 30

Learning outcomes Content Leaning activities Resources

21 Identify the ingredientsfor different types of sauces

bull Types of sauces Cold sauces Hot sauces

o Demonstrationo Individual practiceo Presentation

983085 Books983085 Flipchart983085 Markers Projectors

Mother sauces 983085 White board Laptops

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Mother sauces Basic Derivations Special sauces

White board Laptops983085 Recipe books

22 Identify equipments bull Identification of Tools andequipments sauce pots blender strainer sauce ladles knife set spatulas

cutting boards lighter stove

o Explanationo Demonstrationo Individual practice

983085 Books

983085 Flipchart Markers983085 Projectors983085 White board983085 Laptops983085 Recipe books983085 Menu

23 Prepare sauces bull Methods of cooking Boiling Simmering

bull Thickening agents Roux Cornflour Modified starch Liaison

o Explanationo Demonstrationo Individual practice

983085 Equipments983085 Tools983085 Cleaning products983085 Cleaning materials

983085 Stock pots

983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

24 Evaluate the quality ofsauces and rectify thembull Common problems in saucesbull Techniques to rectify sauces

o Observationo Group worko Individual practice

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Learning unit 3 Prepare soup Learning hours 30

Learning outcomes Content Leaning activities Resources

31 Identify the ingredientsfor different types of sauces

bull Types of soup Clear soups Pureacutee soups Cream soups

bull Ingredients

o Researcho Brainstorming

983085 Recipe guide983085 Cooking books

32 Prepare different types of

soup

bull Method of cooking Boiling

bull Thickening agents

o Demonstrationo Individual practiceo Presentation

983085 Note book

983085 pens

983085 Board983085 Markers983085 Fish stock983085 Beef stock983085 Vegetable stock983085 Strainers

33 Evaluate the quality ofsoups and rectify them

bull Common problems in soupsbull Techniques to rectify soups

o Observationo Group worko Individual practice

34 Present soup bull Presentation techniquesbull Garnishing techniquesbull Soup accompaniments

o Observationo Individual practice

983085 Plates983085 Bowls

Learning unit 4 Store and reconstitute stocks sauces and soups Learning hours 10

Learning outcomes Content Leaning activities Resources41 Store stocks sauces andsoups

bull Storage techniques andprocedures

bull Labelling

o Demonstrationo Explanationo Individual practice

983085 Pots983085 Fridge983085 Freezer983085 Labelling cards

42 Reconstitute stockssauces and soups

bull Reheating techniquesbull Principles of hygiene

983085 Equipment

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MODULE 11 Meat poultry and fish

Competence Select prepare and cook meat poultry and fish

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safety

Module 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unit Performance criteria

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gBy the end of the module the trainee will be able to

1 Select and purchase poultry meat and fish11 Poultry is selected and purchased according to quantity and quality required

12 Primary secondary and portioned cuts of pork goat beef and veal are selectedaccording to quantity and quality required

13 Fish is selected according to quality according to quantity and quality required

14 Low-cost cuts and meat products are selected when and where appropriate

15 The best supplier for quality and price is selected

2 Handle and store meat poultry and fish 21 Suitable knives and equipment for poultry meat and fish handling is selected andused

22 Poultry meat and fish are handled and portioned according to menu requirementsand hygienically to minimise risk of food spoilage or cross-contamination

23 Poultry meat and fish are stored hygienically ensuring optimal storage conditions andappropriate temperature are maintained

24 Frozen poultry meat and fish are thawed correctly to ensure maximum qualityhygiene and nutrition

3 Cook basic poultry meat and fish dishes 31 Suitable equipment for poultry meat and fish preparation and cooking is selected andused

32 Suitable marinades are prepared and used where appropriate for a variety of poultrymeat and fish cuts

33 A variety of appropriate cooking methods are used for basic poultry meat and fishdishes

34 A variety basic poultry meat and fish dishes are cooked and presented to standardrecipe specifications

35 Poultry meat and fish dishes are presented using suitable sauces garnishes andaccompaniments

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and purchase poultry meat and fish Learning hours 10

Learning outcomes Content Leaning activities Resources

11 Identify different types of

poultry meat and fish

bull Types of poultry

Chicken Turkey Duck

bull Types of meat Beef Veal Lamb Goat

Porkbull Types of fish

White fish Oily fish Shellfish

o Research

o Brainstormingo Group worko Presentationo

983085 Resource books

12 Select poultry meat andfish

bull Chicken meat and fish cutsbull Processed productsbull Quality criteria for selecting

fresh and healthy chicken meatand fish Quality points for poultry- Smell- Skin- Colour

o Visit of butcheryo Group worko Researcho Presentation

983085 Resource books

- Flexible breastboneUnbroken bones

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- Unbroken bones

Quality points for meat

- Smell- Colour- Compact structure- Texture and colour of fat- Kidney covered with fat

Quality points for Fish- Eyes- Gills- Fresh

- Scales- Skin- Smell- Guts

Learning unit 2 Handle and store meat poultry and fish Learning hours 40

Learning outcomes Content Leaning activities Resources

11 Handle and portionchickenbull

Techniques De-boning Filleting

bull Appropriate equipment andknives

o

Explanation-Demonstrationo Group discussiono Individual Practice

983085

Knife set983085 Cutting Board983085 Reference books983085 Flip chart983085 Markers983085 Board983085 Meat Tag983085 Weighing

983085 Scales

12 Handle and portion meat bull Preparation of butcherrsquos meatDeboning

o Demonstrationindividual practice

983085 Weighing scaleKnife Set

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- Deboning- Portioning

- Cutting- Trimming

- Mincing bull Appropriate equipment and

knives

o individual practice 983085 Knife Set983085 Cutting boards

983085 Slicing machine

983085 Flip Chart983085 Boards983085 Markers

13 Handle and portion fish bull Preparation of fish Gutting portioning Scaling Filleting Skinning

o Demonstrationo Individual practice

983085 Flip chat983085 Markers983085 Board983085

Laptop983085 Projector983085 Cutting board983085 Knife set983085 weighing scale

14 Store chicken meat andfish

bull Storage standards Chemical Store Dry Store

Perishable Freezer Quality and Quantity

bull Preservation methods Salting Smoking Drying Canning

Freezing Marinating

bull Orderingbull Receivingbull Issuing

o Demonstrationo Individual practice

983085 Freezer983085 Fridge983085 Reference Books

983085 Flip chart

983085 Markers983085 Board983085 Scale983085 Shelves983085 Containers983085 Trolley983085 Probe Thermometer

983085 Purchasing order

983085 Receiving form983085 Requisition form

15 Thaw chicken meat andfish

bull Defrosting techniquesbull Health and hygiene regulations

o Demonstrationo Individual practice

983085 drip tray

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Learning unit 3 Cook and present basic poultry meat and fish dishes Learning hours 70

Learning outcomes Content Leaning activities Resources

21 Cook and present basicpoultry dishes

bull Marinating Herbs Oil spices

bull Cooking method

steaming grilling roasting boiling baking broiling smoking poaching

bull Seasoning salt black pepper or white

pepper

bull Presentation techniques

o Demonstrationo Individual practice

983085 Recipes983085 Heavy pans983085 Frying pans983085 Chopping board983085 Knives

983085 Flip chat

983085 Markers983085 Board983085 Laptop983085 Projector983085 Cutting board983085 Knife set983085 Weighing scale

983085 Oil

983085 Onions983085 Garlic983085 Rose mary983085 Salt983085 Light soya sauce

22 Cook and present basicmeat dishes 23 Cook and present basic

fish dishes

MODULE 12 Basic pastries and cakes

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MODULE 12 Basic pastries and cakes

Competence Make basic pastries and cakes

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

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

1 Prepare basic pastries and cakes 11 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are prepared

12 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are decorated

13 Suitable equipment safely and efficiently selected and used

2 Prepare and produce bakery products 21 A range of yeast-based doughs are prepared to standard recipes

22 Suitable equipment safely and efficiently selected and used

3 Portion and store pastries cakes and yeast goods 31 Portion control is applied to minimise wastage

32 Cakes pastry and bakery products Store to minimise spoilage and wastage

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare basic pastries and cakes Credit6

Learning Outcome Content Learning Activities Resources11 Identify different types ofpastries and cakes

bull Types of Pastry Products Sponge cakes Choux paste Sugar paste Sweet bread Cookies

o Researcho Presentationo Brainstorming

983085 Reference books

Mousses Ice cream

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doughnuts

12 Prepare basic pastryproducts

bull Sponge cakes Preparation techniques Baking techniques

bull Doughnuts Preparation techniques Baking techniques

bull Cookies Preparation techniques Baking techniques

o Demonstrationo Individual practices

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons13 Decorate pastries and

cakesbull Fillings

Butter cream Fruit Jam

bull Sauces Chocolate sauce Custard Sauce Strawberry Vanilla

o Demonstrationo Individual practiceso

Learning Unit 2 Prepare and produce bakery products

Learning outcomes Content Leaning activities Resources21 Identify different types ofbakery products

bull Types of bakery Products Yeast products

White Bread French Bread Croissant Rolls

o Researcho Presentationo Brainstorming

983085 Reference books

Chapatti Samosa dough

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Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

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MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

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bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

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Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

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Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

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76

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

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Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

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Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 31: Curriculum Cooker

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31

bull Deleting tablebull Deleting rowbull

Deleting columnbull Merging cellsbull Splitting cellsbull Drawing a tablebull Table auto formatbull Formula

-Projector-White Board

23Edit document

(Text)

bull SearchFindReplace

bull Deleting a range of textbull The undo commandbull Spelling and grammarbull Synonyms

-Brainstorming Editing text

-Perform practical exercises onthe various tips (options)-compile activities reports

-Computer Lab With Current

Word processing Packageinstalled in each computer-Projector-White Board-Markers

24Print document bull Page setupbull Print previewbull

Print dialog boxbull Selecting printer namebull Printer optionsbull Printing one or more copiesbull Printing in blackwhite or colorbull Print page ranges

-Exercises on printing one ormore copies of a colored

document in black and white-printing in landscape portrait

-Computer Lab With CurrentWord processing Package

installed in each computer-Printer-Projector

25Save documents bull File management- Creation of files- Creation of Folders- File Naming- File Formats

-Practical Exercises on creation offiles folders and file Saving

-Compile activities reports

-Computer Lab With CurrentWord processing Package

installed in each computer-Projector

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26Insert HeaderFooter and footnotes

bull Footnotesbull Header and Footer

- Automatic pagenumbering- Total number of pages- Automatic date- Automatic automatic

authors name

-Exercises on footnotes-Create a document containing

several pagesWith elements such as the pagenumber date automation-practical exercises

-Computer Lab With CurrentWord processing Package

installed in each computer-Projector

Learning Unit 3 Use spreadsheet package Learning hours 5

Learning outcomes Contents Learning activities Resources

31Use Some basicexcel tasks

bull Basic excel tasks

- Open

- Close

- New document

- Undo

- Savesave ashellip

- Sheet

- Selecting a cell

- Validating a cell

- Deleting cell contents

- Modifying cell contents- Selecting group of cells

- Increase and reduce the

cell size

- Delete row and column

- Duplicate cell

-Practical exercises on the use ofbasic excel tasks-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer-Projector

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33

32Manage Sheets inexcel workbook

bull Selecting a sheet

bull Renaming a sheet

bull Insert new sheetsbull Moving a sheet in a workbook

bull Deleting a sheet

-Practical exercisesOn Managing sheets in excel

workbook

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector

33Format cells andtheir contents

bull Formatting text and cells

- Choosing fontsizecolour

- Adjusting Cow height

- Alignment of cell - Number format

- Inserting rows

- Merging cells

- Creating borders

- Patterns

-Practical exercises in groups andindividual homework onformatting cells

-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer

-Projector

34Use some functionsand performmathematical operations

bull Numbers and Mathematicalcalculations

- Addition - Multiplication - Division - Subtraction - AutoSum

- Absolute and relativeReference - Function

Average Minimum Maximum

-Practical exercises in groups andindividual homework onformatting cells-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer-Projector

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35 Print an excelworksheet

bull Page setupbull Print previewbull

Print dialogue boxbull Print optionsbull Print one or more copiesbull Print in blackwhite or colorbull Print page rangesbull Printing a selection

-Print one or more copies of aworksheet

-Print colour or white and blackworksheet-practical exercises (individualand in group)-print horizontallyvertically

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector-Printer

Learning Unit 4 Use Presentation application Learning hours 5

Learning outcomes Learning outcomes Learning outcomes Learning outcomes

41Launch Ms Powerpoint

bull Power point Definition

bull Role

bull Power point environment

- Title Bar

- Menu Bar- Toolbars

- Formatting tool bar

- Title

- Sub title

-Using a power pointpresentation with slide showgetfeedback from learners on thearea of application of Ms powerpoint-Launch powerpoint and observethe screen individual exercises

-Computer Lab With Currentpresentation Software installed in each computer-Projector

42Create a newpresentation

bull Creating new presentation

bull Blank presentation

bull Design template

bull Auto content wizards

-Create presentation using thevarious methods-practical exercises (individualand in groups)

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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43Create Insert a slide bull Creating a slide

bull Inserting a slide

bull Modifying a slide

-Exercises on creating insertingand modifying a slide

-Computer Lab With Currentpresentation Software

installed in each computer-Projector

44Insert Graphics bull GraphicsClip artWord

ArtLibrary ImagesInserting

image from file

Exercises on inserting images inthe slides

-Computer Lab With Currentpresentation Software installed in each computer-Projector

45Convert word

documents toPowerPoint presentation

bull Copy Cut Move

bull Process of conversion

-Practical exercises on File

transformation

-Computer Lab With Current

presentation Software installed in each computer-Projector

46Animate apresentation

bull Animation

bull Custom animation

bull Slide transition

-Familiarize with animation of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

47Use DifferentPresentation view

bull Normal View

bull Slide Sorter view

bull Slide show

-Switch between the views toimprove the presentation-Group discussion andbrainstorming

-Computer Lab With Currentpresentation Software installed in each computer-Projector

48 Print a presentation bull Printing a presentation

bull Print preview

bull Printing a copy or multiple

-Exercises on printing in blackand white or in colour printingone or more copies of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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36

copies

bull Printing one slide on a page

bull Printing more slides on a page

Learning Unit 5 Use InternetIntranet (Outlook) Learning hours 5

Learning outcomes Contents Learning activities Resources

51 Define and explain awebsite

bull Introduction

World wide web

Web page

Web site

-Visit web sites and browsedifferent pages-Group discussion based onobservation

-Internet Connection-Computer Lab-projector

52Interact throughinstant messaging

(Chatting)

bull Definition

bull Steps to create a chat account

bull Chatting options

Instant messaging with or

no web cam

Calling

Sending files

-Group Discussion on Interactingthrough instant messaging

-Exercises on chatting in groups-Compile activities reports

-Internet Connection-Computer Lab

-projector

53Use search Engines(example Google)bull

Search engines- Definition

- Role

- Some Types of search

engine

wwwGooglecom

-Perform practical exercises onthe use of search engines -Internet Connection-Computer Lab-projector

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37

wwwYahoocom

54Create Managefavorites using internetexplorer

bull Favorites

- Create Favorites

- Rename Move Favorites

-Practical exercises on creatingmoving and renaming favorites

-Internet Connection-Computer Lab-projector

55Browse the internetusing the hyperlinks

bull Web Browser

- Browser buttons

- Address bar

- Status bar

- Scroll bar

- Home page

- FrontBack arrows

- Refresh button

- Start page

-Open a web using the addressbar-Browse different web pages

-practical exercises On Browsinginternet using hyperlink

-Internet Connection-Computer Lab-projector

56Download andUpload files usinginternet

bull Downloadingbull File attachment

-Practical exercises ondownloading and uploading filesusing internet

-Internet Connection-Computer Lab-projector

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MODULE 6 Mise en place and cooking methods

Competence Organise and cook food

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to use kitchen equipment and tools to prepare mise en place and use basic cookingmethods

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 hygiene and food safety

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be ableto

Performance criteria

1 Select and use cooking equipment andtechnology

11 Appropriate equipment and technology is selected for particular cookingmethods

12 Equipment is used hygienically safely and according to manufacturerinstructions

2 Prepare mise en place 21 Ingredients are identified and obtained according to standards recipe

22 Ingredients are prepared according to the correct quantity type and quality

3 Prepare and cook food using basic methods ofcooking

31 Various cooking methods are used to prepare dishes to enterprise standard

32 Correct quantities and ratios of commodities for specific cooking methods arecalculated

33 Cooking process is completed in a logical and safe manner

34 Problems with the cooking process are identified promptly and take correctiveaction

35 Dishes are prepared using a range of methods and current technology withinacceptable enterprise and customer timeframes

36 Work cooperatively with kitchen and front-of-house colleagues to ensure timelypreparation of dishes

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and use cooking equipment and technology Learning hours 20

Learning outcomes Content Leaning activities Resources

11 Identify kitchenequipment and tools

bull Specification of Kitchenequipment amp tools

bull Kitchen orientation

o Group discussiono Researcho Role Playo

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

12 Use and maintain Kitchenequipment and tools

bull

Hand tools

bull Electrical toolsbull Heavy equipment

o Group discussiono Researcho Role Play

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

Learning unit 2 Prepare mise en place Learning hours 20

Learning outcomes Content Leaning activities Resources

21 Identify ingredients for arecipe

bull Types of food itemsbull Characteristics and uses of food

items

o Group discussiono Researcho Role Play

983085 Recipe book983085 Reference Books983085 Flipchart markers-

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bull Contents of recipebull Quantities in function of

number of customers to be

servedbull Quality of ingredients

983085 Projectors983085 Board983085 Laptops

22 Prepare ingredients bull Cleaning techniquesbull Pealing and cutting techniquesbull Measuring and weighingbull Storage for different type of

ingredients

o Demonstrationo Individual practice

983085 Kitchen equipment Kitchentools

23 Apply checklist procedures bull FIFObull LIFObull Verification of quality product

o Group discussiono Demonstrationo Individual practiceo Role Play

983085 Recipe book Flipchart

983085 Markers983085 Tags983085 Products983085 Bin cards983085 Checklist

Learning unit 3 Prepare and cook food using basic methods of cooking Learning hours 20

Learning outcomes Content Leaning activities Resources

31 Identify the differentcooking methods

bull Types of cooking methods Boiling Deep frying Stir-frying

Baking Steaming Simmering skimming grilling roasting broiling

o Small group discussiono Demonstrationo Individual practice

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smoking poaching

bull Characteristics of different

foods and appropriate cookingmethods

bull Underlying principles of all basiccooking methods

bull Effect of different cookingmethods on the nutritionalvalue of food

32 Cook basic dishes using arange of methods

bull Basic dishes o Demonstrationo Individual practice

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MODULE 7 Salads and Sandwiches

Competence Prepare salads and sandwiches

RTQF LEVEL CREDITS 4 LEARNING HOURS 40

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present different sorts of salads and sandwiches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare and present a variety of salads anddressings

11 Suitable ingredients are chosen

12 Salads are prepared using fresh ingredients and respecting nutritional valueeating characteristics and taste

13 Suitable sauces and dressings are prepared and incorporated into or servedwith salad

14 Salads are presented attractively

2 Prepare and present sandwiches 21 Suitable bases are selected from a range of bread types

22 A variety of sandwich types are prepared using a range of appropriate

techniques

23 Appropriate equipment is selected for toasting and heating sandwiches andused correctly and safely

24 Sandwiches are present in an attractive manner using suitable garnishesand serviceware

3 Store salads and sandwiches 31 Store salads and sandwiches hygienically at the correct temperature in

appropriate conditions and containers to maintain freshness taste andquality

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare and present a variety of salad and dressings Learning hours 20

Learning Outcome Content Learning Activities Resources

11 Identify ingredients for

salads

bull Commodities and food

combinations for use in salads

o Researcho Presentationo Group work

983085 Salad recipes

12 Prepare salads bull Types of salads Simple Compound

bull Components of salads Base Body Dressing Garnish

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls

983085 Knife sets

983085 Required ingredients983085 Cutting Board

13 Prepare dressings bull Types of salad dressing French dressing

Italian dressing Dijon dressing Vinaigrette Thousand Island dressing

bull Compatibility of dressings withdifferent types of salads

o Researcho Presentationo Demonstrationo Individual practice

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14 Present salads bull Methods of attractivepresentation for salads anddressings

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 2 Prepare Sandwiches Learning hours 15

Learning outcome Content Learning Activity Resources

21 Identify ingredients forsandwiches

bull Suitable breads White bread Wheat bread Buns Baguette

bull Suitable filling Cheese Ham Fried eggs Vegetables Cooked meat

o Presentationo Research

983085 Sandwiches recipes

22 Prepare sandwiches bull Types of Sandwiches Hot Cold

bull Food combinations forsandwiches

bull Preparation techniques spreading layering portioning moulding cutting garnishing

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls983085 Knife sets983085 Required ingredients983085 Salamander983085 Cutting Board

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toasting

23 Present sandwiches bull Methods of attractivepresentation for sandwiches

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 3 Store salads and sandwiches Learning hours 5

Learning outcome Content Learning Activity Resources

31 Store salads andsandwiches

bull Suitable storage techniques tomaintain optimum quality ofingredients

bull Types of containers

o Presentationo Demonstrationo Individual practice

983085 Containers983085 Fridge

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MODULE 9 Pasta and starches

Competence Cook pasta and starches

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present pastas and starches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare pasta 11 The different types of pasta are identified

12 Various pasta are prepared using appropriate methods to ensure optimumquality

13 Appropriate sauces and accompaniments are selected

2 Prepare starches 21 The different types of starches are identified

22 Various starches are prepared using appropriate methods to ensureoptimum quality

Appropriate sauces and accompaniments are selected

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare Pasta Learning hours 30

Learning outcome Content Learning Activities Resources

11 identify the different types

of pasta

bull Types of Pasta amp their products

Egg Pasta Noodles

Egg less pasta Spaghetti

White pasta Lasagna

Green Pasta Green lasagna

Stuffed Past Ravioli Cannelloni Lunette

Dessert Pasta Poppy seed pasta Cinnamon pasta

Dumpling Pasta Gnocchi

Whole wheat

o Researcho Presentation

983085 Reference books

983085 recipes

12 Prepare pasta dishes bull Cooking methods Boiling Stir-frying Baking

o Demonstrationo Researcho Individual practiceso Presentation

983085 Recipes983085 Baking trays983085 Baking Ovens983085 Required ingredients

S C k

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Steaming 983085 Cooking pans983085 Pasta roller983085 Flip chart

983085 Markers

983085 Boards983085 Tongs983085 Forks983085 Plates

13 Present pasta dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

Learning Unit 2 Prepare Starches Learning hours 30

Learning outcome Content Learning Activities Resources

21 Identify the differenttypes of pasta

bull Starch products Cassava Yams Sweet potatoes Rice Maize meal

o Researcho Presentation

983085 Reference books983085 recipes

21 Prepare starch products bull Cooking methods Boiling Deep frying Stir-frying Baking Steaming

o Demonstrationo Individual practices

983085 Baking trays983085 Baking Ovens983085 Required ingredients983085 Cooking pans983085 Steaming Machine983085 Flip chart

983085 Markers

983085 Boards983085 Forks983085 Spoons983085 Plates

23 Present starch dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

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MODULE 10 Stocks sauces and soups

Competence Prepare stocks sauces and soups

RTQF LEVEL CREDITS 10 LEARNING HOURS 100

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare different types of stocks soups and sauces

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplace

Module 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare stocks required for menu items 11 Ingredients and flavouring agents are uses according to standard recipes

12 A variety of stocks are produced

2 Prepare sauces required for menu items 21 A variety of hot and cold sauces are produced from classical andcontemporary recipes

22 A variety of thickening agents and convenience products are usedappropriately

23 Sauces are evaluated for flavour colour and consistency and any problemsare rectified

3 Prepare soups 31 The correct ingredients are selected and assembled to produce soupsincluding stocks and prepared garnishes

32 A variety of soups is produced

33Clarifying and thickening agents and methods are used where appropriate

34 Soups are evaluated for flavour colour consistency and temperature and anyproblems are rectified

35 Soups are presented at the right temperature in clean serviceware withoutdrips and spills using suitable garnishes and accompaniments

4 St d tit t t k d 4 1

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4 Store and reconstitute stocks sauces and soups 41 Store stocks sauces and soups to maintain optimum freshness and quality

42 Reconstitute stocks sauces and soups to appropriate standards ofconsistency

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Prepare stocks required for menu items Learning hours 30

Learning outcomes Content Learning activities Resources

11 Identify the ingredients

for different types of stocks

bull Types of stocks

Vegetable stock Beef stock Chicken stock Fish stock

bull Ingredients

o Group discussion

o Presentationo research

983085 reference books

983085 recipes

12 Cook various stocks bull Cooking methods Boiling Simmering Skimming Cooling Straining

o Applicationo Exerciseo Demonstration

983085 Equipments983085 Tools

983085 CLeaning products

983085 Cleaning materials983085 Stock pots983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

Learning unit 2 Prepare sauces required for menu items Learning hours 30

Learning outcomes Content Leaning activities Resources

21 Identify the ingredientsfor different types of sauces

bull Types of sauces Cold sauces Hot sauces

o Demonstrationo Individual practiceo Presentation

983085 Books983085 Flipchart983085 Markers Projectors

Mother sauces 983085 White board Laptops

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Mother sauces Basic Derivations Special sauces

White board Laptops983085 Recipe books

22 Identify equipments bull Identification of Tools andequipments sauce pots blender strainer sauce ladles knife set spatulas

cutting boards lighter stove

o Explanationo Demonstrationo Individual practice

983085 Books

983085 Flipchart Markers983085 Projectors983085 White board983085 Laptops983085 Recipe books983085 Menu

23 Prepare sauces bull Methods of cooking Boiling Simmering

bull Thickening agents Roux Cornflour Modified starch Liaison

o Explanationo Demonstrationo Individual practice

983085 Equipments983085 Tools983085 Cleaning products983085 Cleaning materials

983085 Stock pots

983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

24 Evaluate the quality ofsauces and rectify thembull Common problems in saucesbull Techniques to rectify sauces

o Observationo Group worko Individual practice

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Learning unit 3 Prepare soup Learning hours 30

Learning outcomes Content Leaning activities Resources

31 Identify the ingredientsfor different types of sauces

bull Types of soup Clear soups Pureacutee soups Cream soups

bull Ingredients

o Researcho Brainstorming

983085 Recipe guide983085 Cooking books

32 Prepare different types of

soup

bull Method of cooking Boiling

bull Thickening agents

o Demonstrationo Individual practiceo Presentation

983085 Note book

983085 pens

983085 Board983085 Markers983085 Fish stock983085 Beef stock983085 Vegetable stock983085 Strainers

33 Evaluate the quality ofsoups and rectify them

bull Common problems in soupsbull Techniques to rectify soups

o Observationo Group worko Individual practice

34 Present soup bull Presentation techniquesbull Garnishing techniquesbull Soup accompaniments

o Observationo Individual practice

983085 Plates983085 Bowls

Learning unit 4 Store and reconstitute stocks sauces and soups Learning hours 10

Learning outcomes Content Leaning activities Resources41 Store stocks sauces andsoups

bull Storage techniques andprocedures

bull Labelling

o Demonstrationo Explanationo Individual practice

983085 Pots983085 Fridge983085 Freezer983085 Labelling cards

42 Reconstitute stockssauces and soups

bull Reheating techniquesbull Principles of hygiene

983085 Equipment

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MODULE 11 Meat poultry and fish

Competence Select prepare and cook meat poultry and fish

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safety

Module 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unit Performance criteria

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gBy the end of the module the trainee will be able to

1 Select and purchase poultry meat and fish11 Poultry is selected and purchased according to quantity and quality required

12 Primary secondary and portioned cuts of pork goat beef and veal are selectedaccording to quantity and quality required

13 Fish is selected according to quality according to quantity and quality required

14 Low-cost cuts and meat products are selected when and where appropriate

15 The best supplier for quality and price is selected

2 Handle and store meat poultry and fish 21 Suitable knives and equipment for poultry meat and fish handling is selected andused

22 Poultry meat and fish are handled and portioned according to menu requirementsand hygienically to minimise risk of food spoilage or cross-contamination

23 Poultry meat and fish are stored hygienically ensuring optimal storage conditions andappropriate temperature are maintained

24 Frozen poultry meat and fish are thawed correctly to ensure maximum qualityhygiene and nutrition

3 Cook basic poultry meat and fish dishes 31 Suitable equipment for poultry meat and fish preparation and cooking is selected andused

32 Suitable marinades are prepared and used where appropriate for a variety of poultrymeat and fish cuts

33 A variety of appropriate cooking methods are used for basic poultry meat and fishdishes

34 A variety basic poultry meat and fish dishes are cooked and presented to standardrecipe specifications

35 Poultry meat and fish dishes are presented using suitable sauces garnishes andaccompaniments

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and purchase poultry meat and fish Learning hours 10

Learning outcomes Content Leaning activities Resources

11 Identify different types of

poultry meat and fish

bull Types of poultry

Chicken Turkey Duck

bull Types of meat Beef Veal Lamb Goat

Porkbull Types of fish

White fish Oily fish Shellfish

o Research

o Brainstormingo Group worko Presentationo

983085 Resource books

12 Select poultry meat andfish

bull Chicken meat and fish cutsbull Processed productsbull Quality criteria for selecting

fresh and healthy chicken meatand fish Quality points for poultry- Smell- Skin- Colour

o Visit of butcheryo Group worko Researcho Presentation

983085 Resource books

- Flexible breastboneUnbroken bones

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- Unbroken bones

Quality points for meat

- Smell- Colour- Compact structure- Texture and colour of fat- Kidney covered with fat

Quality points for Fish- Eyes- Gills- Fresh

- Scales- Skin- Smell- Guts

Learning unit 2 Handle and store meat poultry and fish Learning hours 40

Learning outcomes Content Leaning activities Resources

11 Handle and portionchickenbull

Techniques De-boning Filleting

bull Appropriate equipment andknives

o

Explanation-Demonstrationo Group discussiono Individual Practice

983085

Knife set983085 Cutting Board983085 Reference books983085 Flip chart983085 Markers983085 Board983085 Meat Tag983085 Weighing

983085 Scales

12 Handle and portion meat bull Preparation of butcherrsquos meatDeboning

o Demonstrationindividual practice

983085 Weighing scaleKnife Set

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- Deboning- Portioning

- Cutting- Trimming

- Mincing bull Appropriate equipment and

knives

o individual practice 983085 Knife Set983085 Cutting boards

983085 Slicing machine

983085 Flip Chart983085 Boards983085 Markers

13 Handle and portion fish bull Preparation of fish Gutting portioning Scaling Filleting Skinning

o Demonstrationo Individual practice

983085 Flip chat983085 Markers983085 Board983085

Laptop983085 Projector983085 Cutting board983085 Knife set983085 weighing scale

14 Store chicken meat andfish

bull Storage standards Chemical Store Dry Store

Perishable Freezer Quality and Quantity

bull Preservation methods Salting Smoking Drying Canning

Freezing Marinating

bull Orderingbull Receivingbull Issuing

o Demonstrationo Individual practice

983085 Freezer983085 Fridge983085 Reference Books

983085 Flip chart

983085 Markers983085 Board983085 Scale983085 Shelves983085 Containers983085 Trolley983085 Probe Thermometer

983085 Purchasing order

983085 Receiving form983085 Requisition form

15 Thaw chicken meat andfish

bull Defrosting techniquesbull Health and hygiene regulations

o Demonstrationo Individual practice

983085 drip tray

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Learning unit 3 Cook and present basic poultry meat and fish dishes Learning hours 70

Learning outcomes Content Leaning activities Resources

21 Cook and present basicpoultry dishes

bull Marinating Herbs Oil spices

bull Cooking method

steaming grilling roasting boiling baking broiling smoking poaching

bull Seasoning salt black pepper or white

pepper

bull Presentation techniques

o Demonstrationo Individual practice

983085 Recipes983085 Heavy pans983085 Frying pans983085 Chopping board983085 Knives

983085 Flip chat

983085 Markers983085 Board983085 Laptop983085 Projector983085 Cutting board983085 Knife set983085 Weighing scale

983085 Oil

983085 Onions983085 Garlic983085 Rose mary983085 Salt983085 Light soya sauce

22 Cook and present basicmeat dishes 23 Cook and present basic

fish dishes

MODULE 12 Basic pastries and cakes

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MODULE 12 Basic pastries and cakes

Competence Make basic pastries and cakes

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

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

1 Prepare basic pastries and cakes 11 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are prepared

12 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are decorated

13 Suitable equipment safely and efficiently selected and used

2 Prepare and produce bakery products 21 A range of yeast-based doughs are prepared to standard recipes

22 Suitable equipment safely and efficiently selected and used

3 Portion and store pastries cakes and yeast goods 31 Portion control is applied to minimise wastage

32 Cakes pastry and bakery products Store to minimise spoilage and wastage

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare basic pastries and cakes Credit6

Learning Outcome Content Learning Activities Resources11 Identify different types ofpastries and cakes

bull Types of Pastry Products Sponge cakes Choux paste Sugar paste Sweet bread Cookies

o Researcho Presentationo Brainstorming

983085 Reference books

Mousses Ice cream

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doughnuts

12 Prepare basic pastryproducts

bull Sponge cakes Preparation techniques Baking techniques

bull Doughnuts Preparation techniques Baking techniques

bull Cookies Preparation techniques Baking techniques

o Demonstrationo Individual practices

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons13 Decorate pastries and

cakesbull Fillings

Butter cream Fruit Jam

bull Sauces Chocolate sauce Custard Sauce Strawberry Vanilla

o Demonstrationo Individual practiceso

Learning Unit 2 Prepare and produce bakery products

Learning outcomes Content Leaning activities Resources21 Identify different types ofbakery products

bull Types of bakery Products Yeast products

White Bread French Bread Croissant Rolls

o Researcho Presentationo Brainstorming

983085 Reference books

Chapatti Samosa dough

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Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

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MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

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bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

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Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

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Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

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76

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

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Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

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78

Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 32: Curriculum Cooker

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32

26Insert HeaderFooter and footnotes

bull Footnotesbull Header and Footer

- Automatic pagenumbering- Total number of pages- Automatic date- Automatic automatic

authors name

-Exercises on footnotes-Create a document containing

several pagesWith elements such as the pagenumber date automation-practical exercises

-Computer Lab With CurrentWord processing Package

installed in each computer-Projector

Learning Unit 3 Use spreadsheet package Learning hours 5

Learning outcomes Contents Learning activities Resources

31Use Some basicexcel tasks

bull Basic excel tasks

- Open

- Close

- New document

- Undo

- Savesave ashellip

- Sheet

- Selecting a cell

- Validating a cell

- Deleting cell contents

- Modifying cell contents- Selecting group of cells

- Increase and reduce the

cell size

- Delete row and column

- Duplicate cell

-Practical exercises on the use ofbasic excel tasks-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer-Projector

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33

32Manage Sheets inexcel workbook

bull Selecting a sheet

bull Renaming a sheet

bull Insert new sheetsbull Moving a sheet in a workbook

bull Deleting a sheet

-Practical exercisesOn Managing sheets in excel

workbook

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector

33Format cells andtheir contents

bull Formatting text and cells

- Choosing fontsizecolour

- Adjusting Cow height

- Alignment of cell - Number format

- Inserting rows

- Merging cells

- Creating borders

- Patterns

-Practical exercises in groups andindividual homework onformatting cells

-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer

-Projector

34Use some functionsand performmathematical operations

bull Numbers and Mathematicalcalculations

- Addition - Multiplication - Division - Subtraction - AutoSum

- Absolute and relativeReference - Function

Average Minimum Maximum

-Practical exercises in groups andindividual homework onformatting cells-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer-Projector

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34

35 Print an excelworksheet

bull Page setupbull Print previewbull

Print dialogue boxbull Print optionsbull Print one or more copiesbull Print in blackwhite or colorbull Print page rangesbull Printing a selection

-Print one or more copies of aworksheet

-Print colour or white and blackworksheet-practical exercises (individualand in group)-print horizontallyvertically

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector-Printer

Learning Unit 4 Use Presentation application Learning hours 5

Learning outcomes Learning outcomes Learning outcomes Learning outcomes

41Launch Ms Powerpoint

bull Power point Definition

bull Role

bull Power point environment

- Title Bar

- Menu Bar- Toolbars

- Formatting tool bar

- Title

- Sub title

-Using a power pointpresentation with slide showgetfeedback from learners on thearea of application of Ms powerpoint-Launch powerpoint and observethe screen individual exercises

-Computer Lab With Currentpresentation Software installed in each computer-Projector

42Create a newpresentation

bull Creating new presentation

bull Blank presentation

bull Design template

bull Auto content wizards

-Create presentation using thevarious methods-practical exercises (individualand in groups)

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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43Create Insert a slide bull Creating a slide

bull Inserting a slide

bull Modifying a slide

-Exercises on creating insertingand modifying a slide

-Computer Lab With Currentpresentation Software

installed in each computer-Projector

44Insert Graphics bull GraphicsClip artWord

ArtLibrary ImagesInserting

image from file

Exercises on inserting images inthe slides

-Computer Lab With Currentpresentation Software installed in each computer-Projector

45Convert word

documents toPowerPoint presentation

bull Copy Cut Move

bull Process of conversion

-Practical exercises on File

transformation

-Computer Lab With Current

presentation Software installed in each computer-Projector

46Animate apresentation

bull Animation

bull Custom animation

bull Slide transition

-Familiarize with animation of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

47Use DifferentPresentation view

bull Normal View

bull Slide Sorter view

bull Slide show

-Switch between the views toimprove the presentation-Group discussion andbrainstorming

-Computer Lab With Currentpresentation Software installed in each computer-Projector

48 Print a presentation bull Printing a presentation

bull Print preview

bull Printing a copy or multiple

-Exercises on printing in blackand white or in colour printingone or more copies of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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copies

bull Printing one slide on a page

bull Printing more slides on a page

Learning Unit 5 Use InternetIntranet (Outlook) Learning hours 5

Learning outcomes Contents Learning activities Resources

51 Define and explain awebsite

bull Introduction

World wide web

Web page

Web site

-Visit web sites and browsedifferent pages-Group discussion based onobservation

-Internet Connection-Computer Lab-projector

52Interact throughinstant messaging

(Chatting)

bull Definition

bull Steps to create a chat account

bull Chatting options

Instant messaging with or

no web cam

Calling

Sending files

-Group Discussion on Interactingthrough instant messaging

-Exercises on chatting in groups-Compile activities reports

-Internet Connection-Computer Lab

-projector

53Use search Engines(example Google)bull

Search engines- Definition

- Role

- Some Types of search

engine

wwwGooglecom

-Perform practical exercises onthe use of search engines -Internet Connection-Computer Lab-projector

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wwwYahoocom

54Create Managefavorites using internetexplorer

bull Favorites

- Create Favorites

- Rename Move Favorites

-Practical exercises on creatingmoving and renaming favorites

-Internet Connection-Computer Lab-projector

55Browse the internetusing the hyperlinks

bull Web Browser

- Browser buttons

- Address bar

- Status bar

- Scroll bar

- Home page

- FrontBack arrows

- Refresh button

- Start page

-Open a web using the addressbar-Browse different web pages

-practical exercises On Browsinginternet using hyperlink

-Internet Connection-Computer Lab-projector

56Download andUpload files usinginternet

bull Downloadingbull File attachment

-Practical exercises ondownloading and uploading filesusing internet

-Internet Connection-Computer Lab-projector

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MODULE 6 Mise en place and cooking methods

Competence Organise and cook food

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to use kitchen equipment and tools to prepare mise en place and use basic cookingmethods

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 hygiene and food safety

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be ableto

Performance criteria

1 Select and use cooking equipment andtechnology

11 Appropriate equipment and technology is selected for particular cookingmethods

12 Equipment is used hygienically safely and according to manufacturerinstructions

2 Prepare mise en place 21 Ingredients are identified and obtained according to standards recipe

22 Ingredients are prepared according to the correct quantity type and quality

3 Prepare and cook food using basic methods ofcooking

31 Various cooking methods are used to prepare dishes to enterprise standard

32 Correct quantities and ratios of commodities for specific cooking methods arecalculated

33 Cooking process is completed in a logical and safe manner

34 Problems with the cooking process are identified promptly and take correctiveaction

35 Dishes are prepared using a range of methods and current technology withinacceptable enterprise and customer timeframes

36 Work cooperatively with kitchen and front-of-house colleagues to ensure timelypreparation of dishes

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and use cooking equipment and technology Learning hours 20

Learning outcomes Content Leaning activities Resources

11 Identify kitchenequipment and tools

bull Specification of Kitchenequipment amp tools

bull Kitchen orientation

o Group discussiono Researcho Role Playo

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

12 Use and maintain Kitchenequipment and tools

bull

Hand tools

bull Electrical toolsbull Heavy equipment

o Group discussiono Researcho Role Play

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

Learning unit 2 Prepare mise en place Learning hours 20

Learning outcomes Content Leaning activities Resources

21 Identify ingredients for arecipe

bull Types of food itemsbull Characteristics and uses of food

items

o Group discussiono Researcho Role Play

983085 Recipe book983085 Reference Books983085 Flipchart markers-

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bull Contents of recipebull Quantities in function of

number of customers to be

servedbull Quality of ingredients

983085 Projectors983085 Board983085 Laptops

22 Prepare ingredients bull Cleaning techniquesbull Pealing and cutting techniquesbull Measuring and weighingbull Storage for different type of

ingredients

o Demonstrationo Individual practice

983085 Kitchen equipment Kitchentools

23 Apply checklist procedures bull FIFObull LIFObull Verification of quality product

o Group discussiono Demonstrationo Individual practiceo Role Play

983085 Recipe book Flipchart

983085 Markers983085 Tags983085 Products983085 Bin cards983085 Checklist

Learning unit 3 Prepare and cook food using basic methods of cooking Learning hours 20

Learning outcomes Content Leaning activities Resources

31 Identify the differentcooking methods

bull Types of cooking methods Boiling Deep frying Stir-frying

Baking Steaming Simmering skimming grilling roasting broiling

o Small group discussiono Demonstrationo Individual practice

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smoking poaching

bull Characteristics of different

foods and appropriate cookingmethods

bull Underlying principles of all basiccooking methods

bull Effect of different cookingmethods on the nutritionalvalue of food

32 Cook basic dishes using arange of methods

bull Basic dishes o Demonstrationo Individual practice

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MODULE 7 Salads and Sandwiches

Competence Prepare salads and sandwiches

RTQF LEVEL CREDITS 4 LEARNING HOURS 40

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present different sorts of salads and sandwiches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare and present a variety of salads anddressings

11 Suitable ingredients are chosen

12 Salads are prepared using fresh ingredients and respecting nutritional valueeating characteristics and taste

13 Suitable sauces and dressings are prepared and incorporated into or servedwith salad

14 Salads are presented attractively

2 Prepare and present sandwiches 21 Suitable bases are selected from a range of bread types

22 A variety of sandwich types are prepared using a range of appropriate

techniques

23 Appropriate equipment is selected for toasting and heating sandwiches andused correctly and safely

24 Sandwiches are present in an attractive manner using suitable garnishesand serviceware

3 Store salads and sandwiches 31 Store salads and sandwiches hygienically at the correct temperature in

appropriate conditions and containers to maintain freshness taste andquality

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare and present a variety of salad and dressings Learning hours 20

Learning Outcome Content Learning Activities Resources

11 Identify ingredients for

salads

bull Commodities and food

combinations for use in salads

o Researcho Presentationo Group work

983085 Salad recipes

12 Prepare salads bull Types of salads Simple Compound

bull Components of salads Base Body Dressing Garnish

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls

983085 Knife sets

983085 Required ingredients983085 Cutting Board

13 Prepare dressings bull Types of salad dressing French dressing

Italian dressing Dijon dressing Vinaigrette Thousand Island dressing

bull Compatibility of dressings withdifferent types of salads

o Researcho Presentationo Demonstrationo Individual practice

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14 Present salads bull Methods of attractivepresentation for salads anddressings

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 2 Prepare Sandwiches Learning hours 15

Learning outcome Content Learning Activity Resources

21 Identify ingredients forsandwiches

bull Suitable breads White bread Wheat bread Buns Baguette

bull Suitable filling Cheese Ham Fried eggs Vegetables Cooked meat

o Presentationo Research

983085 Sandwiches recipes

22 Prepare sandwiches bull Types of Sandwiches Hot Cold

bull Food combinations forsandwiches

bull Preparation techniques spreading layering portioning moulding cutting garnishing

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls983085 Knife sets983085 Required ingredients983085 Salamander983085 Cutting Board

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toasting

23 Present sandwiches bull Methods of attractivepresentation for sandwiches

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 3 Store salads and sandwiches Learning hours 5

Learning outcome Content Learning Activity Resources

31 Store salads andsandwiches

bull Suitable storage techniques tomaintain optimum quality ofingredients

bull Types of containers

o Presentationo Demonstrationo Individual practice

983085 Containers983085 Fridge

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MODULE 9 Pasta and starches

Competence Cook pasta and starches

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present pastas and starches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare pasta 11 The different types of pasta are identified

12 Various pasta are prepared using appropriate methods to ensure optimumquality

13 Appropriate sauces and accompaniments are selected

2 Prepare starches 21 The different types of starches are identified

22 Various starches are prepared using appropriate methods to ensureoptimum quality

Appropriate sauces and accompaniments are selected

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare Pasta Learning hours 30

Learning outcome Content Learning Activities Resources

11 identify the different types

of pasta

bull Types of Pasta amp their products

Egg Pasta Noodles

Egg less pasta Spaghetti

White pasta Lasagna

Green Pasta Green lasagna

Stuffed Past Ravioli Cannelloni Lunette

Dessert Pasta Poppy seed pasta Cinnamon pasta

Dumpling Pasta Gnocchi

Whole wheat

o Researcho Presentation

983085 Reference books

983085 recipes

12 Prepare pasta dishes bull Cooking methods Boiling Stir-frying Baking

o Demonstrationo Researcho Individual practiceso Presentation

983085 Recipes983085 Baking trays983085 Baking Ovens983085 Required ingredients

S C k

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Steaming 983085 Cooking pans983085 Pasta roller983085 Flip chart

983085 Markers

983085 Boards983085 Tongs983085 Forks983085 Plates

13 Present pasta dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

Learning Unit 2 Prepare Starches Learning hours 30

Learning outcome Content Learning Activities Resources

21 Identify the differenttypes of pasta

bull Starch products Cassava Yams Sweet potatoes Rice Maize meal

o Researcho Presentation

983085 Reference books983085 recipes

21 Prepare starch products bull Cooking methods Boiling Deep frying Stir-frying Baking Steaming

o Demonstrationo Individual practices

983085 Baking trays983085 Baking Ovens983085 Required ingredients983085 Cooking pans983085 Steaming Machine983085 Flip chart

983085 Markers

983085 Boards983085 Forks983085 Spoons983085 Plates

23 Present starch dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

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MODULE 10 Stocks sauces and soups

Competence Prepare stocks sauces and soups

RTQF LEVEL CREDITS 10 LEARNING HOURS 100

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare different types of stocks soups and sauces

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplace

Module 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare stocks required for menu items 11 Ingredients and flavouring agents are uses according to standard recipes

12 A variety of stocks are produced

2 Prepare sauces required for menu items 21 A variety of hot and cold sauces are produced from classical andcontemporary recipes

22 A variety of thickening agents and convenience products are usedappropriately

23 Sauces are evaluated for flavour colour and consistency and any problemsare rectified

3 Prepare soups 31 The correct ingredients are selected and assembled to produce soupsincluding stocks and prepared garnishes

32 A variety of soups is produced

33Clarifying and thickening agents and methods are used where appropriate

34 Soups are evaluated for flavour colour consistency and temperature and anyproblems are rectified

35 Soups are presented at the right temperature in clean serviceware withoutdrips and spills using suitable garnishes and accompaniments

4 St d tit t t k d 4 1

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4 Store and reconstitute stocks sauces and soups 41 Store stocks sauces and soups to maintain optimum freshness and quality

42 Reconstitute stocks sauces and soups to appropriate standards ofconsistency

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Prepare stocks required for menu items Learning hours 30

Learning outcomes Content Learning activities Resources

11 Identify the ingredients

for different types of stocks

bull Types of stocks

Vegetable stock Beef stock Chicken stock Fish stock

bull Ingredients

o Group discussion

o Presentationo research

983085 reference books

983085 recipes

12 Cook various stocks bull Cooking methods Boiling Simmering Skimming Cooling Straining

o Applicationo Exerciseo Demonstration

983085 Equipments983085 Tools

983085 CLeaning products

983085 Cleaning materials983085 Stock pots983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

Learning unit 2 Prepare sauces required for menu items Learning hours 30

Learning outcomes Content Leaning activities Resources

21 Identify the ingredientsfor different types of sauces

bull Types of sauces Cold sauces Hot sauces

o Demonstrationo Individual practiceo Presentation

983085 Books983085 Flipchart983085 Markers Projectors

Mother sauces 983085 White board Laptops

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Mother sauces Basic Derivations Special sauces

White board Laptops983085 Recipe books

22 Identify equipments bull Identification of Tools andequipments sauce pots blender strainer sauce ladles knife set spatulas

cutting boards lighter stove

o Explanationo Demonstrationo Individual practice

983085 Books

983085 Flipchart Markers983085 Projectors983085 White board983085 Laptops983085 Recipe books983085 Menu

23 Prepare sauces bull Methods of cooking Boiling Simmering

bull Thickening agents Roux Cornflour Modified starch Liaison

o Explanationo Demonstrationo Individual practice

983085 Equipments983085 Tools983085 Cleaning products983085 Cleaning materials

983085 Stock pots

983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

24 Evaluate the quality ofsauces and rectify thembull Common problems in saucesbull Techniques to rectify sauces

o Observationo Group worko Individual practice

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Learning unit 3 Prepare soup Learning hours 30

Learning outcomes Content Leaning activities Resources

31 Identify the ingredientsfor different types of sauces

bull Types of soup Clear soups Pureacutee soups Cream soups

bull Ingredients

o Researcho Brainstorming

983085 Recipe guide983085 Cooking books

32 Prepare different types of

soup

bull Method of cooking Boiling

bull Thickening agents

o Demonstrationo Individual practiceo Presentation

983085 Note book

983085 pens

983085 Board983085 Markers983085 Fish stock983085 Beef stock983085 Vegetable stock983085 Strainers

33 Evaluate the quality ofsoups and rectify them

bull Common problems in soupsbull Techniques to rectify soups

o Observationo Group worko Individual practice

34 Present soup bull Presentation techniquesbull Garnishing techniquesbull Soup accompaniments

o Observationo Individual practice

983085 Plates983085 Bowls

Learning unit 4 Store and reconstitute stocks sauces and soups Learning hours 10

Learning outcomes Content Leaning activities Resources41 Store stocks sauces andsoups

bull Storage techniques andprocedures

bull Labelling

o Demonstrationo Explanationo Individual practice

983085 Pots983085 Fridge983085 Freezer983085 Labelling cards

42 Reconstitute stockssauces and soups

bull Reheating techniquesbull Principles of hygiene

983085 Equipment

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MODULE 11 Meat poultry and fish

Competence Select prepare and cook meat poultry and fish

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safety

Module 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unit Performance criteria

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gBy the end of the module the trainee will be able to

1 Select and purchase poultry meat and fish11 Poultry is selected and purchased according to quantity and quality required

12 Primary secondary and portioned cuts of pork goat beef and veal are selectedaccording to quantity and quality required

13 Fish is selected according to quality according to quantity and quality required

14 Low-cost cuts and meat products are selected when and where appropriate

15 The best supplier for quality and price is selected

2 Handle and store meat poultry and fish 21 Suitable knives and equipment for poultry meat and fish handling is selected andused

22 Poultry meat and fish are handled and portioned according to menu requirementsand hygienically to minimise risk of food spoilage or cross-contamination

23 Poultry meat and fish are stored hygienically ensuring optimal storage conditions andappropriate temperature are maintained

24 Frozen poultry meat and fish are thawed correctly to ensure maximum qualityhygiene and nutrition

3 Cook basic poultry meat and fish dishes 31 Suitable equipment for poultry meat and fish preparation and cooking is selected andused

32 Suitable marinades are prepared and used where appropriate for a variety of poultrymeat and fish cuts

33 A variety of appropriate cooking methods are used for basic poultry meat and fishdishes

34 A variety basic poultry meat and fish dishes are cooked and presented to standardrecipe specifications

35 Poultry meat and fish dishes are presented using suitable sauces garnishes andaccompaniments

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and purchase poultry meat and fish Learning hours 10

Learning outcomes Content Leaning activities Resources

11 Identify different types of

poultry meat and fish

bull Types of poultry

Chicken Turkey Duck

bull Types of meat Beef Veal Lamb Goat

Porkbull Types of fish

White fish Oily fish Shellfish

o Research

o Brainstormingo Group worko Presentationo

983085 Resource books

12 Select poultry meat andfish

bull Chicken meat and fish cutsbull Processed productsbull Quality criteria for selecting

fresh and healthy chicken meatand fish Quality points for poultry- Smell- Skin- Colour

o Visit of butcheryo Group worko Researcho Presentation

983085 Resource books

- Flexible breastboneUnbroken bones

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- Unbroken bones

Quality points for meat

- Smell- Colour- Compact structure- Texture and colour of fat- Kidney covered with fat

Quality points for Fish- Eyes- Gills- Fresh

- Scales- Skin- Smell- Guts

Learning unit 2 Handle and store meat poultry and fish Learning hours 40

Learning outcomes Content Leaning activities Resources

11 Handle and portionchickenbull

Techniques De-boning Filleting

bull Appropriate equipment andknives

o

Explanation-Demonstrationo Group discussiono Individual Practice

983085

Knife set983085 Cutting Board983085 Reference books983085 Flip chart983085 Markers983085 Board983085 Meat Tag983085 Weighing

983085 Scales

12 Handle and portion meat bull Preparation of butcherrsquos meatDeboning

o Demonstrationindividual practice

983085 Weighing scaleKnife Set

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- Deboning- Portioning

- Cutting- Trimming

- Mincing bull Appropriate equipment and

knives

o individual practice 983085 Knife Set983085 Cutting boards

983085 Slicing machine

983085 Flip Chart983085 Boards983085 Markers

13 Handle and portion fish bull Preparation of fish Gutting portioning Scaling Filleting Skinning

o Demonstrationo Individual practice

983085 Flip chat983085 Markers983085 Board983085

Laptop983085 Projector983085 Cutting board983085 Knife set983085 weighing scale

14 Store chicken meat andfish

bull Storage standards Chemical Store Dry Store

Perishable Freezer Quality and Quantity

bull Preservation methods Salting Smoking Drying Canning

Freezing Marinating

bull Orderingbull Receivingbull Issuing

o Demonstrationo Individual practice

983085 Freezer983085 Fridge983085 Reference Books

983085 Flip chart

983085 Markers983085 Board983085 Scale983085 Shelves983085 Containers983085 Trolley983085 Probe Thermometer

983085 Purchasing order

983085 Receiving form983085 Requisition form

15 Thaw chicken meat andfish

bull Defrosting techniquesbull Health and hygiene regulations

o Demonstrationo Individual practice

983085 drip tray

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Learning unit 3 Cook and present basic poultry meat and fish dishes Learning hours 70

Learning outcomes Content Leaning activities Resources

21 Cook and present basicpoultry dishes

bull Marinating Herbs Oil spices

bull Cooking method

steaming grilling roasting boiling baking broiling smoking poaching

bull Seasoning salt black pepper or white

pepper

bull Presentation techniques

o Demonstrationo Individual practice

983085 Recipes983085 Heavy pans983085 Frying pans983085 Chopping board983085 Knives

983085 Flip chat

983085 Markers983085 Board983085 Laptop983085 Projector983085 Cutting board983085 Knife set983085 Weighing scale

983085 Oil

983085 Onions983085 Garlic983085 Rose mary983085 Salt983085 Light soya sauce

22 Cook and present basicmeat dishes 23 Cook and present basic

fish dishes

MODULE 12 Basic pastries and cakes

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MODULE 12 Basic pastries and cakes

Competence Make basic pastries and cakes

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

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

1 Prepare basic pastries and cakes 11 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are prepared

12 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are decorated

13 Suitable equipment safely and efficiently selected and used

2 Prepare and produce bakery products 21 A range of yeast-based doughs are prepared to standard recipes

22 Suitable equipment safely and efficiently selected and used

3 Portion and store pastries cakes and yeast goods 31 Portion control is applied to minimise wastage

32 Cakes pastry and bakery products Store to minimise spoilage and wastage

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare basic pastries and cakes Credit6

Learning Outcome Content Learning Activities Resources11 Identify different types ofpastries and cakes

bull Types of Pastry Products Sponge cakes Choux paste Sugar paste Sweet bread Cookies

o Researcho Presentationo Brainstorming

983085 Reference books

Mousses Ice cream

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doughnuts

12 Prepare basic pastryproducts

bull Sponge cakes Preparation techniques Baking techniques

bull Doughnuts Preparation techniques Baking techniques

bull Cookies Preparation techniques Baking techniques

o Demonstrationo Individual practices

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons13 Decorate pastries and

cakesbull Fillings

Butter cream Fruit Jam

bull Sauces Chocolate sauce Custard Sauce Strawberry Vanilla

o Demonstrationo Individual practiceso

Learning Unit 2 Prepare and produce bakery products

Learning outcomes Content Leaning activities Resources21 Identify different types ofbakery products

bull Types of bakery Products Yeast products

White Bread French Bread Croissant Rolls

o Researcho Presentationo Brainstorming

983085 Reference books

Chapatti Samosa dough

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Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

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MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

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bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

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Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

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Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

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Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

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Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 33: Curriculum Cooker

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32Manage Sheets inexcel workbook

bull Selecting a sheet

bull Renaming a sheet

bull Insert new sheetsbull Moving a sheet in a workbook

bull Deleting a sheet

-Practical exercisesOn Managing sheets in excel

workbook

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector

33Format cells andtheir contents

bull Formatting text and cells

- Choosing fontsizecolour

- Adjusting Cow height

- Alignment of cell - Number format

- Inserting rows

- Merging cells

- Creating borders

- Patterns

-Practical exercises in groups andindividual homework onformatting cells

-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer

-Projector

34Use some functionsand performmathematical operations

bull Numbers and Mathematicalcalculations

- Addition - Multiplication - Division - Subtraction - AutoSum

- Absolute and relativeReference - Function

Average Minimum Maximum

-Practical exercises in groups andindividual homework onformatting cells-Compile activities reports

-Computer Lab With Currentspreadsheet package installedin each computer-Projector

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35 Print an excelworksheet

bull Page setupbull Print previewbull

Print dialogue boxbull Print optionsbull Print one or more copiesbull Print in blackwhite or colorbull Print page rangesbull Printing a selection

-Print one or more copies of aworksheet

-Print colour or white and blackworksheet-practical exercises (individualand in group)-print horizontallyvertically

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector-Printer

Learning Unit 4 Use Presentation application Learning hours 5

Learning outcomes Learning outcomes Learning outcomes Learning outcomes

41Launch Ms Powerpoint

bull Power point Definition

bull Role

bull Power point environment

- Title Bar

- Menu Bar- Toolbars

- Formatting tool bar

- Title

- Sub title

-Using a power pointpresentation with slide showgetfeedback from learners on thearea of application of Ms powerpoint-Launch powerpoint and observethe screen individual exercises

-Computer Lab With Currentpresentation Software installed in each computer-Projector

42Create a newpresentation

bull Creating new presentation

bull Blank presentation

bull Design template

bull Auto content wizards

-Create presentation using thevarious methods-practical exercises (individualand in groups)

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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43Create Insert a slide bull Creating a slide

bull Inserting a slide

bull Modifying a slide

-Exercises on creating insertingand modifying a slide

-Computer Lab With Currentpresentation Software

installed in each computer-Projector

44Insert Graphics bull GraphicsClip artWord

ArtLibrary ImagesInserting

image from file

Exercises on inserting images inthe slides

-Computer Lab With Currentpresentation Software installed in each computer-Projector

45Convert word

documents toPowerPoint presentation

bull Copy Cut Move

bull Process of conversion

-Practical exercises on File

transformation

-Computer Lab With Current

presentation Software installed in each computer-Projector

46Animate apresentation

bull Animation

bull Custom animation

bull Slide transition

-Familiarize with animation of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

47Use DifferentPresentation view

bull Normal View

bull Slide Sorter view

bull Slide show

-Switch between the views toimprove the presentation-Group discussion andbrainstorming

-Computer Lab With Currentpresentation Software installed in each computer-Projector

48 Print a presentation bull Printing a presentation

bull Print preview

bull Printing a copy or multiple

-Exercises on printing in blackand white or in colour printingone or more copies of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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36

copies

bull Printing one slide on a page

bull Printing more slides on a page

Learning Unit 5 Use InternetIntranet (Outlook) Learning hours 5

Learning outcomes Contents Learning activities Resources

51 Define and explain awebsite

bull Introduction

World wide web

Web page

Web site

-Visit web sites and browsedifferent pages-Group discussion based onobservation

-Internet Connection-Computer Lab-projector

52Interact throughinstant messaging

(Chatting)

bull Definition

bull Steps to create a chat account

bull Chatting options

Instant messaging with or

no web cam

Calling

Sending files

-Group Discussion on Interactingthrough instant messaging

-Exercises on chatting in groups-Compile activities reports

-Internet Connection-Computer Lab

-projector

53Use search Engines(example Google)bull

Search engines- Definition

- Role

- Some Types of search

engine

wwwGooglecom

-Perform practical exercises onthe use of search engines -Internet Connection-Computer Lab-projector

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wwwYahoocom

54Create Managefavorites using internetexplorer

bull Favorites

- Create Favorites

- Rename Move Favorites

-Practical exercises on creatingmoving and renaming favorites

-Internet Connection-Computer Lab-projector

55Browse the internetusing the hyperlinks

bull Web Browser

- Browser buttons

- Address bar

- Status bar

- Scroll bar

- Home page

- FrontBack arrows

- Refresh button

- Start page

-Open a web using the addressbar-Browse different web pages

-practical exercises On Browsinginternet using hyperlink

-Internet Connection-Computer Lab-projector

56Download andUpload files usinginternet

bull Downloadingbull File attachment

-Practical exercises ondownloading and uploading filesusing internet

-Internet Connection-Computer Lab-projector

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MODULE 6 Mise en place and cooking methods

Competence Organise and cook food

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to use kitchen equipment and tools to prepare mise en place and use basic cookingmethods

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 hygiene and food safety

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be ableto

Performance criteria

1 Select and use cooking equipment andtechnology

11 Appropriate equipment and technology is selected for particular cookingmethods

12 Equipment is used hygienically safely and according to manufacturerinstructions

2 Prepare mise en place 21 Ingredients are identified and obtained according to standards recipe

22 Ingredients are prepared according to the correct quantity type and quality

3 Prepare and cook food using basic methods ofcooking

31 Various cooking methods are used to prepare dishes to enterprise standard

32 Correct quantities and ratios of commodities for specific cooking methods arecalculated

33 Cooking process is completed in a logical and safe manner

34 Problems with the cooking process are identified promptly and take correctiveaction

35 Dishes are prepared using a range of methods and current technology withinacceptable enterprise and customer timeframes

36 Work cooperatively with kitchen and front-of-house colleagues to ensure timelypreparation of dishes

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and use cooking equipment and technology Learning hours 20

Learning outcomes Content Leaning activities Resources

11 Identify kitchenequipment and tools

bull Specification of Kitchenequipment amp tools

bull Kitchen orientation

o Group discussiono Researcho Role Playo

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

12 Use and maintain Kitchenequipment and tools

bull

Hand tools

bull Electrical toolsbull Heavy equipment

o Group discussiono Researcho Role Play

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

Learning unit 2 Prepare mise en place Learning hours 20

Learning outcomes Content Leaning activities Resources

21 Identify ingredients for arecipe

bull Types of food itemsbull Characteristics and uses of food

items

o Group discussiono Researcho Role Play

983085 Recipe book983085 Reference Books983085 Flipchart markers-

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bull Contents of recipebull Quantities in function of

number of customers to be

servedbull Quality of ingredients

983085 Projectors983085 Board983085 Laptops

22 Prepare ingredients bull Cleaning techniquesbull Pealing and cutting techniquesbull Measuring and weighingbull Storage for different type of

ingredients

o Demonstrationo Individual practice

983085 Kitchen equipment Kitchentools

23 Apply checklist procedures bull FIFObull LIFObull Verification of quality product

o Group discussiono Demonstrationo Individual practiceo Role Play

983085 Recipe book Flipchart

983085 Markers983085 Tags983085 Products983085 Bin cards983085 Checklist

Learning unit 3 Prepare and cook food using basic methods of cooking Learning hours 20

Learning outcomes Content Leaning activities Resources

31 Identify the differentcooking methods

bull Types of cooking methods Boiling Deep frying Stir-frying

Baking Steaming Simmering skimming grilling roasting broiling

o Small group discussiono Demonstrationo Individual practice

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42

smoking poaching

bull Characteristics of different

foods and appropriate cookingmethods

bull Underlying principles of all basiccooking methods

bull Effect of different cookingmethods on the nutritionalvalue of food

32 Cook basic dishes using arange of methods

bull Basic dishes o Demonstrationo Individual practice

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MODULE 7 Salads and Sandwiches

Competence Prepare salads and sandwiches

RTQF LEVEL CREDITS 4 LEARNING HOURS 40

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present different sorts of salads and sandwiches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare and present a variety of salads anddressings

11 Suitable ingredients are chosen

12 Salads are prepared using fresh ingredients and respecting nutritional valueeating characteristics and taste

13 Suitable sauces and dressings are prepared and incorporated into or servedwith salad

14 Salads are presented attractively

2 Prepare and present sandwiches 21 Suitable bases are selected from a range of bread types

22 A variety of sandwich types are prepared using a range of appropriate

techniques

23 Appropriate equipment is selected for toasting and heating sandwiches andused correctly and safely

24 Sandwiches are present in an attractive manner using suitable garnishesand serviceware

3 Store salads and sandwiches 31 Store salads and sandwiches hygienically at the correct temperature in

appropriate conditions and containers to maintain freshness taste andquality

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare and present a variety of salad and dressings Learning hours 20

Learning Outcome Content Learning Activities Resources

11 Identify ingredients for

salads

bull Commodities and food

combinations for use in salads

o Researcho Presentationo Group work

983085 Salad recipes

12 Prepare salads bull Types of salads Simple Compound

bull Components of salads Base Body Dressing Garnish

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls

983085 Knife sets

983085 Required ingredients983085 Cutting Board

13 Prepare dressings bull Types of salad dressing French dressing

Italian dressing Dijon dressing Vinaigrette Thousand Island dressing

bull Compatibility of dressings withdifferent types of salads

o Researcho Presentationo Demonstrationo Individual practice

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14 Present salads bull Methods of attractivepresentation for salads anddressings

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 2 Prepare Sandwiches Learning hours 15

Learning outcome Content Learning Activity Resources

21 Identify ingredients forsandwiches

bull Suitable breads White bread Wheat bread Buns Baguette

bull Suitable filling Cheese Ham Fried eggs Vegetables Cooked meat

o Presentationo Research

983085 Sandwiches recipes

22 Prepare sandwiches bull Types of Sandwiches Hot Cold

bull Food combinations forsandwiches

bull Preparation techniques spreading layering portioning moulding cutting garnishing

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls983085 Knife sets983085 Required ingredients983085 Salamander983085 Cutting Board

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toasting

23 Present sandwiches bull Methods of attractivepresentation for sandwiches

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 3 Store salads and sandwiches Learning hours 5

Learning outcome Content Learning Activity Resources

31 Store salads andsandwiches

bull Suitable storage techniques tomaintain optimum quality ofingredients

bull Types of containers

o Presentationo Demonstrationo Individual practice

983085 Containers983085 Fridge

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MODULE 9 Pasta and starches

Competence Cook pasta and starches

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present pastas and starches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare pasta 11 The different types of pasta are identified

12 Various pasta are prepared using appropriate methods to ensure optimumquality

13 Appropriate sauces and accompaniments are selected

2 Prepare starches 21 The different types of starches are identified

22 Various starches are prepared using appropriate methods to ensureoptimum quality

Appropriate sauces and accompaniments are selected

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare Pasta Learning hours 30

Learning outcome Content Learning Activities Resources

11 identify the different types

of pasta

bull Types of Pasta amp their products

Egg Pasta Noodles

Egg less pasta Spaghetti

White pasta Lasagna

Green Pasta Green lasagna

Stuffed Past Ravioli Cannelloni Lunette

Dessert Pasta Poppy seed pasta Cinnamon pasta

Dumpling Pasta Gnocchi

Whole wheat

o Researcho Presentation

983085 Reference books

983085 recipes

12 Prepare pasta dishes bull Cooking methods Boiling Stir-frying Baking

o Demonstrationo Researcho Individual practiceso Presentation

983085 Recipes983085 Baking trays983085 Baking Ovens983085 Required ingredients

S C k

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Steaming 983085 Cooking pans983085 Pasta roller983085 Flip chart

983085 Markers

983085 Boards983085 Tongs983085 Forks983085 Plates

13 Present pasta dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

Learning Unit 2 Prepare Starches Learning hours 30

Learning outcome Content Learning Activities Resources

21 Identify the differenttypes of pasta

bull Starch products Cassava Yams Sweet potatoes Rice Maize meal

o Researcho Presentation

983085 Reference books983085 recipes

21 Prepare starch products bull Cooking methods Boiling Deep frying Stir-frying Baking Steaming

o Demonstrationo Individual practices

983085 Baking trays983085 Baking Ovens983085 Required ingredients983085 Cooking pans983085 Steaming Machine983085 Flip chart

983085 Markers

983085 Boards983085 Forks983085 Spoons983085 Plates

23 Present starch dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

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MODULE 10 Stocks sauces and soups

Competence Prepare stocks sauces and soups

RTQF LEVEL CREDITS 10 LEARNING HOURS 100

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare different types of stocks soups and sauces

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplace

Module 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare stocks required for menu items 11 Ingredients and flavouring agents are uses according to standard recipes

12 A variety of stocks are produced

2 Prepare sauces required for menu items 21 A variety of hot and cold sauces are produced from classical andcontemporary recipes

22 A variety of thickening agents and convenience products are usedappropriately

23 Sauces are evaluated for flavour colour and consistency and any problemsare rectified

3 Prepare soups 31 The correct ingredients are selected and assembled to produce soupsincluding stocks and prepared garnishes

32 A variety of soups is produced

33Clarifying and thickening agents and methods are used where appropriate

34 Soups are evaluated for flavour colour consistency and temperature and anyproblems are rectified

35 Soups are presented at the right temperature in clean serviceware withoutdrips and spills using suitable garnishes and accompaniments

4 St d tit t t k d 4 1

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4 Store and reconstitute stocks sauces and soups 41 Store stocks sauces and soups to maintain optimum freshness and quality

42 Reconstitute stocks sauces and soups to appropriate standards ofconsistency

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Prepare stocks required for menu items Learning hours 30

Learning outcomes Content Learning activities Resources

11 Identify the ingredients

for different types of stocks

bull Types of stocks

Vegetable stock Beef stock Chicken stock Fish stock

bull Ingredients

o Group discussion

o Presentationo research

983085 reference books

983085 recipes

12 Cook various stocks bull Cooking methods Boiling Simmering Skimming Cooling Straining

o Applicationo Exerciseo Demonstration

983085 Equipments983085 Tools

983085 CLeaning products

983085 Cleaning materials983085 Stock pots983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

Learning unit 2 Prepare sauces required for menu items Learning hours 30

Learning outcomes Content Leaning activities Resources

21 Identify the ingredientsfor different types of sauces

bull Types of sauces Cold sauces Hot sauces

o Demonstrationo Individual practiceo Presentation

983085 Books983085 Flipchart983085 Markers Projectors

Mother sauces 983085 White board Laptops

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Mother sauces Basic Derivations Special sauces

White board Laptops983085 Recipe books

22 Identify equipments bull Identification of Tools andequipments sauce pots blender strainer sauce ladles knife set spatulas

cutting boards lighter stove

o Explanationo Demonstrationo Individual practice

983085 Books

983085 Flipchart Markers983085 Projectors983085 White board983085 Laptops983085 Recipe books983085 Menu

23 Prepare sauces bull Methods of cooking Boiling Simmering

bull Thickening agents Roux Cornflour Modified starch Liaison

o Explanationo Demonstrationo Individual practice

983085 Equipments983085 Tools983085 Cleaning products983085 Cleaning materials

983085 Stock pots

983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

24 Evaluate the quality ofsauces and rectify thembull Common problems in saucesbull Techniques to rectify sauces

o Observationo Group worko Individual practice

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Learning unit 3 Prepare soup Learning hours 30

Learning outcomes Content Leaning activities Resources

31 Identify the ingredientsfor different types of sauces

bull Types of soup Clear soups Pureacutee soups Cream soups

bull Ingredients

o Researcho Brainstorming

983085 Recipe guide983085 Cooking books

32 Prepare different types of

soup

bull Method of cooking Boiling

bull Thickening agents

o Demonstrationo Individual practiceo Presentation

983085 Note book

983085 pens

983085 Board983085 Markers983085 Fish stock983085 Beef stock983085 Vegetable stock983085 Strainers

33 Evaluate the quality ofsoups and rectify them

bull Common problems in soupsbull Techniques to rectify soups

o Observationo Group worko Individual practice

34 Present soup bull Presentation techniquesbull Garnishing techniquesbull Soup accompaniments

o Observationo Individual practice

983085 Plates983085 Bowls

Learning unit 4 Store and reconstitute stocks sauces and soups Learning hours 10

Learning outcomes Content Leaning activities Resources41 Store stocks sauces andsoups

bull Storage techniques andprocedures

bull Labelling

o Demonstrationo Explanationo Individual practice

983085 Pots983085 Fridge983085 Freezer983085 Labelling cards

42 Reconstitute stockssauces and soups

bull Reheating techniquesbull Principles of hygiene

983085 Equipment

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MODULE 11 Meat poultry and fish

Competence Select prepare and cook meat poultry and fish

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safety

Module 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unit Performance criteria

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gBy the end of the module the trainee will be able to

1 Select and purchase poultry meat and fish11 Poultry is selected and purchased according to quantity and quality required

12 Primary secondary and portioned cuts of pork goat beef and veal are selectedaccording to quantity and quality required

13 Fish is selected according to quality according to quantity and quality required

14 Low-cost cuts and meat products are selected when and where appropriate

15 The best supplier for quality and price is selected

2 Handle and store meat poultry and fish 21 Suitable knives and equipment for poultry meat and fish handling is selected andused

22 Poultry meat and fish are handled and portioned according to menu requirementsand hygienically to minimise risk of food spoilage or cross-contamination

23 Poultry meat and fish are stored hygienically ensuring optimal storage conditions andappropriate temperature are maintained

24 Frozen poultry meat and fish are thawed correctly to ensure maximum qualityhygiene and nutrition

3 Cook basic poultry meat and fish dishes 31 Suitable equipment for poultry meat and fish preparation and cooking is selected andused

32 Suitable marinades are prepared and used where appropriate for a variety of poultrymeat and fish cuts

33 A variety of appropriate cooking methods are used for basic poultry meat and fishdishes

34 A variety basic poultry meat and fish dishes are cooked and presented to standardrecipe specifications

35 Poultry meat and fish dishes are presented using suitable sauces garnishes andaccompaniments

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and purchase poultry meat and fish Learning hours 10

Learning outcomes Content Leaning activities Resources

11 Identify different types of

poultry meat and fish

bull Types of poultry

Chicken Turkey Duck

bull Types of meat Beef Veal Lamb Goat

Porkbull Types of fish

White fish Oily fish Shellfish

o Research

o Brainstormingo Group worko Presentationo

983085 Resource books

12 Select poultry meat andfish

bull Chicken meat and fish cutsbull Processed productsbull Quality criteria for selecting

fresh and healthy chicken meatand fish Quality points for poultry- Smell- Skin- Colour

o Visit of butcheryo Group worko Researcho Presentation

983085 Resource books

- Flexible breastboneUnbroken bones

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- Unbroken bones

Quality points for meat

- Smell- Colour- Compact structure- Texture and colour of fat- Kidney covered with fat

Quality points for Fish- Eyes- Gills- Fresh

- Scales- Skin- Smell- Guts

Learning unit 2 Handle and store meat poultry and fish Learning hours 40

Learning outcomes Content Leaning activities Resources

11 Handle and portionchickenbull

Techniques De-boning Filleting

bull Appropriate equipment andknives

o

Explanation-Demonstrationo Group discussiono Individual Practice

983085

Knife set983085 Cutting Board983085 Reference books983085 Flip chart983085 Markers983085 Board983085 Meat Tag983085 Weighing

983085 Scales

12 Handle and portion meat bull Preparation of butcherrsquos meatDeboning

o Demonstrationindividual practice

983085 Weighing scaleKnife Set

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- Deboning- Portioning

- Cutting- Trimming

- Mincing bull Appropriate equipment and

knives

o individual practice 983085 Knife Set983085 Cutting boards

983085 Slicing machine

983085 Flip Chart983085 Boards983085 Markers

13 Handle and portion fish bull Preparation of fish Gutting portioning Scaling Filleting Skinning

o Demonstrationo Individual practice

983085 Flip chat983085 Markers983085 Board983085

Laptop983085 Projector983085 Cutting board983085 Knife set983085 weighing scale

14 Store chicken meat andfish

bull Storage standards Chemical Store Dry Store

Perishable Freezer Quality and Quantity

bull Preservation methods Salting Smoking Drying Canning

Freezing Marinating

bull Orderingbull Receivingbull Issuing

o Demonstrationo Individual practice

983085 Freezer983085 Fridge983085 Reference Books

983085 Flip chart

983085 Markers983085 Board983085 Scale983085 Shelves983085 Containers983085 Trolley983085 Probe Thermometer

983085 Purchasing order

983085 Receiving form983085 Requisition form

15 Thaw chicken meat andfish

bull Defrosting techniquesbull Health and hygiene regulations

o Demonstrationo Individual practice

983085 drip tray

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Learning unit 3 Cook and present basic poultry meat and fish dishes Learning hours 70

Learning outcomes Content Leaning activities Resources

21 Cook and present basicpoultry dishes

bull Marinating Herbs Oil spices

bull Cooking method

steaming grilling roasting boiling baking broiling smoking poaching

bull Seasoning salt black pepper or white

pepper

bull Presentation techniques

o Demonstrationo Individual practice

983085 Recipes983085 Heavy pans983085 Frying pans983085 Chopping board983085 Knives

983085 Flip chat

983085 Markers983085 Board983085 Laptop983085 Projector983085 Cutting board983085 Knife set983085 Weighing scale

983085 Oil

983085 Onions983085 Garlic983085 Rose mary983085 Salt983085 Light soya sauce

22 Cook and present basicmeat dishes 23 Cook and present basic

fish dishes

MODULE 12 Basic pastries and cakes

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MODULE 12 Basic pastries and cakes

Competence Make basic pastries and cakes

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

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

1 Prepare basic pastries and cakes 11 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are prepared

12 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are decorated

13 Suitable equipment safely and efficiently selected and used

2 Prepare and produce bakery products 21 A range of yeast-based doughs are prepared to standard recipes

22 Suitable equipment safely and efficiently selected and used

3 Portion and store pastries cakes and yeast goods 31 Portion control is applied to minimise wastage

32 Cakes pastry and bakery products Store to minimise spoilage and wastage

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare basic pastries and cakes Credit6

Learning Outcome Content Learning Activities Resources11 Identify different types ofpastries and cakes

bull Types of Pastry Products Sponge cakes Choux paste Sugar paste Sweet bread Cookies

o Researcho Presentationo Brainstorming

983085 Reference books

Mousses Ice cream

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doughnuts

12 Prepare basic pastryproducts

bull Sponge cakes Preparation techniques Baking techniques

bull Doughnuts Preparation techniques Baking techniques

bull Cookies Preparation techniques Baking techniques

o Demonstrationo Individual practices

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons13 Decorate pastries and

cakesbull Fillings

Butter cream Fruit Jam

bull Sauces Chocolate sauce Custard Sauce Strawberry Vanilla

o Demonstrationo Individual practiceso

Learning Unit 2 Prepare and produce bakery products

Learning outcomes Content Leaning activities Resources21 Identify different types ofbakery products

bull Types of bakery Products Yeast products

White Bread French Bread Croissant Rolls

o Researcho Presentationo Brainstorming

983085 Reference books

Chapatti Samosa dough

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Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

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MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

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bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

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Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

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Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

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Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

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Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 34: Curriculum Cooker

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34

35 Print an excelworksheet

bull Page setupbull Print previewbull

Print dialogue boxbull Print optionsbull Print one or more copiesbull Print in blackwhite or colorbull Print page rangesbull Printing a selection

-Print one or more copies of aworksheet

-Print colour or white and blackworksheet-practical exercises (individualand in group)-print horizontallyvertically

-Computer Lab With Currentspreadsheet package installed

in each computer-Projector-Printer

Learning Unit 4 Use Presentation application Learning hours 5

Learning outcomes Learning outcomes Learning outcomes Learning outcomes

41Launch Ms Powerpoint

bull Power point Definition

bull Role

bull Power point environment

- Title Bar

- Menu Bar- Toolbars

- Formatting tool bar

- Title

- Sub title

-Using a power pointpresentation with slide showgetfeedback from learners on thearea of application of Ms powerpoint-Launch powerpoint and observethe screen individual exercises

-Computer Lab With Currentpresentation Software installed in each computer-Projector

42Create a newpresentation

bull Creating new presentation

bull Blank presentation

bull Design template

bull Auto content wizards

-Create presentation using thevarious methods-practical exercises (individualand in groups)

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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43Create Insert a slide bull Creating a slide

bull Inserting a slide

bull Modifying a slide

-Exercises on creating insertingand modifying a slide

-Computer Lab With Currentpresentation Software

installed in each computer-Projector

44Insert Graphics bull GraphicsClip artWord

ArtLibrary ImagesInserting

image from file

Exercises on inserting images inthe slides

-Computer Lab With Currentpresentation Software installed in each computer-Projector

45Convert word

documents toPowerPoint presentation

bull Copy Cut Move

bull Process of conversion

-Practical exercises on File

transformation

-Computer Lab With Current

presentation Software installed in each computer-Projector

46Animate apresentation

bull Animation

bull Custom animation

bull Slide transition

-Familiarize with animation of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

47Use DifferentPresentation view

bull Normal View

bull Slide Sorter view

bull Slide show

-Switch between the views toimprove the presentation-Group discussion andbrainstorming

-Computer Lab With Currentpresentation Software installed in each computer-Projector

48 Print a presentation bull Printing a presentation

bull Print preview

bull Printing a copy or multiple

-Exercises on printing in blackand white or in colour printingone or more copies of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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36

copies

bull Printing one slide on a page

bull Printing more slides on a page

Learning Unit 5 Use InternetIntranet (Outlook) Learning hours 5

Learning outcomes Contents Learning activities Resources

51 Define and explain awebsite

bull Introduction

World wide web

Web page

Web site

-Visit web sites and browsedifferent pages-Group discussion based onobservation

-Internet Connection-Computer Lab-projector

52Interact throughinstant messaging

(Chatting)

bull Definition

bull Steps to create a chat account

bull Chatting options

Instant messaging with or

no web cam

Calling

Sending files

-Group Discussion on Interactingthrough instant messaging

-Exercises on chatting in groups-Compile activities reports

-Internet Connection-Computer Lab

-projector

53Use search Engines(example Google)bull

Search engines- Definition

- Role

- Some Types of search

engine

wwwGooglecom

-Perform practical exercises onthe use of search engines -Internet Connection-Computer Lab-projector

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37

wwwYahoocom

54Create Managefavorites using internetexplorer

bull Favorites

- Create Favorites

- Rename Move Favorites

-Practical exercises on creatingmoving and renaming favorites

-Internet Connection-Computer Lab-projector

55Browse the internetusing the hyperlinks

bull Web Browser

- Browser buttons

- Address bar

- Status bar

- Scroll bar

- Home page

- FrontBack arrows

- Refresh button

- Start page

-Open a web using the addressbar-Browse different web pages

-practical exercises On Browsinginternet using hyperlink

-Internet Connection-Computer Lab-projector

56Download andUpload files usinginternet

bull Downloadingbull File attachment

-Practical exercises ondownloading and uploading filesusing internet

-Internet Connection-Computer Lab-projector

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MODULE 6 Mise en place and cooking methods

Competence Organise and cook food

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to use kitchen equipment and tools to prepare mise en place and use basic cookingmethods

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 hygiene and food safety

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be ableto

Performance criteria

1 Select and use cooking equipment andtechnology

11 Appropriate equipment and technology is selected for particular cookingmethods

12 Equipment is used hygienically safely and according to manufacturerinstructions

2 Prepare mise en place 21 Ingredients are identified and obtained according to standards recipe

22 Ingredients are prepared according to the correct quantity type and quality

3 Prepare and cook food using basic methods ofcooking

31 Various cooking methods are used to prepare dishes to enterprise standard

32 Correct quantities and ratios of commodities for specific cooking methods arecalculated

33 Cooking process is completed in a logical and safe manner

34 Problems with the cooking process are identified promptly and take correctiveaction

35 Dishes are prepared using a range of methods and current technology withinacceptable enterprise and customer timeframes

36 Work cooperatively with kitchen and front-of-house colleagues to ensure timelypreparation of dishes

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and use cooking equipment and technology Learning hours 20

Learning outcomes Content Leaning activities Resources

11 Identify kitchenequipment and tools

bull Specification of Kitchenequipment amp tools

bull Kitchen orientation

o Group discussiono Researcho Role Playo

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

12 Use and maintain Kitchenequipment and tools

bull

Hand tools

bull Electrical toolsbull Heavy equipment

o Group discussiono Researcho Role Play

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

Learning unit 2 Prepare mise en place Learning hours 20

Learning outcomes Content Leaning activities Resources

21 Identify ingredients for arecipe

bull Types of food itemsbull Characteristics and uses of food

items

o Group discussiono Researcho Role Play

983085 Recipe book983085 Reference Books983085 Flipchart markers-

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bull Contents of recipebull Quantities in function of

number of customers to be

servedbull Quality of ingredients

983085 Projectors983085 Board983085 Laptops

22 Prepare ingredients bull Cleaning techniquesbull Pealing and cutting techniquesbull Measuring and weighingbull Storage for different type of

ingredients

o Demonstrationo Individual practice

983085 Kitchen equipment Kitchentools

23 Apply checklist procedures bull FIFObull LIFObull Verification of quality product

o Group discussiono Demonstrationo Individual practiceo Role Play

983085 Recipe book Flipchart

983085 Markers983085 Tags983085 Products983085 Bin cards983085 Checklist

Learning unit 3 Prepare and cook food using basic methods of cooking Learning hours 20

Learning outcomes Content Leaning activities Resources

31 Identify the differentcooking methods

bull Types of cooking methods Boiling Deep frying Stir-frying

Baking Steaming Simmering skimming grilling roasting broiling

o Small group discussiono Demonstrationo Individual practice

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42

smoking poaching

bull Characteristics of different

foods and appropriate cookingmethods

bull Underlying principles of all basiccooking methods

bull Effect of different cookingmethods on the nutritionalvalue of food

32 Cook basic dishes using arange of methods

bull Basic dishes o Demonstrationo Individual practice

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43

MODULE 7 Salads and Sandwiches

Competence Prepare salads and sandwiches

RTQF LEVEL CREDITS 4 LEARNING HOURS 40

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present different sorts of salads and sandwiches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare and present a variety of salads anddressings

11 Suitable ingredients are chosen

12 Salads are prepared using fresh ingredients and respecting nutritional valueeating characteristics and taste

13 Suitable sauces and dressings are prepared and incorporated into or servedwith salad

14 Salads are presented attractively

2 Prepare and present sandwiches 21 Suitable bases are selected from a range of bread types

22 A variety of sandwich types are prepared using a range of appropriate

techniques

23 Appropriate equipment is selected for toasting and heating sandwiches andused correctly and safely

24 Sandwiches are present in an attractive manner using suitable garnishesand serviceware

3 Store salads and sandwiches 31 Store salads and sandwiches hygienically at the correct temperature in

appropriate conditions and containers to maintain freshness taste andquality

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare and present a variety of salad and dressings Learning hours 20

Learning Outcome Content Learning Activities Resources

11 Identify ingredients for

salads

bull Commodities and food

combinations for use in salads

o Researcho Presentationo Group work

983085 Salad recipes

12 Prepare salads bull Types of salads Simple Compound

bull Components of salads Base Body Dressing Garnish

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls

983085 Knife sets

983085 Required ingredients983085 Cutting Board

13 Prepare dressings bull Types of salad dressing French dressing

Italian dressing Dijon dressing Vinaigrette Thousand Island dressing

bull Compatibility of dressings withdifferent types of salads

o Researcho Presentationo Demonstrationo Individual practice

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14 Present salads bull Methods of attractivepresentation for salads anddressings

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 2 Prepare Sandwiches Learning hours 15

Learning outcome Content Learning Activity Resources

21 Identify ingredients forsandwiches

bull Suitable breads White bread Wheat bread Buns Baguette

bull Suitable filling Cheese Ham Fried eggs Vegetables Cooked meat

o Presentationo Research

983085 Sandwiches recipes

22 Prepare sandwiches bull Types of Sandwiches Hot Cold

bull Food combinations forsandwiches

bull Preparation techniques spreading layering portioning moulding cutting garnishing

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls983085 Knife sets983085 Required ingredients983085 Salamander983085 Cutting Board

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toasting

23 Present sandwiches bull Methods of attractivepresentation for sandwiches

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 3 Store salads and sandwiches Learning hours 5

Learning outcome Content Learning Activity Resources

31 Store salads andsandwiches

bull Suitable storage techniques tomaintain optimum quality ofingredients

bull Types of containers

o Presentationo Demonstrationo Individual practice

983085 Containers983085 Fridge

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MODULE 9 Pasta and starches

Competence Cook pasta and starches

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present pastas and starches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare pasta 11 The different types of pasta are identified

12 Various pasta are prepared using appropriate methods to ensure optimumquality

13 Appropriate sauces and accompaniments are selected

2 Prepare starches 21 The different types of starches are identified

22 Various starches are prepared using appropriate methods to ensureoptimum quality

Appropriate sauces and accompaniments are selected

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare Pasta Learning hours 30

Learning outcome Content Learning Activities Resources

11 identify the different types

of pasta

bull Types of Pasta amp their products

Egg Pasta Noodles

Egg less pasta Spaghetti

White pasta Lasagna

Green Pasta Green lasagna

Stuffed Past Ravioli Cannelloni Lunette

Dessert Pasta Poppy seed pasta Cinnamon pasta

Dumpling Pasta Gnocchi

Whole wheat

o Researcho Presentation

983085 Reference books

983085 recipes

12 Prepare pasta dishes bull Cooking methods Boiling Stir-frying Baking

o Demonstrationo Researcho Individual practiceso Presentation

983085 Recipes983085 Baking trays983085 Baking Ovens983085 Required ingredients

S C k

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Steaming 983085 Cooking pans983085 Pasta roller983085 Flip chart

983085 Markers

983085 Boards983085 Tongs983085 Forks983085 Plates

13 Present pasta dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

Learning Unit 2 Prepare Starches Learning hours 30

Learning outcome Content Learning Activities Resources

21 Identify the differenttypes of pasta

bull Starch products Cassava Yams Sweet potatoes Rice Maize meal

o Researcho Presentation

983085 Reference books983085 recipes

21 Prepare starch products bull Cooking methods Boiling Deep frying Stir-frying Baking Steaming

o Demonstrationo Individual practices

983085 Baking trays983085 Baking Ovens983085 Required ingredients983085 Cooking pans983085 Steaming Machine983085 Flip chart

983085 Markers

983085 Boards983085 Forks983085 Spoons983085 Plates

23 Present starch dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

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MODULE 10 Stocks sauces and soups

Competence Prepare stocks sauces and soups

RTQF LEVEL CREDITS 10 LEARNING HOURS 100

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare different types of stocks soups and sauces

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplace

Module 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare stocks required for menu items 11 Ingredients and flavouring agents are uses according to standard recipes

12 A variety of stocks are produced

2 Prepare sauces required for menu items 21 A variety of hot and cold sauces are produced from classical andcontemporary recipes

22 A variety of thickening agents and convenience products are usedappropriately

23 Sauces are evaluated for flavour colour and consistency and any problemsare rectified

3 Prepare soups 31 The correct ingredients are selected and assembled to produce soupsincluding stocks and prepared garnishes

32 A variety of soups is produced

33Clarifying and thickening agents and methods are used where appropriate

34 Soups are evaluated for flavour colour consistency and temperature and anyproblems are rectified

35 Soups are presented at the right temperature in clean serviceware withoutdrips and spills using suitable garnishes and accompaniments

4 St d tit t t k d 4 1

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4 Store and reconstitute stocks sauces and soups 41 Store stocks sauces and soups to maintain optimum freshness and quality

42 Reconstitute stocks sauces and soups to appropriate standards ofconsistency

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Prepare stocks required for menu items Learning hours 30

Learning outcomes Content Learning activities Resources

11 Identify the ingredients

for different types of stocks

bull Types of stocks

Vegetable stock Beef stock Chicken stock Fish stock

bull Ingredients

o Group discussion

o Presentationo research

983085 reference books

983085 recipes

12 Cook various stocks bull Cooking methods Boiling Simmering Skimming Cooling Straining

o Applicationo Exerciseo Demonstration

983085 Equipments983085 Tools

983085 CLeaning products

983085 Cleaning materials983085 Stock pots983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

Learning unit 2 Prepare sauces required for menu items Learning hours 30

Learning outcomes Content Leaning activities Resources

21 Identify the ingredientsfor different types of sauces

bull Types of sauces Cold sauces Hot sauces

o Demonstrationo Individual practiceo Presentation

983085 Books983085 Flipchart983085 Markers Projectors

Mother sauces 983085 White board Laptops

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Mother sauces Basic Derivations Special sauces

White board Laptops983085 Recipe books

22 Identify equipments bull Identification of Tools andequipments sauce pots blender strainer sauce ladles knife set spatulas

cutting boards lighter stove

o Explanationo Demonstrationo Individual practice

983085 Books

983085 Flipchart Markers983085 Projectors983085 White board983085 Laptops983085 Recipe books983085 Menu

23 Prepare sauces bull Methods of cooking Boiling Simmering

bull Thickening agents Roux Cornflour Modified starch Liaison

o Explanationo Demonstrationo Individual practice

983085 Equipments983085 Tools983085 Cleaning products983085 Cleaning materials

983085 Stock pots

983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

24 Evaluate the quality ofsauces and rectify thembull Common problems in saucesbull Techniques to rectify sauces

o Observationo Group worko Individual practice

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Learning unit 3 Prepare soup Learning hours 30

Learning outcomes Content Leaning activities Resources

31 Identify the ingredientsfor different types of sauces

bull Types of soup Clear soups Pureacutee soups Cream soups

bull Ingredients

o Researcho Brainstorming

983085 Recipe guide983085 Cooking books

32 Prepare different types of

soup

bull Method of cooking Boiling

bull Thickening agents

o Demonstrationo Individual practiceo Presentation

983085 Note book

983085 pens

983085 Board983085 Markers983085 Fish stock983085 Beef stock983085 Vegetable stock983085 Strainers

33 Evaluate the quality ofsoups and rectify them

bull Common problems in soupsbull Techniques to rectify soups

o Observationo Group worko Individual practice

34 Present soup bull Presentation techniquesbull Garnishing techniquesbull Soup accompaniments

o Observationo Individual practice

983085 Plates983085 Bowls

Learning unit 4 Store and reconstitute stocks sauces and soups Learning hours 10

Learning outcomes Content Leaning activities Resources41 Store stocks sauces andsoups

bull Storage techniques andprocedures

bull Labelling

o Demonstrationo Explanationo Individual practice

983085 Pots983085 Fridge983085 Freezer983085 Labelling cards

42 Reconstitute stockssauces and soups

bull Reheating techniquesbull Principles of hygiene

983085 Equipment

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MODULE 11 Meat poultry and fish

Competence Select prepare and cook meat poultry and fish

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safety

Module 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unit Performance criteria

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gBy the end of the module the trainee will be able to

1 Select and purchase poultry meat and fish11 Poultry is selected and purchased according to quantity and quality required

12 Primary secondary and portioned cuts of pork goat beef and veal are selectedaccording to quantity and quality required

13 Fish is selected according to quality according to quantity and quality required

14 Low-cost cuts and meat products are selected when and where appropriate

15 The best supplier for quality and price is selected

2 Handle and store meat poultry and fish 21 Suitable knives and equipment for poultry meat and fish handling is selected andused

22 Poultry meat and fish are handled and portioned according to menu requirementsand hygienically to minimise risk of food spoilage or cross-contamination

23 Poultry meat and fish are stored hygienically ensuring optimal storage conditions andappropriate temperature are maintained

24 Frozen poultry meat and fish are thawed correctly to ensure maximum qualityhygiene and nutrition

3 Cook basic poultry meat and fish dishes 31 Suitable equipment for poultry meat and fish preparation and cooking is selected andused

32 Suitable marinades are prepared and used where appropriate for a variety of poultrymeat and fish cuts

33 A variety of appropriate cooking methods are used for basic poultry meat and fishdishes

34 A variety basic poultry meat and fish dishes are cooked and presented to standardrecipe specifications

35 Poultry meat and fish dishes are presented using suitable sauces garnishes andaccompaniments

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and purchase poultry meat and fish Learning hours 10

Learning outcomes Content Leaning activities Resources

11 Identify different types of

poultry meat and fish

bull Types of poultry

Chicken Turkey Duck

bull Types of meat Beef Veal Lamb Goat

Porkbull Types of fish

White fish Oily fish Shellfish

o Research

o Brainstormingo Group worko Presentationo

983085 Resource books

12 Select poultry meat andfish

bull Chicken meat and fish cutsbull Processed productsbull Quality criteria for selecting

fresh and healthy chicken meatand fish Quality points for poultry- Smell- Skin- Colour

o Visit of butcheryo Group worko Researcho Presentation

983085 Resource books

- Flexible breastboneUnbroken bones

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- Unbroken bones

Quality points for meat

- Smell- Colour- Compact structure- Texture and colour of fat- Kidney covered with fat

Quality points for Fish- Eyes- Gills- Fresh

- Scales- Skin- Smell- Guts

Learning unit 2 Handle and store meat poultry and fish Learning hours 40

Learning outcomes Content Leaning activities Resources

11 Handle and portionchickenbull

Techniques De-boning Filleting

bull Appropriate equipment andknives

o

Explanation-Demonstrationo Group discussiono Individual Practice

983085

Knife set983085 Cutting Board983085 Reference books983085 Flip chart983085 Markers983085 Board983085 Meat Tag983085 Weighing

983085 Scales

12 Handle and portion meat bull Preparation of butcherrsquos meatDeboning

o Demonstrationindividual practice

983085 Weighing scaleKnife Set

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- Deboning- Portioning

- Cutting- Trimming

- Mincing bull Appropriate equipment and

knives

o individual practice 983085 Knife Set983085 Cutting boards

983085 Slicing machine

983085 Flip Chart983085 Boards983085 Markers

13 Handle and portion fish bull Preparation of fish Gutting portioning Scaling Filleting Skinning

o Demonstrationo Individual practice

983085 Flip chat983085 Markers983085 Board983085

Laptop983085 Projector983085 Cutting board983085 Knife set983085 weighing scale

14 Store chicken meat andfish

bull Storage standards Chemical Store Dry Store

Perishable Freezer Quality and Quantity

bull Preservation methods Salting Smoking Drying Canning

Freezing Marinating

bull Orderingbull Receivingbull Issuing

o Demonstrationo Individual practice

983085 Freezer983085 Fridge983085 Reference Books

983085 Flip chart

983085 Markers983085 Board983085 Scale983085 Shelves983085 Containers983085 Trolley983085 Probe Thermometer

983085 Purchasing order

983085 Receiving form983085 Requisition form

15 Thaw chicken meat andfish

bull Defrosting techniquesbull Health and hygiene regulations

o Demonstrationo Individual practice

983085 drip tray

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Learning unit 3 Cook and present basic poultry meat and fish dishes Learning hours 70

Learning outcomes Content Leaning activities Resources

21 Cook and present basicpoultry dishes

bull Marinating Herbs Oil spices

bull Cooking method

steaming grilling roasting boiling baking broiling smoking poaching

bull Seasoning salt black pepper or white

pepper

bull Presentation techniques

o Demonstrationo Individual practice

983085 Recipes983085 Heavy pans983085 Frying pans983085 Chopping board983085 Knives

983085 Flip chat

983085 Markers983085 Board983085 Laptop983085 Projector983085 Cutting board983085 Knife set983085 Weighing scale

983085 Oil

983085 Onions983085 Garlic983085 Rose mary983085 Salt983085 Light soya sauce

22 Cook and present basicmeat dishes 23 Cook and present basic

fish dishes

MODULE 12 Basic pastries and cakes

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MODULE 12 Basic pastries and cakes

Competence Make basic pastries and cakes

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

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

1 Prepare basic pastries and cakes 11 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are prepared

12 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are decorated

13 Suitable equipment safely and efficiently selected and used

2 Prepare and produce bakery products 21 A range of yeast-based doughs are prepared to standard recipes

22 Suitable equipment safely and efficiently selected and used

3 Portion and store pastries cakes and yeast goods 31 Portion control is applied to minimise wastage

32 Cakes pastry and bakery products Store to minimise spoilage and wastage

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare basic pastries and cakes Credit6

Learning Outcome Content Learning Activities Resources11 Identify different types ofpastries and cakes

bull Types of Pastry Products Sponge cakes Choux paste Sugar paste Sweet bread Cookies

o Researcho Presentationo Brainstorming

983085 Reference books

Mousses Ice cream

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doughnuts

12 Prepare basic pastryproducts

bull Sponge cakes Preparation techniques Baking techniques

bull Doughnuts Preparation techniques Baking techniques

bull Cookies Preparation techniques Baking techniques

o Demonstrationo Individual practices

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons13 Decorate pastries and

cakesbull Fillings

Butter cream Fruit Jam

bull Sauces Chocolate sauce Custard Sauce Strawberry Vanilla

o Demonstrationo Individual practiceso

Learning Unit 2 Prepare and produce bakery products

Learning outcomes Content Leaning activities Resources21 Identify different types ofbakery products

bull Types of bakery Products Yeast products

White Bread French Bread Croissant Rolls

o Researcho Presentationo Brainstorming

983085 Reference books

Chapatti Samosa dough

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Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

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MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

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bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

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Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

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Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

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Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

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Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 35: Curriculum Cooker

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43Create Insert a slide bull Creating a slide

bull Inserting a slide

bull Modifying a slide

-Exercises on creating insertingand modifying a slide

-Computer Lab With Currentpresentation Software

installed in each computer-Projector

44Insert Graphics bull GraphicsClip artWord

ArtLibrary ImagesInserting

image from file

Exercises on inserting images inthe slides

-Computer Lab With Currentpresentation Software installed in each computer-Projector

45Convert word

documents toPowerPoint presentation

bull Copy Cut Move

bull Process of conversion

-Practical exercises on File

transformation

-Computer Lab With Current

presentation Software installed in each computer-Projector

46Animate apresentation

bull Animation

bull Custom animation

bull Slide transition

-Familiarize with animation of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

47Use DifferentPresentation view

bull Normal View

bull Slide Sorter view

bull Slide show

-Switch between the views toimprove the presentation-Group discussion andbrainstorming

-Computer Lab With Currentpresentation Software installed in each computer-Projector

48 Print a presentation bull Printing a presentation

bull Print preview

bull Printing a copy or multiple

-Exercises on printing in blackand white or in colour printingone or more copies of apresentation

-Computer Lab With Currentpresentation Software installed in each computer-Projector

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copies

bull Printing one slide on a page

bull Printing more slides on a page

Learning Unit 5 Use InternetIntranet (Outlook) Learning hours 5

Learning outcomes Contents Learning activities Resources

51 Define and explain awebsite

bull Introduction

World wide web

Web page

Web site

-Visit web sites and browsedifferent pages-Group discussion based onobservation

-Internet Connection-Computer Lab-projector

52Interact throughinstant messaging

(Chatting)

bull Definition

bull Steps to create a chat account

bull Chatting options

Instant messaging with or

no web cam

Calling

Sending files

-Group Discussion on Interactingthrough instant messaging

-Exercises on chatting in groups-Compile activities reports

-Internet Connection-Computer Lab

-projector

53Use search Engines(example Google)bull

Search engines- Definition

- Role

- Some Types of search

engine

wwwGooglecom

-Perform practical exercises onthe use of search engines -Internet Connection-Computer Lab-projector

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wwwYahoocom

54Create Managefavorites using internetexplorer

bull Favorites

- Create Favorites

- Rename Move Favorites

-Practical exercises on creatingmoving and renaming favorites

-Internet Connection-Computer Lab-projector

55Browse the internetusing the hyperlinks

bull Web Browser

- Browser buttons

- Address bar

- Status bar

- Scroll bar

- Home page

- FrontBack arrows

- Refresh button

- Start page

-Open a web using the addressbar-Browse different web pages

-practical exercises On Browsinginternet using hyperlink

-Internet Connection-Computer Lab-projector

56Download andUpload files usinginternet

bull Downloadingbull File attachment

-Practical exercises ondownloading and uploading filesusing internet

-Internet Connection-Computer Lab-projector

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MODULE 6 Mise en place and cooking methods

Competence Organise and cook food

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to use kitchen equipment and tools to prepare mise en place and use basic cookingmethods

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 hygiene and food safety

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be ableto

Performance criteria

1 Select and use cooking equipment andtechnology

11 Appropriate equipment and technology is selected for particular cookingmethods

12 Equipment is used hygienically safely and according to manufacturerinstructions

2 Prepare mise en place 21 Ingredients are identified and obtained according to standards recipe

22 Ingredients are prepared according to the correct quantity type and quality

3 Prepare and cook food using basic methods ofcooking

31 Various cooking methods are used to prepare dishes to enterprise standard

32 Correct quantities and ratios of commodities for specific cooking methods arecalculated

33 Cooking process is completed in a logical and safe manner

34 Problems with the cooking process are identified promptly and take correctiveaction

35 Dishes are prepared using a range of methods and current technology withinacceptable enterprise and customer timeframes

36 Work cooperatively with kitchen and front-of-house colleagues to ensure timelypreparation of dishes

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and use cooking equipment and technology Learning hours 20

Learning outcomes Content Leaning activities Resources

11 Identify kitchenequipment and tools

bull Specification of Kitchenequipment amp tools

bull Kitchen orientation

o Group discussiono Researcho Role Playo

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

12 Use and maintain Kitchenequipment and tools

bull

Hand tools

bull Electrical toolsbull Heavy equipment

o Group discussiono Researcho Role Play

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

Learning unit 2 Prepare mise en place Learning hours 20

Learning outcomes Content Leaning activities Resources

21 Identify ingredients for arecipe

bull Types of food itemsbull Characteristics and uses of food

items

o Group discussiono Researcho Role Play

983085 Recipe book983085 Reference Books983085 Flipchart markers-

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bull Contents of recipebull Quantities in function of

number of customers to be

servedbull Quality of ingredients

983085 Projectors983085 Board983085 Laptops

22 Prepare ingredients bull Cleaning techniquesbull Pealing and cutting techniquesbull Measuring and weighingbull Storage for different type of

ingredients

o Demonstrationo Individual practice

983085 Kitchen equipment Kitchentools

23 Apply checklist procedures bull FIFObull LIFObull Verification of quality product

o Group discussiono Demonstrationo Individual practiceo Role Play

983085 Recipe book Flipchart

983085 Markers983085 Tags983085 Products983085 Bin cards983085 Checklist

Learning unit 3 Prepare and cook food using basic methods of cooking Learning hours 20

Learning outcomes Content Leaning activities Resources

31 Identify the differentcooking methods

bull Types of cooking methods Boiling Deep frying Stir-frying

Baking Steaming Simmering skimming grilling roasting broiling

o Small group discussiono Demonstrationo Individual practice

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smoking poaching

bull Characteristics of different

foods and appropriate cookingmethods

bull Underlying principles of all basiccooking methods

bull Effect of different cookingmethods on the nutritionalvalue of food

32 Cook basic dishes using arange of methods

bull Basic dishes o Demonstrationo Individual practice

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MODULE 7 Salads and Sandwiches

Competence Prepare salads and sandwiches

RTQF LEVEL CREDITS 4 LEARNING HOURS 40

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present different sorts of salads and sandwiches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare and present a variety of salads anddressings

11 Suitable ingredients are chosen

12 Salads are prepared using fresh ingredients and respecting nutritional valueeating characteristics and taste

13 Suitable sauces and dressings are prepared and incorporated into or servedwith salad

14 Salads are presented attractively

2 Prepare and present sandwiches 21 Suitable bases are selected from a range of bread types

22 A variety of sandwich types are prepared using a range of appropriate

techniques

23 Appropriate equipment is selected for toasting and heating sandwiches andused correctly and safely

24 Sandwiches are present in an attractive manner using suitable garnishesand serviceware

3 Store salads and sandwiches 31 Store salads and sandwiches hygienically at the correct temperature in

appropriate conditions and containers to maintain freshness taste andquality

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare and present a variety of salad and dressings Learning hours 20

Learning Outcome Content Learning Activities Resources

11 Identify ingredients for

salads

bull Commodities and food

combinations for use in salads

o Researcho Presentationo Group work

983085 Salad recipes

12 Prepare salads bull Types of salads Simple Compound

bull Components of salads Base Body Dressing Garnish

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls

983085 Knife sets

983085 Required ingredients983085 Cutting Board

13 Prepare dressings bull Types of salad dressing French dressing

Italian dressing Dijon dressing Vinaigrette Thousand Island dressing

bull Compatibility of dressings withdifferent types of salads

o Researcho Presentationo Demonstrationo Individual practice

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46

14 Present salads bull Methods of attractivepresentation for salads anddressings

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 2 Prepare Sandwiches Learning hours 15

Learning outcome Content Learning Activity Resources

21 Identify ingredients forsandwiches

bull Suitable breads White bread Wheat bread Buns Baguette

bull Suitable filling Cheese Ham Fried eggs Vegetables Cooked meat

o Presentationo Research

983085 Sandwiches recipes

22 Prepare sandwiches bull Types of Sandwiches Hot Cold

bull Food combinations forsandwiches

bull Preparation techniques spreading layering portioning moulding cutting garnishing

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls983085 Knife sets983085 Required ingredients983085 Salamander983085 Cutting Board

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toasting

23 Present sandwiches bull Methods of attractivepresentation for sandwiches

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 3 Store salads and sandwiches Learning hours 5

Learning outcome Content Learning Activity Resources

31 Store salads andsandwiches

bull Suitable storage techniques tomaintain optimum quality ofingredients

bull Types of containers

o Presentationo Demonstrationo Individual practice

983085 Containers983085 Fridge

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MODULE 9 Pasta and starches

Competence Cook pasta and starches

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present pastas and starches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare pasta 11 The different types of pasta are identified

12 Various pasta are prepared using appropriate methods to ensure optimumquality

13 Appropriate sauces and accompaniments are selected

2 Prepare starches 21 The different types of starches are identified

22 Various starches are prepared using appropriate methods to ensureoptimum quality

Appropriate sauces and accompaniments are selected

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare Pasta Learning hours 30

Learning outcome Content Learning Activities Resources

11 identify the different types

of pasta

bull Types of Pasta amp their products

Egg Pasta Noodles

Egg less pasta Spaghetti

White pasta Lasagna

Green Pasta Green lasagna

Stuffed Past Ravioli Cannelloni Lunette

Dessert Pasta Poppy seed pasta Cinnamon pasta

Dumpling Pasta Gnocchi

Whole wheat

o Researcho Presentation

983085 Reference books

983085 recipes

12 Prepare pasta dishes bull Cooking methods Boiling Stir-frying Baking

o Demonstrationo Researcho Individual practiceso Presentation

983085 Recipes983085 Baking trays983085 Baking Ovens983085 Required ingredients

S C k

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Steaming 983085 Cooking pans983085 Pasta roller983085 Flip chart

983085 Markers

983085 Boards983085 Tongs983085 Forks983085 Plates

13 Present pasta dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

Learning Unit 2 Prepare Starches Learning hours 30

Learning outcome Content Learning Activities Resources

21 Identify the differenttypes of pasta

bull Starch products Cassava Yams Sweet potatoes Rice Maize meal

o Researcho Presentation

983085 Reference books983085 recipes

21 Prepare starch products bull Cooking methods Boiling Deep frying Stir-frying Baking Steaming

o Demonstrationo Individual practices

983085 Baking trays983085 Baking Ovens983085 Required ingredients983085 Cooking pans983085 Steaming Machine983085 Flip chart

983085 Markers

983085 Boards983085 Forks983085 Spoons983085 Plates

23 Present starch dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

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MODULE 10 Stocks sauces and soups

Competence Prepare stocks sauces and soups

RTQF LEVEL CREDITS 10 LEARNING HOURS 100

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare different types of stocks soups and sauces

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplace

Module 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare stocks required for menu items 11 Ingredients and flavouring agents are uses according to standard recipes

12 A variety of stocks are produced

2 Prepare sauces required for menu items 21 A variety of hot and cold sauces are produced from classical andcontemporary recipes

22 A variety of thickening agents and convenience products are usedappropriately

23 Sauces are evaluated for flavour colour and consistency and any problemsare rectified

3 Prepare soups 31 The correct ingredients are selected and assembled to produce soupsincluding stocks and prepared garnishes

32 A variety of soups is produced

33Clarifying and thickening agents and methods are used where appropriate

34 Soups are evaluated for flavour colour consistency and temperature and anyproblems are rectified

35 Soups are presented at the right temperature in clean serviceware withoutdrips and spills using suitable garnishes and accompaniments

4 St d tit t t k d 4 1

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4 Store and reconstitute stocks sauces and soups 41 Store stocks sauces and soups to maintain optimum freshness and quality

42 Reconstitute stocks sauces and soups to appropriate standards ofconsistency

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Prepare stocks required for menu items Learning hours 30

Learning outcomes Content Learning activities Resources

11 Identify the ingredients

for different types of stocks

bull Types of stocks

Vegetable stock Beef stock Chicken stock Fish stock

bull Ingredients

o Group discussion

o Presentationo research

983085 reference books

983085 recipes

12 Cook various stocks bull Cooking methods Boiling Simmering Skimming Cooling Straining

o Applicationo Exerciseo Demonstration

983085 Equipments983085 Tools

983085 CLeaning products

983085 Cleaning materials983085 Stock pots983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

Learning unit 2 Prepare sauces required for menu items Learning hours 30

Learning outcomes Content Leaning activities Resources

21 Identify the ingredientsfor different types of sauces

bull Types of sauces Cold sauces Hot sauces

o Demonstrationo Individual practiceo Presentation

983085 Books983085 Flipchart983085 Markers Projectors

Mother sauces 983085 White board Laptops

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Mother sauces Basic Derivations Special sauces

White board Laptops983085 Recipe books

22 Identify equipments bull Identification of Tools andequipments sauce pots blender strainer sauce ladles knife set spatulas

cutting boards lighter stove

o Explanationo Demonstrationo Individual practice

983085 Books

983085 Flipchart Markers983085 Projectors983085 White board983085 Laptops983085 Recipe books983085 Menu

23 Prepare sauces bull Methods of cooking Boiling Simmering

bull Thickening agents Roux Cornflour Modified starch Liaison

o Explanationo Demonstrationo Individual practice

983085 Equipments983085 Tools983085 Cleaning products983085 Cleaning materials

983085 Stock pots

983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

24 Evaluate the quality ofsauces and rectify thembull Common problems in saucesbull Techniques to rectify sauces

o Observationo Group worko Individual practice

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Learning unit 3 Prepare soup Learning hours 30

Learning outcomes Content Leaning activities Resources

31 Identify the ingredientsfor different types of sauces

bull Types of soup Clear soups Pureacutee soups Cream soups

bull Ingredients

o Researcho Brainstorming

983085 Recipe guide983085 Cooking books

32 Prepare different types of

soup

bull Method of cooking Boiling

bull Thickening agents

o Demonstrationo Individual practiceo Presentation

983085 Note book

983085 pens

983085 Board983085 Markers983085 Fish stock983085 Beef stock983085 Vegetable stock983085 Strainers

33 Evaluate the quality ofsoups and rectify them

bull Common problems in soupsbull Techniques to rectify soups

o Observationo Group worko Individual practice

34 Present soup bull Presentation techniquesbull Garnishing techniquesbull Soup accompaniments

o Observationo Individual practice

983085 Plates983085 Bowls

Learning unit 4 Store and reconstitute stocks sauces and soups Learning hours 10

Learning outcomes Content Leaning activities Resources41 Store stocks sauces andsoups

bull Storage techniques andprocedures

bull Labelling

o Demonstrationo Explanationo Individual practice

983085 Pots983085 Fridge983085 Freezer983085 Labelling cards

42 Reconstitute stockssauces and soups

bull Reheating techniquesbull Principles of hygiene

983085 Equipment

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MODULE 11 Meat poultry and fish

Competence Select prepare and cook meat poultry and fish

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safety

Module 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unit Performance criteria

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gBy the end of the module the trainee will be able to

1 Select and purchase poultry meat and fish11 Poultry is selected and purchased according to quantity and quality required

12 Primary secondary and portioned cuts of pork goat beef and veal are selectedaccording to quantity and quality required

13 Fish is selected according to quality according to quantity and quality required

14 Low-cost cuts and meat products are selected when and where appropriate

15 The best supplier for quality and price is selected

2 Handle and store meat poultry and fish 21 Suitable knives and equipment for poultry meat and fish handling is selected andused

22 Poultry meat and fish are handled and portioned according to menu requirementsand hygienically to minimise risk of food spoilage or cross-contamination

23 Poultry meat and fish are stored hygienically ensuring optimal storage conditions andappropriate temperature are maintained

24 Frozen poultry meat and fish are thawed correctly to ensure maximum qualityhygiene and nutrition

3 Cook basic poultry meat and fish dishes 31 Suitable equipment for poultry meat and fish preparation and cooking is selected andused

32 Suitable marinades are prepared and used where appropriate for a variety of poultrymeat and fish cuts

33 A variety of appropriate cooking methods are used for basic poultry meat and fishdishes

34 A variety basic poultry meat and fish dishes are cooked and presented to standardrecipe specifications

35 Poultry meat and fish dishes are presented using suitable sauces garnishes andaccompaniments

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and purchase poultry meat and fish Learning hours 10

Learning outcomes Content Leaning activities Resources

11 Identify different types of

poultry meat and fish

bull Types of poultry

Chicken Turkey Duck

bull Types of meat Beef Veal Lamb Goat

Porkbull Types of fish

White fish Oily fish Shellfish

o Research

o Brainstormingo Group worko Presentationo

983085 Resource books

12 Select poultry meat andfish

bull Chicken meat and fish cutsbull Processed productsbull Quality criteria for selecting

fresh and healthy chicken meatand fish Quality points for poultry- Smell- Skin- Colour

o Visit of butcheryo Group worko Researcho Presentation

983085 Resource books

- Flexible breastboneUnbroken bones

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- Unbroken bones

Quality points for meat

- Smell- Colour- Compact structure- Texture and colour of fat- Kidney covered with fat

Quality points for Fish- Eyes- Gills- Fresh

- Scales- Skin- Smell- Guts

Learning unit 2 Handle and store meat poultry and fish Learning hours 40

Learning outcomes Content Leaning activities Resources

11 Handle and portionchickenbull

Techniques De-boning Filleting

bull Appropriate equipment andknives

o

Explanation-Demonstrationo Group discussiono Individual Practice

983085

Knife set983085 Cutting Board983085 Reference books983085 Flip chart983085 Markers983085 Board983085 Meat Tag983085 Weighing

983085 Scales

12 Handle and portion meat bull Preparation of butcherrsquos meatDeboning

o Demonstrationindividual practice

983085 Weighing scaleKnife Set

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- Deboning- Portioning

- Cutting- Trimming

- Mincing bull Appropriate equipment and

knives

o individual practice 983085 Knife Set983085 Cutting boards

983085 Slicing machine

983085 Flip Chart983085 Boards983085 Markers

13 Handle and portion fish bull Preparation of fish Gutting portioning Scaling Filleting Skinning

o Demonstrationo Individual practice

983085 Flip chat983085 Markers983085 Board983085

Laptop983085 Projector983085 Cutting board983085 Knife set983085 weighing scale

14 Store chicken meat andfish

bull Storage standards Chemical Store Dry Store

Perishable Freezer Quality and Quantity

bull Preservation methods Salting Smoking Drying Canning

Freezing Marinating

bull Orderingbull Receivingbull Issuing

o Demonstrationo Individual practice

983085 Freezer983085 Fridge983085 Reference Books

983085 Flip chart

983085 Markers983085 Board983085 Scale983085 Shelves983085 Containers983085 Trolley983085 Probe Thermometer

983085 Purchasing order

983085 Receiving form983085 Requisition form

15 Thaw chicken meat andfish

bull Defrosting techniquesbull Health and hygiene regulations

o Demonstrationo Individual practice

983085 drip tray

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Learning unit 3 Cook and present basic poultry meat and fish dishes Learning hours 70

Learning outcomes Content Leaning activities Resources

21 Cook and present basicpoultry dishes

bull Marinating Herbs Oil spices

bull Cooking method

steaming grilling roasting boiling baking broiling smoking poaching

bull Seasoning salt black pepper or white

pepper

bull Presentation techniques

o Demonstrationo Individual practice

983085 Recipes983085 Heavy pans983085 Frying pans983085 Chopping board983085 Knives

983085 Flip chat

983085 Markers983085 Board983085 Laptop983085 Projector983085 Cutting board983085 Knife set983085 Weighing scale

983085 Oil

983085 Onions983085 Garlic983085 Rose mary983085 Salt983085 Light soya sauce

22 Cook and present basicmeat dishes 23 Cook and present basic

fish dishes

MODULE 12 Basic pastries and cakes

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MODULE 12 Basic pastries and cakes

Competence Make basic pastries and cakes

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

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

1 Prepare basic pastries and cakes 11 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are prepared

12 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are decorated

13 Suitable equipment safely and efficiently selected and used

2 Prepare and produce bakery products 21 A range of yeast-based doughs are prepared to standard recipes

22 Suitable equipment safely and efficiently selected and used

3 Portion and store pastries cakes and yeast goods 31 Portion control is applied to minimise wastage

32 Cakes pastry and bakery products Store to minimise spoilage and wastage

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare basic pastries and cakes Credit6

Learning Outcome Content Learning Activities Resources11 Identify different types ofpastries and cakes

bull Types of Pastry Products Sponge cakes Choux paste Sugar paste Sweet bread Cookies

o Researcho Presentationo Brainstorming

983085 Reference books

Mousses Ice cream

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doughnuts

12 Prepare basic pastryproducts

bull Sponge cakes Preparation techniques Baking techniques

bull Doughnuts Preparation techniques Baking techniques

bull Cookies Preparation techniques Baking techniques

o Demonstrationo Individual practices

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons13 Decorate pastries and

cakesbull Fillings

Butter cream Fruit Jam

bull Sauces Chocolate sauce Custard Sauce Strawberry Vanilla

o Demonstrationo Individual practiceso

Learning Unit 2 Prepare and produce bakery products

Learning outcomes Content Leaning activities Resources21 Identify different types ofbakery products

bull Types of bakery Products Yeast products

White Bread French Bread Croissant Rolls

o Researcho Presentationo Brainstorming

983085 Reference books

Chapatti Samosa dough

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Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

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MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

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bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

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Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

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Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

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Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

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Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 36: Curriculum Cooker

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copies

bull Printing one slide on a page

bull Printing more slides on a page

Learning Unit 5 Use InternetIntranet (Outlook) Learning hours 5

Learning outcomes Contents Learning activities Resources

51 Define and explain awebsite

bull Introduction

World wide web

Web page

Web site

-Visit web sites and browsedifferent pages-Group discussion based onobservation

-Internet Connection-Computer Lab-projector

52Interact throughinstant messaging

(Chatting)

bull Definition

bull Steps to create a chat account

bull Chatting options

Instant messaging with or

no web cam

Calling

Sending files

-Group Discussion on Interactingthrough instant messaging

-Exercises on chatting in groups-Compile activities reports

-Internet Connection-Computer Lab

-projector

53Use search Engines(example Google)bull

Search engines- Definition

- Role

- Some Types of search

engine

wwwGooglecom

-Perform practical exercises onthe use of search engines -Internet Connection-Computer Lab-projector

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37

wwwYahoocom

54Create Managefavorites using internetexplorer

bull Favorites

- Create Favorites

- Rename Move Favorites

-Practical exercises on creatingmoving and renaming favorites

-Internet Connection-Computer Lab-projector

55Browse the internetusing the hyperlinks

bull Web Browser

- Browser buttons

- Address bar

- Status bar

- Scroll bar

- Home page

- FrontBack arrows

- Refresh button

- Start page

-Open a web using the addressbar-Browse different web pages

-practical exercises On Browsinginternet using hyperlink

-Internet Connection-Computer Lab-projector

56Download andUpload files usinginternet

bull Downloadingbull File attachment

-Practical exercises ondownloading and uploading filesusing internet

-Internet Connection-Computer Lab-projector

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MODULE 6 Mise en place and cooking methods

Competence Organise and cook food

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to use kitchen equipment and tools to prepare mise en place and use basic cookingmethods

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 hygiene and food safety

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be ableto

Performance criteria

1 Select and use cooking equipment andtechnology

11 Appropriate equipment and technology is selected for particular cookingmethods

12 Equipment is used hygienically safely and according to manufacturerinstructions

2 Prepare mise en place 21 Ingredients are identified and obtained according to standards recipe

22 Ingredients are prepared according to the correct quantity type and quality

3 Prepare and cook food using basic methods ofcooking

31 Various cooking methods are used to prepare dishes to enterprise standard

32 Correct quantities and ratios of commodities for specific cooking methods arecalculated

33 Cooking process is completed in a logical and safe manner

34 Problems with the cooking process are identified promptly and take correctiveaction

35 Dishes are prepared using a range of methods and current technology withinacceptable enterprise and customer timeframes

36 Work cooperatively with kitchen and front-of-house colleagues to ensure timelypreparation of dishes

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and use cooking equipment and technology Learning hours 20

Learning outcomes Content Leaning activities Resources

11 Identify kitchenequipment and tools

bull Specification of Kitchenequipment amp tools

bull Kitchen orientation

o Group discussiono Researcho Role Playo

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

12 Use and maintain Kitchenequipment and tools

bull

Hand tools

bull Electrical toolsbull Heavy equipment

o Group discussiono Researcho Role Play

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

Learning unit 2 Prepare mise en place Learning hours 20

Learning outcomes Content Leaning activities Resources

21 Identify ingredients for arecipe

bull Types of food itemsbull Characteristics and uses of food

items

o Group discussiono Researcho Role Play

983085 Recipe book983085 Reference Books983085 Flipchart markers-

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bull Contents of recipebull Quantities in function of

number of customers to be

servedbull Quality of ingredients

983085 Projectors983085 Board983085 Laptops

22 Prepare ingredients bull Cleaning techniquesbull Pealing and cutting techniquesbull Measuring and weighingbull Storage for different type of

ingredients

o Demonstrationo Individual practice

983085 Kitchen equipment Kitchentools

23 Apply checklist procedures bull FIFObull LIFObull Verification of quality product

o Group discussiono Demonstrationo Individual practiceo Role Play

983085 Recipe book Flipchart

983085 Markers983085 Tags983085 Products983085 Bin cards983085 Checklist

Learning unit 3 Prepare and cook food using basic methods of cooking Learning hours 20

Learning outcomes Content Leaning activities Resources

31 Identify the differentcooking methods

bull Types of cooking methods Boiling Deep frying Stir-frying

Baking Steaming Simmering skimming grilling roasting broiling

o Small group discussiono Demonstrationo Individual practice

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42

smoking poaching

bull Characteristics of different

foods and appropriate cookingmethods

bull Underlying principles of all basiccooking methods

bull Effect of different cookingmethods on the nutritionalvalue of food

32 Cook basic dishes using arange of methods

bull Basic dishes o Demonstrationo Individual practice

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MODULE 7 Salads and Sandwiches

Competence Prepare salads and sandwiches

RTQF LEVEL CREDITS 4 LEARNING HOURS 40

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present different sorts of salads and sandwiches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare and present a variety of salads anddressings

11 Suitable ingredients are chosen

12 Salads are prepared using fresh ingredients and respecting nutritional valueeating characteristics and taste

13 Suitable sauces and dressings are prepared and incorporated into or servedwith salad

14 Salads are presented attractively

2 Prepare and present sandwiches 21 Suitable bases are selected from a range of bread types

22 A variety of sandwich types are prepared using a range of appropriate

techniques

23 Appropriate equipment is selected for toasting and heating sandwiches andused correctly and safely

24 Sandwiches are present in an attractive manner using suitable garnishesand serviceware

3 Store salads and sandwiches 31 Store salads and sandwiches hygienically at the correct temperature in

appropriate conditions and containers to maintain freshness taste andquality

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare and present a variety of salad and dressings Learning hours 20

Learning Outcome Content Learning Activities Resources

11 Identify ingredients for

salads

bull Commodities and food

combinations for use in salads

o Researcho Presentationo Group work

983085 Salad recipes

12 Prepare salads bull Types of salads Simple Compound

bull Components of salads Base Body Dressing Garnish

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls

983085 Knife sets

983085 Required ingredients983085 Cutting Board

13 Prepare dressings bull Types of salad dressing French dressing

Italian dressing Dijon dressing Vinaigrette Thousand Island dressing

bull Compatibility of dressings withdifferent types of salads

o Researcho Presentationo Demonstrationo Individual practice

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14 Present salads bull Methods of attractivepresentation for salads anddressings

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 2 Prepare Sandwiches Learning hours 15

Learning outcome Content Learning Activity Resources

21 Identify ingredients forsandwiches

bull Suitable breads White bread Wheat bread Buns Baguette

bull Suitable filling Cheese Ham Fried eggs Vegetables Cooked meat

o Presentationo Research

983085 Sandwiches recipes

22 Prepare sandwiches bull Types of Sandwiches Hot Cold

bull Food combinations forsandwiches

bull Preparation techniques spreading layering portioning moulding cutting garnishing

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls983085 Knife sets983085 Required ingredients983085 Salamander983085 Cutting Board

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toasting

23 Present sandwiches bull Methods of attractivepresentation for sandwiches

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 3 Store salads and sandwiches Learning hours 5

Learning outcome Content Learning Activity Resources

31 Store salads andsandwiches

bull Suitable storage techniques tomaintain optimum quality ofingredients

bull Types of containers

o Presentationo Demonstrationo Individual practice

983085 Containers983085 Fridge

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MODULE 9 Pasta and starches

Competence Cook pasta and starches

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present pastas and starches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare pasta 11 The different types of pasta are identified

12 Various pasta are prepared using appropriate methods to ensure optimumquality

13 Appropriate sauces and accompaniments are selected

2 Prepare starches 21 The different types of starches are identified

22 Various starches are prepared using appropriate methods to ensureoptimum quality

Appropriate sauces and accompaniments are selected

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare Pasta Learning hours 30

Learning outcome Content Learning Activities Resources

11 identify the different types

of pasta

bull Types of Pasta amp their products

Egg Pasta Noodles

Egg less pasta Spaghetti

White pasta Lasagna

Green Pasta Green lasagna

Stuffed Past Ravioli Cannelloni Lunette

Dessert Pasta Poppy seed pasta Cinnamon pasta

Dumpling Pasta Gnocchi

Whole wheat

o Researcho Presentation

983085 Reference books

983085 recipes

12 Prepare pasta dishes bull Cooking methods Boiling Stir-frying Baking

o Demonstrationo Researcho Individual practiceso Presentation

983085 Recipes983085 Baking trays983085 Baking Ovens983085 Required ingredients

S C k

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Steaming 983085 Cooking pans983085 Pasta roller983085 Flip chart

983085 Markers

983085 Boards983085 Tongs983085 Forks983085 Plates

13 Present pasta dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

Learning Unit 2 Prepare Starches Learning hours 30

Learning outcome Content Learning Activities Resources

21 Identify the differenttypes of pasta

bull Starch products Cassava Yams Sweet potatoes Rice Maize meal

o Researcho Presentation

983085 Reference books983085 recipes

21 Prepare starch products bull Cooking methods Boiling Deep frying Stir-frying Baking Steaming

o Demonstrationo Individual practices

983085 Baking trays983085 Baking Ovens983085 Required ingredients983085 Cooking pans983085 Steaming Machine983085 Flip chart

983085 Markers

983085 Boards983085 Forks983085 Spoons983085 Plates

23 Present starch dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

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MODULE 10 Stocks sauces and soups

Competence Prepare stocks sauces and soups

RTQF LEVEL CREDITS 10 LEARNING HOURS 100

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare different types of stocks soups and sauces

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplace

Module 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare stocks required for menu items 11 Ingredients and flavouring agents are uses according to standard recipes

12 A variety of stocks are produced

2 Prepare sauces required for menu items 21 A variety of hot and cold sauces are produced from classical andcontemporary recipes

22 A variety of thickening agents and convenience products are usedappropriately

23 Sauces are evaluated for flavour colour and consistency and any problemsare rectified

3 Prepare soups 31 The correct ingredients are selected and assembled to produce soupsincluding stocks and prepared garnishes

32 A variety of soups is produced

33Clarifying and thickening agents and methods are used where appropriate

34 Soups are evaluated for flavour colour consistency and temperature and anyproblems are rectified

35 Soups are presented at the right temperature in clean serviceware withoutdrips and spills using suitable garnishes and accompaniments

4 St d tit t t k d 4 1

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4 Store and reconstitute stocks sauces and soups 41 Store stocks sauces and soups to maintain optimum freshness and quality

42 Reconstitute stocks sauces and soups to appropriate standards ofconsistency

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Prepare stocks required for menu items Learning hours 30

Learning outcomes Content Learning activities Resources

11 Identify the ingredients

for different types of stocks

bull Types of stocks

Vegetable stock Beef stock Chicken stock Fish stock

bull Ingredients

o Group discussion

o Presentationo research

983085 reference books

983085 recipes

12 Cook various stocks bull Cooking methods Boiling Simmering Skimming Cooling Straining

o Applicationo Exerciseo Demonstration

983085 Equipments983085 Tools

983085 CLeaning products

983085 Cleaning materials983085 Stock pots983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

Learning unit 2 Prepare sauces required for menu items Learning hours 30

Learning outcomes Content Leaning activities Resources

21 Identify the ingredientsfor different types of sauces

bull Types of sauces Cold sauces Hot sauces

o Demonstrationo Individual practiceo Presentation

983085 Books983085 Flipchart983085 Markers Projectors

Mother sauces 983085 White board Laptops

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Mother sauces Basic Derivations Special sauces

White board Laptops983085 Recipe books

22 Identify equipments bull Identification of Tools andequipments sauce pots blender strainer sauce ladles knife set spatulas

cutting boards lighter stove

o Explanationo Demonstrationo Individual practice

983085 Books

983085 Flipchart Markers983085 Projectors983085 White board983085 Laptops983085 Recipe books983085 Menu

23 Prepare sauces bull Methods of cooking Boiling Simmering

bull Thickening agents Roux Cornflour Modified starch Liaison

o Explanationo Demonstrationo Individual practice

983085 Equipments983085 Tools983085 Cleaning products983085 Cleaning materials

983085 Stock pots

983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

24 Evaluate the quality ofsauces and rectify thembull Common problems in saucesbull Techniques to rectify sauces

o Observationo Group worko Individual practice

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Learning unit 3 Prepare soup Learning hours 30

Learning outcomes Content Leaning activities Resources

31 Identify the ingredientsfor different types of sauces

bull Types of soup Clear soups Pureacutee soups Cream soups

bull Ingredients

o Researcho Brainstorming

983085 Recipe guide983085 Cooking books

32 Prepare different types of

soup

bull Method of cooking Boiling

bull Thickening agents

o Demonstrationo Individual practiceo Presentation

983085 Note book

983085 pens

983085 Board983085 Markers983085 Fish stock983085 Beef stock983085 Vegetable stock983085 Strainers

33 Evaluate the quality ofsoups and rectify them

bull Common problems in soupsbull Techniques to rectify soups

o Observationo Group worko Individual practice

34 Present soup bull Presentation techniquesbull Garnishing techniquesbull Soup accompaniments

o Observationo Individual practice

983085 Plates983085 Bowls

Learning unit 4 Store and reconstitute stocks sauces and soups Learning hours 10

Learning outcomes Content Leaning activities Resources41 Store stocks sauces andsoups

bull Storage techniques andprocedures

bull Labelling

o Demonstrationo Explanationo Individual practice

983085 Pots983085 Fridge983085 Freezer983085 Labelling cards

42 Reconstitute stockssauces and soups

bull Reheating techniquesbull Principles of hygiene

983085 Equipment

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MODULE 11 Meat poultry and fish

Competence Select prepare and cook meat poultry and fish

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safety

Module 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unit Performance criteria

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gBy the end of the module the trainee will be able to

1 Select and purchase poultry meat and fish11 Poultry is selected and purchased according to quantity and quality required

12 Primary secondary and portioned cuts of pork goat beef and veal are selectedaccording to quantity and quality required

13 Fish is selected according to quality according to quantity and quality required

14 Low-cost cuts and meat products are selected when and where appropriate

15 The best supplier for quality and price is selected

2 Handle and store meat poultry and fish 21 Suitable knives and equipment for poultry meat and fish handling is selected andused

22 Poultry meat and fish are handled and portioned according to menu requirementsand hygienically to minimise risk of food spoilage or cross-contamination

23 Poultry meat and fish are stored hygienically ensuring optimal storage conditions andappropriate temperature are maintained

24 Frozen poultry meat and fish are thawed correctly to ensure maximum qualityhygiene and nutrition

3 Cook basic poultry meat and fish dishes 31 Suitable equipment for poultry meat and fish preparation and cooking is selected andused

32 Suitable marinades are prepared and used where appropriate for a variety of poultrymeat and fish cuts

33 A variety of appropriate cooking methods are used for basic poultry meat and fishdishes

34 A variety basic poultry meat and fish dishes are cooked and presented to standardrecipe specifications

35 Poultry meat and fish dishes are presented using suitable sauces garnishes andaccompaniments

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and purchase poultry meat and fish Learning hours 10

Learning outcomes Content Leaning activities Resources

11 Identify different types of

poultry meat and fish

bull Types of poultry

Chicken Turkey Duck

bull Types of meat Beef Veal Lamb Goat

Porkbull Types of fish

White fish Oily fish Shellfish

o Research

o Brainstormingo Group worko Presentationo

983085 Resource books

12 Select poultry meat andfish

bull Chicken meat and fish cutsbull Processed productsbull Quality criteria for selecting

fresh and healthy chicken meatand fish Quality points for poultry- Smell- Skin- Colour

o Visit of butcheryo Group worko Researcho Presentation

983085 Resource books

- Flexible breastboneUnbroken bones

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- Unbroken bones

Quality points for meat

- Smell- Colour- Compact structure- Texture and colour of fat- Kidney covered with fat

Quality points for Fish- Eyes- Gills- Fresh

- Scales- Skin- Smell- Guts

Learning unit 2 Handle and store meat poultry and fish Learning hours 40

Learning outcomes Content Leaning activities Resources

11 Handle and portionchickenbull

Techniques De-boning Filleting

bull Appropriate equipment andknives

o

Explanation-Demonstrationo Group discussiono Individual Practice

983085

Knife set983085 Cutting Board983085 Reference books983085 Flip chart983085 Markers983085 Board983085 Meat Tag983085 Weighing

983085 Scales

12 Handle and portion meat bull Preparation of butcherrsquos meatDeboning

o Demonstrationindividual practice

983085 Weighing scaleKnife Set

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- Deboning- Portioning

- Cutting- Trimming

- Mincing bull Appropriate equipment and

knives

o individual practice 983085 Knife Set983085 Cutting boards

983085 Slicing machine

983085 Flip Chart983085 Boards983085 Markers

13 Handle and portion fish bull Preparation of fish Gutting portioning Scaling Filleting Skinning

o Demonstrationo Individual practice

983085 Flip chat983085 Markers983085 Board983085

Laptop983085 Projector983085 Cutting board983085 Knife set983085 weighing scale

14 Store chicken meat andfish

bull Storage standards Chemical Store Dry Store

Perishable Freezer Quality and Quantity

bull Preservation methods Salting Smoking Drying Canning

Freezing Marinating

bull Orderingbull Receivingbull Issuing

o Demonstrationo Individual practice

983085 Freezer983085 Fridge983085 Reference Books

983085 Flip chart

983085 Markers983085 Board983085 Scale983085 Shelves983085 Containers983085 Trolley983085 Probe Thermometer

983085 Purchasing order

983085 Receiving form983085 Requisition form

15 Thaw chicken meat andfish

bull Defrosting techniquesbull Health and hygiene regulations

o Demonstrationo Individual practice

983085 drip tray

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Learning unit 3 Cook and present basic poultry meat and fish dishes Learning hours 70

Learning outcomes Content Leaning activities Resources

21 Cook and present basicpoultry dishes

bull Marinating Herbs Oil spices

bull Cooking method

steaming grilling roasting boiling baking broiling smoking poaching

bull Seasoning salt black pepper or white

pepper

bull Presentation techniques

o Demonstrationo Individual practice

983085 Recipes983085 Heavy pans983085 Frying pans983085 Chopping board983085 Knives

983085 Flip chat

983085 Markers983085 Board983085 Laptop983085 Projector983085 Cutting board983085 Knife set983085 Weighing scale

983085 Oil

983085 Onions983085 Garlic983085 Rose mary983085 Salt983085 Light soya sauce

22 Cook and present basicmeat dishes 23 Cook and present basic

fish dishes

MODULE 12 Basic pastries and cakes

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MODULE 12 Basic pastries and cakes

Competence Make basic pastries and cakes

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

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

1 Prepare basic pastries and cakes 11 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are prepared

12 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are decorated

13 Suitable equipment safely and efficiently selected and used

2 Prepare and produce bakery products 21 A range of yeast-based doughs are prepared to standard recipes

22 Suitable equipment safely and efficiently selected and used

3 Portion and store pastries cakes and yeast goods 31 Portion control is applied to minimise wastage

32 Cakes pastry and bakery products Store to minimise spoilage and wastage

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare basic pastries and cakes Credit6

Learning Outcome Content Learning Activities Resources11 Identify different types ofpastries and cakes

bull Types of Pastry Products Sponge cakes Choux paste Sugar paste Sweet bread Cookies

o Researcho Presentationo Brainstorming

983085 Reference books

Mousses Ice cream

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doughnuts

12 Prepare basic pastryproducts

bull Sponge cakes Preparation techniques Baking techniques

bull Doughnuts Preparation techniques Baking techniques

bull Cookies Preparation techniques Baking techniques

o Demonstrationo Individual practices

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons13 Decorate pastries and

cakesbull Fillings

Butter cream Fruit Jam

bull Sauces Chocolate sauce Custard Sauce Strawberry Vanilla

o Demonstrationo Individual practiceso

Learning Unit 2 Prepare and produce bakery products

Learning outcomes Content Leaning activities Resources21 Identify different types ofbakery products

bull Types of bakery Products Yeast products

White Bread French Bread Croissant Rolls

o Researcho Presentationo Brainstorming

983085 Reference books

Chapatti Samosa dough

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Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

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MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

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bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

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Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

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Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

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Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

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Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 37: Curriculum Cooker

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wwwYahoocom

54Create Managefavorites using internetexplorer

bull Favorites

- Create Favorites

- Rename Move Favorites

-Practical exercises on creatingmoving and renaming favorites

-Internet Connection-Computer Lab-projector

55Browse the internetusing the hyperlinks

bull Web Browser

- Browser buttons

- Address bar

- Status bar

- Scroll bar

- Home page

- FrontBack arrows

- Refresh button

- Start page

-Open a web using the addressbar-Browse different web pages

-practical exercises On Browsinginternet using hyperlink

-Internet Connection-Computer Lab-projector

56Download andUpload files usinginternet

bull Downloadingbull File attachment

-Practical exercises ondownloading and uploading filesusing internet

-Internet Connection-Computer Lab-projector

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MODULE 6 Mise en place and cooking methods

Competence Organise and cook food

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to use kitchen equipment and tools to prepare mise en place and use basic cookingmethods

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 hygiene and food safety

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be ableto

Performance criteria

1 Select and use cooking equipment andtechnology

11 Appropriate equipment and technology is selected for particular cookingmethods

12 Equipment is used hygienically safely and according to manufacturerinstructions

2 Prepare mise en place 21 Ingredients are identified and obtained according to standards recipe

22 Ingredients are prepared according to the correct quantity type and quality

3 Prepare and cook food using basic methods ofcooking

31 Various cooking methods are used to prepare dishes to enterprise standard

32 Correct quantities and ratios of commodities for specific cooking methods arecalculated

33 Cooking process is completed in a logical and safe manner

34 Problems with the cooking process are identified promptly and take correctiveaction

35 Dishes are prepared using a range of methods and current technology withinacceptable enterprise and customer timeframes

36 Work cooperatively with kitchen and front-of-house colleagues to ensure timelypreparation of dishes

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and use cooking equipment and technology Learning hours 20

Learning outcomes Content Leaning activities Resources

11 Identify kitchenequipment and tools

bull Specification of Kitchenequipment amp tools

bull Kitchen orientation

o Group discussiono Researcho Role Playo

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

12 Use and maintain Kitchenequipment and tools

bull

Hand tools

bull Electrical toolsbull Heavy equipment

o Group discussiono Researcho Role Play

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

Learning unit 2 Prepare mise en place Learning hours 20

Learning outcomes Content Leaning activities Resources

21 Identify ingredients for arecipe

bull Types of food itemsbull Characteristics and uses of food

items

o Group discussiono Researcho Role Play

983085 Recipe book983085 Reference Books983085 Flipchart markers-

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bull Contents of recipebull Quantities in function of

number of customers to be

servedbull Quality of ingredients

983085 Projectors983085 Board983085 Laptops

22 Prepare ingredients bull Cleaning techniquesbull Pealing and cutting techniquesbull Measuring and weighingbull Storage for different type of

ingredients

o Demonstrationo Individual practice

983085 Kitchen equipment Kitchentools

23 Apply checklist procedures bull FIFObull LIFObull Verification of quality product

o Group discussiono Demonstrationo Individual practiceo Role Play

983085 Recipe book Flipchart

983085 Markers983085 Tags983085 Products983085 Bin cards983085 Checklist

Learning unit 3 Prepare and cook food using basic methods of cooking Learning hours 20

Learning outcomes Content Leaning activities Resources

31 Identify the differentcooking methods

bull Types of cooking methods Boiling Deep frying Stir-frying

Baking Steaming Simmering skimming grilling roasting broiling

o Small group discussiono Demonstrationo Individual practice

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smoking poaching

bull Characteristics of different

foods and appropriate cookingmethods

bull Underlying principles of all basiccooking methods

bull Effect of different cookingmethods on the nutritionalvalue of food

32 Cook basic dishes using arange of methods

bull Basic dishes o Demonstrationo Individual practice

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MODULE 7 Salads and Sandwiches

Competence Prepare salads and sandwiches

RTQF LEVEL CREDITS 4 LEARNING HOURS 40

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present different sorts of salads and sandwiches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare and present a variety of salads anddressings

11 Suitable ingredients are chosen

12 Salads are prepared using fresh ingredients and respecting nutritional valueeating characteristics and taste

13 Suitable sauces and dressings are prepared and incorporated into or servedwith salad

14 Salads are presented attractively

2 Prepare and present sandwiches 21 Suitable bases are selected from a range of bread types

22 A variety of sandwich types are prepared using a range of appropriate

techniques

23 Appropriate equipment is selected for toasting and heating sandwiches andused correctly and safely

24 Sandwiches are present in an attractive manner using suitable garnishesand serviceware

3 Store salads and sandwiches 31 Store salads and sandwiches hygienically at the correct temperature in

appropriate conditions and containers to maintain freshness taste andquality

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare and present a variety of salad and dressings Learning hours 20

Learning Outcome Content Learning Activities Resources

11 Identify ingredients for

salads

bull Commodities and food

combinations for use in salads

o Researcho Presentationo Group work

983085 Salad recipes

12 Prepare salads bull Types of salads Simple Compound

bull Components of salads Base Body Dressing Garnish

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls

983085 Knife sets

983085 Required ingredients983085 Cutting Board

13 Prepare dressings bull Types of salad dressing French dressing

Italian dressing Dijon dressing Vinaigrette Thousand Island dressing

bull Compatibility of dressings withdifferent types of salads

o Researcho Presentationo Demonstrationo Individual practice

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14 Present salads bull Methods of attractivepresentation for salads anddressings

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 2 Prepare Sandwiches Learning hours 15

Learning outcome Content Learning Activity Resources

21 Identify ingredients forsandwiches

bull Suitable breads White bread Wheat bread Buns Baguette

bull Suitable filling Cheese Ham Fried eggs Vegetables Cooked meat

o Presentationo Research

983085 Sandwiches recipes

22 Prepare sandwiches bull Types of Sandwiches Hot Cold

bull Food combinations forsandwiches

bull Preparation techniques spreading layering portioning moulding cutting garnishing

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls983085 Knife sets983085 Required ingredients983085 Salamander983085 Cutting Board

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toasting

23 Present sandwiches bull Methods of attractivepresentation for sandwiches

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 3 Store salads and sandwiches Learning hours 5

Learning outcome Content Learning Activity Resources

31 Store salads andsandwiches

bull Suitable storage techniques tomaintain optimum quality ofingredients

bull Types of containers

o Presentationo Demonstrationo Individual practice

983085 Containers983085 Fridge

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MODULE 9 Pasta and starches

Competence Cook pasta and starches

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present pastas and starches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare pasta 11 The different types of pasta are identified

12 Various pasta are prepared using appropriate methods to ensure optimumquality

13 Appropriate sauces and accompaniments are selected

2 Prepare starches 21 The different types of starches are identified

22 Various starches are prepared using appropriate methods to ensureoptimum quality

Appropriate sauces and accompaniments are selected

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare Pasta Learning hours 30

Learning outcome Content Learning Activities Resources

11 identify the different types

of pasta

bull Types of Pasta amp their products

Egg Pasta Noodles

Egg less pasta Spaghetti

White pasta Lasagna

Green Pasta Green lasagna

Stuffed Past Ravioli Cannelloni Lunette

Dessert Pasta Poppy seed pasta Cinnamon pasta

Dumpling Pasta Gnocchi

Whole wheat

o Researcho Presentation

983085 Reference books

983085 recipes

12 Prepare pasta dishes bull Cooking methods Boiling Stir-frying Baking

o Demonstrationo Researcho Individual practiceso Presentation

983085 Recipes983085 Baking trays983085 Baking Ovens983085 Required ingredients

S C k

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Steaming 983085 Cooking pans983085 Pasta roller983085 Flip chart

983085 Markers

983085 Boards983085 Tongs983085 Forks983085 Plates

13 Present pasta dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

Learning Unit 2 Prepare Starches Learning hours 30

Learning outcome Content Learning Activities Resources

21 Identify the differenttypes of pasta

bull Starch products Cassava Yams Sweet potatoes Rice Maize meal

o Researcho Presentation

983085 Reference books983085 recipes

21 Prepare starch products bull Cooking methods Boiling Deep frying Stir-frying Baking Steaming

o Demonstrationo Individual practices

983085 Baking trays983085 Baking Ovens983085 Required ingredients983085 Cooking pans983085 Steaming Machine983085 Flip chart

983085 Markers

983085 Boards983085 Forks983085 Spoons983085 Plates

23 Present starch dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

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MODULE 10 Stocks sauces and soups

Competence Prepare stocks sauces and soups

RTQF LEVEL CREDITS 10 LEARNING HOURS 100

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare different types of stocks soups and sauces

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplace

Module 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare stocks required for menu items 11 Ingredients and flavouring agents are uses according to standard recipes

12 A variety of stocks are produced

2 Prepare sauces required for menu items 21 A variety of hot and cold sauces are produced from classical andcontemporary recipes

22 A variety of thickening agents and convenience products are usedappropriately

23 Sauces are evaluated for flavour colour and consistency and any problemsare rectified

3 Prepare soups 31 The correct ingredients are selected and assembled to produce soupsincluding stocks and prepared garnishes

32 A variety of soups is produced

33Clarifying and thickening agents and methods are used where appropriate

34 Soups are evaluated for flavour colour consistency and temperature and anyproblems are rectified

35 Soups are presented at the right temperature in clean serviceware withoutdrips and spills using suitable garnishes and accompaniments

4 St d tit t t k d 4 1

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4 Store and reconstitute stocks sauces and soups 41 Store stocks sauces and soups to maintain optimum freshness and quality

42 Reconstitute stocks sauces and soups to appropriate standards ofconsistency

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Prepare stocks required for menu items Learning hours 30

Learning outcomes Content Learning activities Resources

11 Identify the ingredients

for different types of stocks

bull Types of stocks

Vegetable stock Beef stock Chicken stock Fish stock

bull Ingredients

o Group discussion

o Presentationo research

983085 reference books

983085 recipes

12 Cook various stocks bull Cooking methods Boiling Simmering Skimming Cooling Straining

o Applicationo Exerciseo Demonstration

983085 Equipments983085 Tools

983085 CLeaning products

983085 Cleaning materials983085 Stock pots983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

Learning unit 2 Prepare sauces required for menu items Learning hours 30

Learning outcomes Content Leaning activities Resources

21 Identify the ingredientsfor different types of sauces

bull Types of sauces Cold sauces Hot sauces

o Demonstrationo Individual practiceo Presentation

983085 Books983085 Flipchart983085 Markers Projectors

Mother sauces 983085 White board Laptops

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Mother sauces Basic Derivations Special sauces

White board Laptops983085 Recipe books

22 Identify equipments bull Identification of Tools andequipments sauce pots blender strainer sauce ladles knife set spatulas

cutting boards lighter stove

o Explanationo Demonstrationo Individual practice

983085 Books

983085 Flipchart Markers983085 Projectors983085 White board983085 Laptops983085 Recipe books983085 Menu

23 Prepare sauces bull Methods of cooking Boiling Simmering

bull Thickening agents Roux Cornflour Modified starch Liaison

o Explanationo Demonstrationo Individual practice

983085 Equipments983085 Tools983085 Cleaning products983085 Cleaning materials

983085 Stock pots

983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

24 Evaluate the quality ofsauces and rectify thembull Common problems in saucesbull Techniques to rectify sauces

o Observationo Group worko Individual practice

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Learning unit 3 Prepare soup Learning hours 30

Learning outcomes Content Leaning activities Resources

31 Identify the ingredientsfor different types of sauces

bull Types of soup Clear soups Pureacutee soups Cream soups

bull Ingredients

o Researcho Brainstorming

983085 Recipe guide983085 Cooking books

32 Prepare different types of

soup

bull Method of cooking Boiling

bull Thickening agents

o Demonstrationo Individual practiceo Presentation

983085 Note book

983085 pens

983085 Board983085 Markers983085 Fish stock983085 Beef stock983085 Vegetable stock983085 Strainers

33 Evaluate the quality ofsoups and rectify them

bull Common problems in soupsbull Techniques to rectify soups

o Observationo Group worko Individual practice

34 Present soup bull Presentation techniquesbull Garnishing techniquesbull Soup accompaniments

o Observationo Individual practice

983085 Plates983085 Bowls

Learning unit 4 Store and reconstitute stocks sauces and soups Learning hours 10

Learning outcomes Content Leaning activities Resources41 Store stocks sauces andsoups

bull Storage techniques andprocedures

bull Labelling

o Demonstrationo Explanationo Individual practice

983085 Pots983085 Fridge983085 Freezer983085 Labelling cards

42 Reconstitute stockssauces and soups

bull Reheating techniquesbull Principles of hygiene

983085 Equipment

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MODULE 11 Meat poultry and fish

Competence Select prepare and cook meat poultry and fish

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safety

Module 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unit Performance criteria

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gBy the end of the module the trainee will be able to

1 Select and purchase poultry meat and fish11 Poultry is selected and purchased according to quantity and quality required

12 Primary secondary and portioned cuts of pork goat beef and veal are selectedaccording to quantity and quality required

13 Fish is selected according to quality according to quantity and quality required

14 Low-cost cuts and meat products are selected when and where appropriate

15 The best supplier for quality and price is selected

2 Handle and store meat poultry and fish 21 Suitable knives and equipment for poultry meat and fish handling is selected andused

22 Poultry meat and fish are handled and portioned according to menu requirementsand hygienically to minimise risk of food spoilage or cross-contamination

23 Poultry meat and fish are stored hygienically ensuring optimal storage conditions andappropriate temperature are maintained

24 Frozen poultry meat and fish are thawed correctly to ensure maximum qualityhygiene and nutrition

3 Cook basic poultry meat and fish dishes 31 Suitable equipment for poultry meat and fish preparation and cooking is selected andused

32 Suitable marinades are prepared and used where appropriate for a variety of poultrymeat and fish cuts

33 A variety of appropriate cooking methods are used for basic poultry meat and fishdishes

34 A variety basic poultry meat and fish dishes are cooked and presented to standardrecipe specifications

35 Poultry meat and fish dishes are presented using suitable sauces garnishes andaccompaniments

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and purchase poultry meat and fish Learning hours 10

Learning outcomes Content Leaning activities Resources

11 Identify different types of

poultry meat and fish

bull Types of poultry

Chicken Turkey Duck

bull Types of meat Beef Veal Lamb Goat

Porkbull Types of fish

White fish Oily fish Shellfish

o Research

o Brainstormingo Group worko Presentationo

983085 Resource books

12 Select poultry meat andfish

bull Chicken meat and fish cutsbull Processed productsbull Quality criteria for selecting

fresh and healthy chicken meatand fish Quality points for poultry- Smell- Skin- Colour

o Visit of butcheryo Group worko Researcho Presentation

983085 Resource books

- Flexible breastboneUnbroken bones

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- Unbroken bones

Quality points for meat

- Smell- Colour- Compact structure- Texture and colour of fat- Kidney covered with fat

Quality points for Fish- Eyes- Gills- Fresh

- Scales- Skin- Smell- Guts

Learning unit 2 Handle and store meat poultry and fish Learning hours 40

Learning outcomes Content Leaning activities Resources

11 Handle and portionchickenbull

Techniques De-boning Filleting

bull Appropriate equipment andknives

o

Explanation-Demonstrationo Group discussiono Individual Practice

983085

Knife set983085 Cutting Board983085 Reference books983085 Flip chart983085 Markers983085 Board983085 Meat Tag983085 Weighing

983085 Scales

12 Handle and portion meat bull Preparation of butcherrsquos meatDeboning

o Demonstrationindividual practice

983085 Weighing scaleKnife Set

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- Deboning- Portioning

- Cutting- Trimming

- Mincing bull Appropriate equipment and

knives

o individual practice 983085 Knife Set983085 Cutting boards

983085 Slicing machine

983085 Flip Chart983085 Boards983085 Markers

13 Handle and portion fish bull Preparation of fish Gutting portioning Scaling Filleting Skinning

o Demonstrationo Individual practice

983085 Flip chat983085 Markers983085 Board983085

Laptop983085 Projector983085 Cutting board983085 Knife set983085 weighing scale

14 Store chicken meat andfish

bull Storage standards Chemical Store Dry Store

Perishable Freezer Quality and Quantity

bull Preservation methods Salting Smoking Drying Canning

Freezing Marinating

bull Orderingbull Receivingbull Issuing

o Demonstrationo Individual practice

983085 Freezer983085 Fridge983085 Reference Books

983085 Flip chart

983085 Markers983085 Board983085 Scale983085 Shelves983085 Containers983085 Trolley983085 Probe Thermometer

983085 Purchasing order

983085 Receiving form983085 Requisition form

15 Thaw chicken meat andfish

bull Defrosting techniquesbull Health and hygiene regulations

o Demonstrationo Individual practice

983085 drip tray

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Learning unit 3 Cook and present basic poultry meat and fish dishes Learning hours 70

Learning outcomes Content Leaning activities Resources

21 Cook and present basicpoultry dishes

bull Marinating Herbs Oil spices

bull Cooking method

steaming grilling roasting boiling baking broiling smoking poaching

bull Seasoning salt black pepper or white

pepper

bull Presentation techniques

o Demonstrationo Individual practice

983085 Recipes983085 Heavy pans983085 Frying pans983085 Chopping board983085 Knives

983085 Flip chat

983085 Markers983085 Board983085 Laptop983085 Projector983085 Cutting board983085 Knife set983085 Weighing scale

983085 Oil

983085 Onions983085 Garlic983085 Rose mary983085 Salt983085 Light soya sauce

22 Cook and present basicmeat dishes 23 Cook and present basic

fish dishes

MODULE 12 Basic pastries and cakes

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MODULE 12 Basic pastries and cakes

Competence Make basic pastries and cakes

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

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

1 Prepare basic pastries and cakes 11 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are prepared

12 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are decorated

13 Suitable equipment safely and efficiently selected and used

2 Prepare and produce bakery products 21 A range of yeast-based doughs are prepared to standard recipes

22 Suitable equipment safely and efficiently selected and used

3 Portion and store pastries cakes and yeast goods 31 Portion control is applied to minimise wastage

32 Cakes pastry and bakery products Store to minimise spoilage and wastage

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare basic pastries and cakes Credit6

Learning Outcome Content Learning Activities Resources11 Identify different types ofpastries and cakes

bull Types of Pastry Products Sponge cakes Choux paste Sugar paste Sweet bread Cookies

o Researcho Presentationo Brainstorming

983085 Reference books

Mousses Ice cream

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doughnuts

12 Prepare basic pastryproducts

bull Sponge cakes Preparation techniques Baking techniques

bull Doughnuts Preparation techniques Baking techniques

bull Cookies Preparation techniques Baking techniques

o Demonstrationo Individual practices

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons13 Decorate pastries and

cakesbull Fillings

Butter cream Fruit Jam

bull Sauces Chocolate sauce Custard Sauce Strawberry Vanilla

o Demonstrationo Individual practiceso

Learning Unit 2 Prepare and produce bakery products

Learning outcomes Content Leaning activities Resources21 Identify different types ofbakery products

bull Types of bakery Products Yeast products

White Bread French Bread Croissant Rolls

o Researcho Presentationo Brainstorming

983085 Reference books

Chapatti Samosa dough

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Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

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MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

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bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

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Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

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Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

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76

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

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Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

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Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

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MODULE 6 Mise en place and cooking methods

Competence Organise and cook food

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to use kitchen equipment and tools to prepare mise en place and use basic cookingmethods

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 hygiene and food safety

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be ableto

Performance criteria

1 Select and use cooking equipment andtechnology

11 Appropriate equipment and technology is selected for particular cookingmethods

12 Equipment is used hygienically safely and according to manufacturerinstructions

2 Prepare mise en place 21 Ingredients are identified and obtained according to standards recipe

22 Ingredients are prepared according to the correct quantity type and quality

3 Prepare and cook food using basic methods ofcooking

31 Various cooking methods are used to prepare dishes to enterprise standard

32 Correct quantities and ratios of commodities for specific cooking methods arecalculated

33 Cooking process is completed in a logical and safe manner

34 Problems with the cooking process are identified promptly and take correctiveaction

35 Dishes are prepared using a range of methods and current technology withinacceptable enterprise and customer timeframes

36 Work cooperatively with kitchen and front-of-house colleagues to ensure timelypreparation of dishes

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and use cooking equipment and technology Learning hours 20

Learning outcomes Content Leaning activities Resources

11 Identify kitchenequipment and tools

bull Specification of Kitchenequipment amp tools

bull Kitchen orientation

o Group discussiono Researcho Role Playo

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

12 Use and maintain Kitchenequipment and tools

bull

Hand tools

bull Electrical toolsbull Heavy equipment

o Group discussiono Researcho Role Play

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

Learning unit 2 Prepare mise en place Learning hours 20

Learning outcomes Content Leaning activities Resources

21 Identify ingredients for arecipe

bull Types of food itemsbull Characteristics and uses of food

items

o Group discussiono Researcho Role Play

983085 Recipe book983085 Reference Books983085 Flipchart markers-

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bull Contents of recipebull Quantities in function of

number of customers to be

servedbull Quality of ingredients

983085 Projectors983085 Board983085 Laptops

22 Prepare ingredients bull Cleaning techniquesbull Pealing and cutting techniquesbull Measuring and weighingbull Storage for different type of

ingredients

o Demonstrationo Individual practice

983085 Kitchen equipment Kitchentools

23 Apply checklist procedures bull FIFObull LIFObull Verification of quality product

o Group discussiono Demonstrationo Individual practiceo Role Play

983085 Recipe book Flipchart

983085 Markers983085 Tags983085 Products983085 Bin cards983085 Checklist

Learning unit 3 Prepare and cook food using basic methods of cooking Learning hours 20

Learning outcomes Content Leaning activities Resources

31 Identify the differentcooking methods

bull Types of cooking methods Boiling Deep frying Stir-frying

Baking Steaming Simmering skimming grilling roasting broiling

o Small group discussiono Demonstrationo Individual practice

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smoking poaching

bull Characteristics of different

foods and appropriate cookingmethods

bull Underlying principles of all basiccooking methods

bull Effect of different cookingmethods on the nutritionalvalue of food

32 Cook basic dishes using arange of methods

bull Basic dishes o Demonstrationo Individual practice

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MODULE 7 Salads and Sandwiches

Competence Prepare salads and sandwiches

RTQF LEVEL CREDITS 4 LEARNING HOURS 40

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present different sorts of salads and sandwiches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare and present a variety of salads anddressings

11 Suitable ingredients are chosen

12 Salads are prepared using fresh ingredients and respecting nutritional valueeating characteristics and taste

13 Suitable sauces and dressings are prepared and incorporated into or servedwith salad

14 Salads are presented attractively

2 Prepare and present sandwiches 21 Suitable bases are selected from a range of bread types

22 A variety of sandwich types are prepared using a range of appropriate

techniques

23 Appropriate equipment is selected for toasting and heating sandwiches andused correctly and safely

24 Sandwiches are present in an attractive manner using suitable garnishesand serviceware

3 Store salads and sandwiches 31 Store salads and sandwiches hygienically at the correct temperature in

appropriate conditions and containers to maintain freshness taste andquality

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare and present a variety of salad and dressings Learning hours 20

Learning Outcome Content Learning Activities Resources

11 Identify ingredients for

salads

bull Commodities and food

combinations for use in salads

o Researcho Presentationo Group work

983085 Salad recipes

12 Prepare salads bull Types of salads Simple Compound

bull Components of salads Base Body Dressing Garnish

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls

983085 Knife sets

983085 Required ingredients983085 Cutting Board

13 Prepare dressings bull Types of salad dressing French dressing

Italian dressing Dijon dressing Vinaigrette Thousand Island dressing

bull Compatibility of dressings withdifferent types of salads

o Researcho Presentationo Demonstrationo Individual practice

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14 Present salads bull Methods of attractivepresentation for salads anddressings

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 2 Prepare Sandwiches Learning hours 15

Learning outcome Content Learning Activity Resources

21 Identify ingredients forsandwiches

bull Suitable breads White bread Wheat bread Buns Baguette

bull Suitable filling Cheese Ham Fried eggs Vegetables Cooked meat

o Presentationo Research

983085 Sandwiches recipes

22 Prepare sandwiches bull Types of Sandwiches Hot Cold

bull Food combinations forsandwiches

bull Preparation techniques spreading layering portioning moulding cutting garnishing

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls983085 Knife sets983085 Required ingredients983085 Salamander983085 Cutting Board

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toasting

23 Present sandwiches bull Methods of attractivepresentation for sandwiches

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 3 Store salads and sandwiches Learning hours 5

Learning outcome Content Learning Activity Resources

31 Store salads andsandwiches

bull Suitable storage techniques tomaintain optimum quality ofingredients

bull Types of containers

o Presentationo Demonstrationo Individual practice

983085 Containers983085 Fridge

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MODULE 9 Pasta and starches

Competence Cook pasta and starches

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present pastas and starches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare pasta 11 The different types of pasta are identified

12 Various pasta are prepared using appropriate methods to ensure optimumquality

13 Appropriate sauces and accompaniments are selected

2 Prepare starches 21 The different types of starches are identified

22 Various starches are prepared using appropriate methods to ensureoptimum quality

Appropriate sauces and accompaniments are selected

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare Pasta Learning hours 30

Learning outcome Content Learning Activities Resources

11 identify the different types

of pasta

bull Types of Pasta amp their products

Egg Pasta Noodles

Egg less pasta Spaghetti

White pasta Lasagna

Green Pasta Green lasagna

Stuffed Past Ravioli Cannelloni Lunette

Dessert Pasta Poppy seed pasta Cinnamon pasta

Dumpling Pasta Gnocchi

Whole wheat

o Researcho Presentation

983085 Reference books

983085 recipes

12 Prepare pasta dishes bull Cooking methods Boiling Stir-frying Baking

o Demonstrationo Researcho Individual practiceso Presentation

983085 Recipes983085 Baking trays983085 Baking Ovens983085 Required ingredients

S C k

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Steaming 983085 Cooking pans983085 Pasta roller983085 Flip chart

983085 Markers

983085 Boards983085 Tongs983085 Forks983085 Plates

13 Present pasta dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

Learning Unit 2 Prepare Starches Learning hours 30

Learning outcome Content Learning Activities Resources

21 Identify the differenttypes of pasta

bull Starch products Cassava Yams Sweet potatoes Rice Maize meal

o Researcho Presentation

983085 Reference books983085 recipes

21 Prepare starch products bull Cooking methods Boiling Deep frying Stir-frying Baking Steaming

o Demonstrationo Individual practices

983085 Baking trays983085 Baking Ovens983085 Required ingredients983085 Cooking pans983085 Steaming Machine983085 Flip chart

983085 Markers

983085 Boards983085 Forks983085 Spoons983085 Plates

23 Present starch dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

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MODULE 10 Stocks sauces and soups

Competence Prepare stocks sauces and soups

RTQF LEVEL CREDITS 10 LEARNING HOURS 100

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare different types of stocks soups and sauces

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplace

Module 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare stocks required for menu items 11 Ingredients and flavouring agents are uses according to standard recipes

12 A variety of stocks are produced

2 Prepare sauces required for menu items 21 A variety of hot and cold sauces are produced from classical andcontemporary recipes

22 A variety of thickening agents and convenience products are usedappropriately

23 Sauces are evaluated for flavour colour and consistency and any problemsare rectified

3 Prepare soups 31 The correct ingredients are selected and assembled to produce soupsincluding stocks and prepared garnishes

32 A variety of soups is produced

33Clarifying and thickening agents and methods are used where appropriate

34 Soups are evaluated for flavour colour consistency and temperature and anyproblems are rectified

35 Soups are presented at the right temperature in clean serviceware withoutdrips and spills using suitable garnishes and accompaniments

4 St d tit t t k d 4 1

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4 Store and reconstitute stocks sauces and soups 41 Store stocks sauces and soups to maintain optimum freshness and quality

42 Reconstitute stocks sauces and soups to appropriate standards ofconsistency

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Prepare stocks required for menu items Learning hours 30

Learning outcomes Content Learning activities Resources

11 Identify the ingredients

for different types of stocks

bull Types of stocks

Vegetable stock Beef stock Chicken stock Fish stock

bull Ingredients

o Group discussion

o Presentationo research

983085 reference books

983085 recipes

12 Cook various stocks bull Cooking methods Boiling Simmering Skimming Cooling Straining

o Applicationo Exerciseo Demonstration

983085 Equipments983085 Tools

983085 CLeaning products

983085 Cleaning materials983085 Stock pots983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

Learning unit 2 Prepare sauces required for menu items Learning hours 30

Learning outcomes Content Leaning activities Resources

21 Identify the ingredientsfor different types of sauces

bull Types of sauces Cold sauces Hot sauces

o Demonstrationo Individual practiceo Presentation

983085 Books983085 Flipchart983085 Markers Projectors

Mother sauces 983085 White board Laptops

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Mother sauces Basic Derivations Special sauces

White board Laptops983085 Recipe books

22 Identify equipments bull Identification of Tools andequipments sauce pots blender strainer sauce ladles knife set spatulas

cutting boards lighter stove

o Explanationo Demonstrationo Individual practice

983085 Books

983085 Flipchart Markers983085 Projectors983085 White board983085 Laptops983085 Recipe books983085 Menu

23 Prepare sauces bull Methods of cooking Boiling Simmering

bull Thickening agents Roux Cornflour Modified starch Liaison

o Explanationo Demonstrationo Individual practice

983085 Equipments983085 Tools983085 Cleaning products983085 Cleaning materials

983085 Stock pots

983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

24 Evaluate the quality ofsauces and rectify thembull Common problems in saucesbull Techniques to rectify sauces

o Observationo Group worko Individual practice

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Learning unit 3 Prepare soup Learning hours 30

Learning outcomes Content Leaning activities Resources

31 Identify the ingredientsfor different types of sauces

bull Types of soup Clear soups Pureacutee soups Cream soups

bull Ingredients

o Researcho Brainstorming

983085 Recipe guide983085 Cooking books

32 Prepare different types of

soup

bull Method of cooking Boiling

bull Thickening agents

o Demonstrationo Individual practiceo Presentation

983085 Note book

983085 pens

983085 Board983085 Markers983085 Fish stock983085 Beef stock983085 Vegetable stock983085 Strainers

33 Evaluate the quality ofsoups and rectify them

bull Common problems in soupsbull Techniques to rectify soups

o Observationo Group worko Individual practice

34 Present soup bull Presentation techniquesbull Garnishing techniquesbull Soup accompaniments

o Observationo Individual practice

983085 Plates983085 Bowls

Learning unit 4 Store and reconstitute stocks sauces and soups Learning hours 10

Learning outcomes Content Leaning activities Resources41 Store stocks sauces andsoups

bull Storage techniques andprocedures

bull Labelling

o Demonstrationo Explanationo Individual practice

983085 Pots983085 Fridge983085 Freezer983085 Labelling cards

42 Reconstitute stockssauces and soups

bull Reheating techniquesbull Principles of hygiene

983085 Equipment

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MODULE 11 Meat poultry and fish

Competence Select prepare and cook meat poultry and fish

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safety

Module 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unit Performance criteria

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gBy the end of the module the trainee will be able to

1 Select and purchase poultry meat and fish11 Poultry is selected and purchased according to quantity and quality required

12 Primary secondary and portioned cuts of pork goat beef and veal are selectedaccording to quantity and quality required

13 Fish is selected according to quality according to quantity and quality required

14 Low-cost cuts and meat products are selected when and where appropriate

15 The best supplier for quality and price is selected

2 Handle and store meat poultry and fish 21 Suitable knives and equipment for poultry meat and fish handling is selected andused

22 Poultry meat and fish are handled and portioned according to menu requirementsand hygienically to minimise risk of food spoilage or cross-contamination

23 Poultry meat and fish are stored hygienically ensuring optimal storage conditions andappropriate temperature are maintained

24 Frozen poultry meat and fish are thawed correctly to ensure maximum qualityhygiene and nutrition

3 Cook basic poultry meat and fish dishes 31 Suitable equipment for poultry meat and fish preparation and cooking is selected andused

32 Suitable marinades are prepared and used where appropriate for a variety of poultrymeat and fish cuts

33 A variety of appropriate cooking methods are used for basic poultry meat and fishdishes

34 A variety basic poultry meat and fish dishes are cooked and presented to standardrecipe specifications

35 Poultry meat and fish dishes are presented using suitable sauces garnishes andaccompaniments

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and purchase poultry meat and fish Learning hours 10

Learning outcomes Content Leaning activities Resources

11 Identify different types of

poultry meat and fish

bull Types of poultry

Chicken Turkey Duck

bull Types of meat Beef Veal Lamb Goat

Porkbull Types of fish

White fish Oily fish Shellfish

o Research

o Brainstormingo Group worko Presentationo

983085 Resource books

12 Select poultry meat andfish

bull Chicken meat and fish cutsbull Processed productsbull Quality criteria for selecting

fresh and healthy chicken meatand fish Quality points for poultry- Smell- Skin- Colour

o Visit of butcheryo Group worko Researcho Presentation

983085 Resource books

- Flexible breastboneUnbroken bones

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- Unbroken bones

Quality points for meat

- Smell- Colour- Compact structure- Texture and colour of fat- Kidney covered with fat

Quality points for Fish- Eyes- Gills- Fresh

- Scales- Skin- Smell- Guts

Learning unit 2 Handle and store meat poultry and fish Learning hours 40

Learning outcomes Content Leaning activities Resources

11 Handle and portionchickenbull

Techniques De-boning Filleting

bull Appropriate equipment andknives

o

Explanation-Demonstrationo Group discussiono Individual Practice

983085

Knife set983085 Cutting Board983085 Reference books983085 Flip chart983085 Markers983085 Board983085 Meat Tag983085 Weighing

983085 Scales

12 Handle and portion meat bull Preparation of butcherrsquos meatDeboning

o Demonstrationindividual practice

983085 Weighing scaleKnife Set

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- Deboning- Portioning

- Cutting- Trimming

- Mincing bull Appropriate equipment and

knives

o individual practice 983085 Knife Set983085 Cutting boards

983085 Slicing machine

983085 Flip Chart983085 Boards983085 Markers

13 Handle and portion fish bull Preparation of fish Gutting portioning Scaling Filleting Skinning

o Demonstrationo Individual practice

983085 Flip chat983085 Markers983085 Board983085

Laptop983085 Projector983085 Cutting board983085 Knife set983085 weighing scale

14 Store chicken meat andfish

bull Storage standards Chemical Store Dry Store

Perishable Freezer Quality and Quantity

bull Preservation methods Salting Smoking Drying Canning

Freezing Marinating

bull Orderingbull Receivingbull Issuing

o Demonstrationo Individual practice

983085 Freezer983085 Fridge983085 Reference Books

983085 Flip chart

983085 Markers983085 Board983085 Scale983085 Shelves983085 Containers983085 Trolley983085 Probe Thermometer

983085 Purchasing order

983085 Receiving form983085 Requisition form

15 Thaw chicken meat andfish

bull Defrosting techniquesbull Health and hygiene regulations

o Demonstrationo Individual practice

983085 drip tray

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Learning unit 3 Cook and present basic poultry meat and fish dishes Learning hours 70

Learning outcomes Content Leaning activities Resources

21 Cook and present basicpoultry dishes

bull Marinating Herbs Oil spices

bull Cooking method

steaming grilling roasting boiling baking broiling smoking poaching

bull Seasoning salt black pepper or white

pepper

bull Presentation techniques

o Demonstrationo Individual practice

983085 Recipes983085 Heavy pans983085 Frying pans983085 Chopping board983085 Knives

983085 Flip chat

983085 Markers983085 Board983085 Laptop983085 Projector983085 Cutting board983085 Knife set983085 Weighing scale

983085 Oil

983085 Onions983085 Garlic983085 Rose mary983085 Salt983085 Light soya sauce

22 Cook and present basicmeat dishes 23 Cook and present basic

fish dishes

MODULE 12 Basic pastries and cakes

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MODULE 12 Basic pastries and cakes

Competence Make basic pastries and cakes

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

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

1 Prepare basic pastries and cakes 11 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are prepared

12 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are decorated

13 Suitable equipment safely and efficiently selected and used

2 Prepare and produce bakery products 21 A range of yeast-based doughs are prepared to standard recipes

22 Suitable equipment safely and efficiently selected and used

3 Portion and store pastries cakes and yeast goods 31 Portion control is applied to minimise wastage

32 Cakes pastry and bakery products Store to minimise spoilage and wastage

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare basic pastries and cakes Credit6

Learning Outcome Content Learning Activities Resources11 Identify different types ofpastries and cakes

bull Types of Pastry Products Sponge cakes Choux paste Sugar paste Sweet bread Cookies

o Researcho Presentationo Brainstorming

983085 Reference books

Mousses Ice cream

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doughnuts

12 Prepare basic pastryproducts

bull Sponge cakes Preparation techniques Baking techniques

bull Doughnuts Preparation techniques Baking techniques

bull Cookies Preparation techniques Baking techniques

o Demonstrationo Individual practices

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons13 Decorate pastries and

cakesbull Fillings

Butter cream Fruit Jam

bull Sauces Chocolate sauce Custard Sauce Strawberry Vanilla

o Demonstrationo Individual practiceso

Learning Unit 2 Prepare and produce bakery products

Learning outcomes Content Leaning activities Resources21 Identify different types ofbakery products

bull Types of bakery Products Yeast products

White Bread French Bread Croissant Rolls

o Researcho Presentationo Brainstorming

983085 Reference books

Chapatti Samosa dough

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Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

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MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

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bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

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Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

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Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

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Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

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Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 39: Curriculum Cooker

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be ableto

Performance criteria

1 Select and use cooking equipment andtechnology

11 Appropriate equipment and technology is selected for particular cookingmethods

12 Equipment is used hygienically safely and according to manufacturerinstructions

2 Prepare mise en place 21 Ingredients are identified and obtained according to standards recipe

22 Ingredients are prepared according to the correct quantity type and quality

3 Prepare and cook food using basic methods ofcooking

31 Various cooking methods are used to prepare dishes to enterprise standard

32 Correct quantities and ratios of commodities for specific cooking methods arecalculated

33 Cooking process is completed in a logical and safe manner

34 Problems with the cooking process are identified promptly and take correctiveaction

35 Dishes are prepared using a range of methods and current technology withinacceptable enterprise and customer timeframes

36 Work cooperatively with kitchen and front-of-house colleagues to ensure timelypreparation of dishes

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and use cooking equipment and technology Learning hours 20

Learning outcomes Content Leaning activities Resources

11 Identify kitchenequipment and tools

bull Specification of Kitchenequipment amp tools

bull Kitchen orientation

o Group discussiono Researcho Role Playo

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

12 Use and maintain Kitchenequipment and tools

bull

Hand tools

bull Electrical toolsbull Heavy equipment

o Group discussiono Researcho Role Play

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

Learning unit 2 Prepare mise en place Learning hours 20

Learning outcomes Content Leaning activities Resources

21 Identify ingredients for arecipe

bull Types of food itemsbull Characteristics and uses of food

items

o Group discussiono Researcho Role Play

983085 Recipe book983085 Reference Books983085 Flipchart markers-

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bull Contents of recipebull Quantities in function of

number of customers to be

servedbull Quality of ingredients

983085 Projectors983085 Board983085 Laptops

22 Prepare ingredients bull Cleaning techniquesbull Pealing and cutting techniquesbull Measuring and weighingbull Storage for different type of

ingredients

o Demonstrationo Individual practice

983085 Kitchen equipment Kitchentools

23 Apply checklist procedures bull FIFObull LIFObull Verification of quality product

o Group discussiono Demonstrationo Individual practiceo Role Play

983085 Recipe book Flipchart

983085 Markers983085 Tags983085 Products983085 Bin cards983085 Checklist

Learning unit 3 Prepare and cook food using basic methods of cooking Learning hours 20

Learning outcomes Content Leaning activities Resources

31 Identify the differentcooking methods

bull Types of cooking methods Boiling Deep frying Stir-frying

Baking Steaming Simmering skimming grilling roasting broiling

o Small group discussiono Demonstrationo Individual practice

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smoking poaching

bull Characteristics of different

foods and appropriate cookingmethods

bull Underlying principles of all basiccooking methods

bull Effect of different cookingmethods on the nutritionalvalue of food

32 Cook basic dishes using arange of methods

bull Basic dishes o Demonstrationo Individual practice

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MODULE 7 Salads and Sandwiches

Competence Prepare salads and sandwiches

RTQF LEVEL CREDITS 4 LEARNING HOURS 40

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present different sorts of salads and sandwiches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare and present a variety of salads anddressings

11 Suitable ingredients are chosen

12 Salads are prepared using fresh ingredients and respecting nutritional valueeating characteristics and taste

13 Suitable sauces and dressings are prepared and incorporated into or servedwith salad

14 Salads are presented attractively

2 Prepare and present sandwiches 21 Suitable bases are selected from a range of bread types

22 A variety of sandwich types are prepared using a range of appropriate

techniques

23 Appropriate equipment is selected for toasting and heating sandwiches andused correctly and safely

24 Sandwiches are present in an attractive manner using suitable garnishesand serviceware

3 Store salads and sandwiches 31 Store salads and sandwiches hygienically at the correct temperature in

appropriate conditions and containers to maintain freshness taste andquality

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare and present a variety of salad and dressings Learning hours 20

Learning Outcome Content Learning Activities Resources

11 Identify ingredients for

salads

bull Commodities and food

combinations for use in salads

o Researcho Presentationo Group work

983085 Salad recipes

12 Prepare salads bull Types of salads Simple Compound

bull Components of salads Base Body Dressing Garnish

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls

983085 Knife sets

983085 Required ingredients983085 Cutting Board

13 Prepare dressings bull Types of salad dressing French dressing

Italian dressing Dijon dressing Vinaigrette Thousand Island dressing

bull Compatibility of dressings withdifferent types of salads

o Researcho Presentationo Demonstrationo Individual practice

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14 Present salads bull Methods of attractivepresentation for salads anddressings

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 2 Prepare Sandwiches Learning hours 15

Learning outcome Content Learning Activity Resources

21 Identify ingredients forsandwiches

bull Suitable breads White bread Wheat bread Buns Baguette

bull Suitable filling Cheese Ham Fried eggs Vegetables Cooked meat

o Presentationo Research

983085 Sandwiches recipes

22 Prepare sandwiches bull Types of Sandwiches Hot Cold

bull Food combinations forsandwiches

bull Preparation techniques spreading layering portioning moulding cutting garnishing

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls983085 Knife sets983085 Required ingredients983085 Salamander983085 Cutting Board

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toasting

23 Present sandwiches bull Methods of attractivepresentation for sandwiches

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 3 Store salads and sandwiches Learning hours 5

Learning outcome Content Learning Activity Resources

31 Store salads andsandwiches

bull Suitable storage techniques tomaintain optimum quality ofingredients

bull Types of containers

o Presentationo Demonstrationo Individual practice

983085 Containers983085 Fridge

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MODULE 9 Pasta and starches

Competence Cook pasta and starches

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present pastas and starches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare pasta 11 The different types of pasta are identified

12 Various pasta are prepared using appropriate methods to ensure optimumquality

13 Appropriate sauces and accompaniments are selected

2 Prepare starches 21 The different types of starches are identified

22 Various starches are prepared using appropriate methods to ensureoptimum quality

Appropriate sauces and accompaniments are selected

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare Pasta Learning hours 30

Learning outcome Content Learning Activities Resources

11 identify the different types

of pasta

bull Types of Pasta amp their products

Egg Pasta Noodles

Egg less pasta Spaghetti

White pasta Lasagna

Green Pasta Green lasagna

Stuffed Past Ravioli Cannelloni Lunette

Dessert Pasta Poppy seed pasta Cinnamon pasta

Dumpling Pasta Gnocchi

Whole wheat

o Researcho Presentation

983085 Reference books

983085 recipes

12 Prepare pasta dishes bull Cooking methods Boiling Stir-frying Baking

o Demonstrationo Researcho Individual practiceso Presentation

983085 Recipes983085 Baking trays983085 Baking Ovens983085 Required ingredients

S C k

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Steaming 983085 Cooking pans983085 Pasta roller983085 Flip chart

983085 Markers

983085 Boards983085 Tongs983085 Forks983085 Plates

13 Present pasta dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

Learning Unit 2 Prepare Starches Learning hours 30

Learning outcome Content Learning Activities Resources

21 Identify the differenttypes of pasta

bull Starch products Cassava Yams Sweet potatoes Rice Maize meal

o Researcho Presentation

983085 Reference books983085 recipes

21 Prepare starch products bull Cooking methods Boiling Deep frying Stir-frying Baking Steaming

o Demonstrationo Individual practices

983085 Baking trays983085 Baking Ovens983085 Required ingredients983085 Cooking pans983085 Steaming Machine983085 Flip chart

983085 Markers

983085 Boards983085 Forks983085 Spoons983085 Plates

23 Present starch dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

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MODULE 10 Stocks sauces and soups

Competence Prepare stocks sauces and soups

RTQF LEVEL CREDITS 10 LEARNING HOURS 100

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare different types of stocks soups and sauces

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplace

Module 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare stocks required for menu items 11 Ingredients and flavouring agents are uses according to standard recipes

12 A variety of stocks are produced

2 Prepare sauces required for menu items 21 A variety of hot and cold sauces are produced from classical andcontemporary recipes

22 A variety of thickening agents and convenience products are usedappropriately

23 Sauces are evaluated for flavour colour and consistency and any problemsare rectified

3 Prepare soups 31 The correct ingredients are selected and assembled to produce soupsincluding stocks and prepared garnishes

32 A variety of soups is produced

33Clarifying and thickening agents and methods are used where appropriate

34 Soups are evaluated for flavour colour consistency and temperature and anyproblems are rectified

35 Soups are presented at the right temperature in clean serviceware withoutdrips and spills using suitable garnishes and accompaniments

4 St d tit t t k d 4 1

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4 Store and reconstitute stocks sauces and soups 41 Store stocks sauces and soups to maintain optimum freshness and quality

42 Reconstitute stocks sauces and soups to appropriate standards ofconsistency

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Prepare stocks required for menu items Learning hours 30

Learning outcomes Content Learning activities Resources

11 Identify the ingredients

for different types of stocks

bull Types of stocks

Vegetable stock Beef stock Chicken stock Fish stock

bull Ingredients

o Group discussion

o Presentationo research

983085 reference books

983085 recipes

12 Cook various stocks bull Cooking methods Boiling Simmering Skimming Cooling Straining

o Applicationo Exerciseo Demonstration

983085 Equipments983085 Tools

983085 CLeaning products

983085 Cleaning materials983085 Stock pots983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

Learning unit 2 Prepare sauces required for menu items Learning hours 30

Learning outcomes Content Leaning activities Resources

21 Identify the ingredientsfor different types of sauces

bull Types of sauces Cold sauces Hot sauces

o Demonstrationo Individual practiceo Presentation

983085 Books983085 Flipchart983085 Markers Projectors

Mother sauces 983085 White board Laptops

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Mother sauces Basic Derivations Special sauces

White board Laptops983085 Recipe books

22 Identify equipments bull Identification of Tools andequipments sauce pots blender strainer sauce ladles knife set spatulas

cutting boards lighter stove

o Explanationo Demonstrationo Individual practice

983085 Books

983085 Flipchart Markers983085 Projectors983085 White board983085 Laptops983085 Recipe books983085 Menu

23 Prepare sauces bull Methods of cooking Boiling Simmering

bull Thickening agents Roux Cornflour Modified starch Liaison

o Explanationo Demonstrationo Individual practice

983085 Equipments983085 Tools983085 Cleaning products983085 Cleaning materials

983085 Stock pots

983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

24 Evaluate the quality ofsauces and rectify thembull Common problems in saucesbull Techniques to rectify sauces

o Observationo Group worko Individual practice

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Learning unit 3 Prepare soup Learning hours 30

Learning outcomes Content Leaning activities Resources

31 Identify the ingredientsfor different types of sauces

bull Types of soup Clear soups Pureacutee soups Cream soups

bull Ingredients

o Researcho Brainstorming

983085 Recipe guide983085 Cooking books

32 Prepare different types of

soup

bull Method of cooking Boiling

bull Thickening agents

o Demonstrationo Individual practiceo Presentation

983085 Note book

983085 pens

983085 Board983085 Markers983085 Fish stock983085 Beef stock983085 Vegetable stock983085 Strainers

33 Evaluate the quality ofsoups and rectify them

bull Common problems in soupsbull Techniques to rectify soups

o Observationo Group worko Individual practice

34 Present soup bull Presentation techniquesbull Garnishing techniquesbull Soup accompaniments

o Observationo Individual practice

983085 Plates983085 Bowls

Learning unit 4 Store and reconstitute stocks sauces and soups Learning hours 10

Learning outcomes Content Leaning activities Resources41 Store stocks sauces andsoups

bull Storage techniques andprocedures

bull Labelling

o Demonstrationo Explanationo Individual practice

983085 Pots983085 Fridge983085 Freezer983085 Labelling cards

42 Reconstitute stockssauces and soups

bull Reheating techniquesbull Principles of hygiene

983085 Equipment

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MODULE 11 Meat poultry and fish

Competence Select prepare and cook meat poultry and fish

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safety

Module 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unit Performance criteria

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gBy the end of the module the trainee will be able to

1 Select and purchase poultry meat and fish11 Poultry is selected and purchased according to quantity and quality required

12 Primary secondary and portioned cuts of pork goat beef and veal are selectedaccording to quantity and quality required

13 Fish is selected according to quality according to quantity and quality required

14 Low-cost cuts and meat products are selected when and where appropriate

15 The best supplier for quality and price is selected

2 Handle and store meat poultry and fish 21 Suitable knives and equipment for poultry meat and fish handling is selected andused

22 Poultry meat and fish are handled and portioned according to menu requirementsand hygienically to minimise risk of food spoilage or cross-contamination

23 Poultry meat and fish are stored hygienically ensuring optimal storage conditions andappropriate temperature are maintained

24 Frozen poultry meat and fish are thawed correctly to ensure maximum qualityhygiene and nutrition

3 Cook basic poultry meat and fish dishes 31 Suitable equipment for poultry meat and fish preparation and cooking is selected andused

32 Suitable marinades are prepared and used where appropriate for a variety of poultrymeat and fish cuts

33 A variety of appropriate cooking methods are used for basic poultry meat and fishdishes

34 A variety basic poultry meat and fish dishes are cooked and presented to standardrecipe specifications

35 Poultry meat and fish dishes are presented using suitable sauces garnishes andaccompaniments

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and purchase poultry meat and fish Learning hours 10

Learning outcomes Content Leaning activities Resources

11 Identify different types of

poultry meat and fish

bull Types of poultry

Chicken Turkey Duck

bull Types of meat Beef Veal Lamb Goat

Porkbull Types of fish

White fish Oily fish Shellfish

o Research

o Brainstormingo Group worko Presentationo

983085 Resource books

12 Select poultry meat andfish

bull Chicken meat and fish cutsbull Processed productsbull Quality criteria for selecting

fresh and healthy chicken meatand fish Quality points for poultry- Smell- Skin- Colour

o Visit of butcheryo Group worko Researcho Presentation

983085 Resource books

- Flexible breastboneUnbroken bones

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- Unbroken bones

Quality points for meat

- Smell- Colour- Compact structure- Texture and colour of fat- Kidney covered with fat

Quality points for Fish- Eyes- Gills- Fresh

- Scales- Skin- Smell- Guts

Learning unit 2 Handle and store meat poultry and fish Learning hours 40

Learning outcomes Content Leaning activities Resources

11 Handle and portionchickenbull

Techniques De-boning Filleting

bull Appropriate equipment andknives

o

Explanation-Demonstrationo Group discussiono Individual Practice

983085

Knife set983085 Cutting Board983085 Reference books983085 Flip chart983085 Markers983085 Board983085 Meat Tag983085 Weighing

983085 Scales

12 Handle and portion meat bull Preparation of butcherrsquos meatDeboning

o Demonstrationindividual practice

983085 Weighing scaleKnife Set

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- Deboning- Portioning

- Cutting- Trimming

- Mincing bull Appropriate equipment and

knives

o individual practice 983085 Knife Set983085 Cutting boards

983085 Slicing machine

983085 Flip Chart983085 Boards983085 Markers

13 Handle and portion fish bull Preparation of fish Gutting portioning Scaling Filleting Skinning

o Demonstrationo Individual practice

983085 Flip chat983085 Markers983085 Board983085

Laptop983085 Projector983085 Cutting board983085 Knife set983085 weighing scale

14 Store chicken meat andfish

bull Storage standards Chemical Store Dry Store

Perishable Freezer Quality and Quantity

bull Preservation methods Salting Smoking Drying Canning

Freezing Marinating

bull Orderingbull Receivingbull Issuing

o Demonstrationo Individual practice

983085 Freezer983085 Fridge983085 Reference Books

983085 Flip chart

983085 Markers983085 Board983085 Scale983085 Shelves983085 Containers983085 Trolley983085 Probe Thermometer

983085 Purchasing order

983085 Receiving form983085 Requisition form

15 Thaw chicken meat andfish

bull Defrosting techniquesbull Health and hygiene regulations

o Demonstrationo Individual practice

983085 drip tray

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Learning unit 3 Cook and present basic poultry meat and fish dishes Learning hours 70

Learning outcomes Content Leaning activities Resources

21 Cook and present basicpoultry dishes

bull Marinating Herbs Oil spices

bull Cooking method

steaming grilling roasting boiling baking broiling smoking poaching

bull Seasoning salt black pepper or white

pepper

bull Presentation techniques

o Demonstrationo Individual practice

983085 Recipes983085 Heavy pans983085 Frying pans983085 Chopping board983085 Knives

983085 Flip chat

983085 Markers983085 Board983085 Laptop983085 Projector983085 Cutting board983085 Knife set983085 Weighing scale

983085 Oil

983085 Onions983085 Garlic983085 Rose mary983085 Salt983085 Light soya sauce

22 Cook and present basicmeat dishes 23 Cook and present basic

fish dishes

MODULE 12 Basic pastries and cakes

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MODULE 12 Basic pastries and cakes

Competence Make basic pastries and cakes

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

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

1 Prepare basic pastries and cakes 11 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are prepared

12 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are decorated

13 Suitable equipment safely and efficiently selected and used

2 Prepare and produce bakery products 21 A range of yeast-based doughs are prepared to standard recipes

22 Suitable equipment safely and efficiently selected and used

3 Portion and store pastries cakes and yeast goods 31 Portion control is applied to minimise wastage

32 Cakes pastry and bakery products Store to minimise spoilage and wastage

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare basic pastries and cakes Credit6

Learning Outcome Content Learning Activities Resources11 Identify different types ofpastries and cakes

bull Types of Pastry Products Sponge cakes Choux paste Sugar paste Sweet bread Cookies

o Researcho Presentationo Brainstorming

983085 Reference books

Mousses Ice cream

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doughnuts

12 Prepare basic pastryproducts

bull Sponge cakes Preparation techniques Baking techniques

bull Doughnuts Preparation techniques Baking techniques

bull Cookies Preparation techniques Baking techniques

o Demonstrationo Individual practices

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons13 Decorate pastries and

cakesbull Fillings

Butter cream Fruit Jam

bull Sauces Chocolate sauce Custard Sauce Strawberry Vanilla

o Demonstrationo Individual practiceso

Learning Unit 2 Prepare and produce bakery products

Learning outcomes Content Leaning activities Resources21 Identify different types ofbakery products

bull Types of bakery Products Yeast products

White Bread French Bread Croissant Rolls

o Researcho Presentationo Brainstorming

983085 Reference books

Chapatti Samosa dough

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Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

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MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

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bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

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Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

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Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

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Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

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Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 40: Curriculum Cooker

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and use cooking equipment and technology Learning hours 20

Learning outcomes Content Leaning activities Resources

11 Identify kitchenequipment and tools

bull Specification of Kitchenequipment amp tools

bull Kitchen orientation

o Group discussiono Researcho Role Playo

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

12 Use and maintain Kitchenequipment and tools

bull

Hand tools

bull Electrical toolsbull Heavy equipment

o Group discussiono Researcho Role Play

983085 Kitchen equipment Kitchentools

983085 Reference Books983085 Flipchart markers983085 Projectors983085 Board983085 Laptops

Learning unit 2 Prepare mise en place Learning hours 20

Learning outcomes Content Leaning activities Resources

21 Identify ingredients for arecipe

bull Types of food itemsbull Characteristics and uses of food

items

o Group discussiono Researcho Role Play

983085 Recipe book983085 Reference Books983085 Flipchart markers-

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bull Contents of recipebull Quantities in function of

number of customers to be

servedbull Quality of ingredients

983085 Projectors983085 Board983085 Laptops

22 Prepare ingredients bull Cleaning techniquesbull Pealing and cutting techniquesbull Measuring and weighingbull Storage for different type of

ingredients

o Demonstrationo Individual practice

983085 Kitchen equipment Kitchentools

23 Apply checklist procedures bull FIFObull LIFObull Verification of quality product

o Group discussiono Demonstrationo Individual practiceo Role Play

983085 Recipe book Flipchart

983085 Markers983085 Tags983085 Products983085 Bin cards983085 Checklist

Learning unit 3 Prepare and cook food using basic methods of cooking Learning hours 20

Learning outcomes Content Leaning activities Resources

31 Identify the differentcooking methods

bull Types of cooking methods Boiling Deep frying Stir-frying

Baking Steaming Simmering skimming grilling roasting broiling

o Small group discussiono Demonstrationo Individual practice

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42

smoking poaching

bull Characteristics of different

foods and appropriate cookingmethods

bull Underlying principles of all basiccooking methods

bull Effect of different cookingmethods on the nutritionalvalue of food

32 Cook basic dishes using arange of methods

bull Basic dishes o Demonstrationo Individual practice

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43

MODULE 7 Salads and Sandwiches

Competence Prepare salads and sandwiches

RTQF LEVEL CREDITS 4 LEARNING HOURS 40

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present different sorts of salads and sandwiches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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44

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare and present a variety of salads anddressings

11 Suitable ingredients are chosen

12 Salads are prepared using fresh ingredients and respecting nutritional valueeating characteristics and taste

13 Suitable sauces and dressings are prepared and incorporated into or servedwith salad

14 Salads are presented attractively

2 Prepare and present sandwiches 21 Suitable bases are selected from a range of bread types

22 A variety of sandwich types are prepared using a range of appropriate

techniques

23 Appropriate equipment is selected for toasting and heating sandwiches andused correctly and safely

24 Sandwiches are present in an attractive manner using suitable garnishesand serviceware

3 Store salads and sandwiches 31 Store salads and sandwiches hygienically at the correct temperature in

appropriate conditions and containers to maintain freshness taste andquality

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare and present a variety of salad and dressings Learning hours 20

Learning Outcome Content Learning Activities Resources

11 Identify ingredients for

salads

bull Commodities and food

combinations for use in salads

o Researcho Presentationo Group work

983085 Salad recipes

12 Prepare salads bull Types of salads Simple Compound

bull Components of salads Base Body Dressing Garnish

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls

983085 Knife sets

983085 Required ingredients983085 Cutting Board

13 Prepare dressings bull Types of salad dressing French dressing

Italian dressing Dijon dressing Vinaigrette Thousand Island dressing

bull Compatibility of dressings withdifferent types of salads

o Researcho Presentationo Demonstrationo Individual practice

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14 Present salads bull Methods of attractivepresentation for salads anddressings

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 2 Prepare Sandwiches Learning hours 15

Learning outcome Content Learning Activity Resources

21 Identify ingredients forsandwiches

bull Suitable breads White bread Wheat bread Buns Baguette

bull Suitable filling Cheese Ham Fried eggs Vegetables Cooked meat

o Presentationo Research

983085 Sandwiches recipes

22 Prepare sandwiches bull Types of Sandwiches Hot Cold

bull Food combinations forsandwiches

bull Preparation techniques spreading layering portioning moulding cutting garnishing

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls983085 Knife sets983085 Required ingredients983085 Salamander983085 Cutting Board

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toasting

23 Present sandwiches bull Methods of attractivepresentation for sandwiches

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 3 Store salads and sandwiches Learning hours 5

Learning outcome Content Learning Activity Resources

31 Store salads andsandwiches

bull Suitable storage techniques tomaintain optimum quality ofingredients

bull Types of containers

o Presentationo Demonstrationo Individual practice

983085 Containers983085 Fridge

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MODULE 9 Pasta and starches

Competence Cook pasta and starches

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present pastas and starches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare pasta 11 The different types of pasta are identified

12 Various pasta are prepared using appropriate methods to ensure optimumquality

13 Appropriate sauces and accompaniments are selected

2 Prepare starches 21 The different types of starches are identified

22 Various starches are prepared using appropriate methods to ensureoptimum quality

Appropriate sauces and accompaniments are selected

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare Pasta Learning hours 30

Learning outcome Content Learning Activities Resources

11 identify the different types

of pasta

bull Types of Pasta amp their products

Egg Pasta Noodles

Egg less pasta Spaghetti

White pasta Lasagna

Green Pasta Green lasagna

Stuffed Past Ravioli Cannelloni Lunette

Dessert Pasta Poppy seed pasta Cinnamon pasta

Dumpling Pasta Gnocchi

Whole wheat

o Researcho Presentation

983085 Reference books

983085 recipes

12 Prepare pasta dishes bull Cooking methods Boiling Stir-frying Baking

o Demonstrationo Researcho Individual practiceso Presentation

983085 Recipes983085 Baking trays983085 Baking Ovens983085 Required ingredients

S C k

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Steaming 983085 Cooking pans983085 Pasta roller983085 Flip chart

983085 Markers

983085 Boards983085 Tongs983085 Forks983085 Plates

13 Present pasta dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

Learning Unit 2 Prepare Starches Learning hours 30

Learning outcome Content Learning Activities Resources

21 Identify the differenttypes of pasta

bull Starch products Cassava Yams Sweet potatoes Rice Maize meal

o Researcho Presentation

983085 Reference books983085 recipes

21 Prepare starch products bull Cooking methods Boiling Deep frying Stir-frying Baking Steaming

o Demonstrationo Individual practices

983085 Baking trays983085 Baking Ovens983085 Required ingredients983085 Cooking pans983085 Steaming Machine983085 Flip chart

983085 Markers

983085 Boards983085 Forks983085 Spoons983085 Plates

23 Present starch dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

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MODULE 10 Stocks sauces and soups

Competence Prepare stocks sauces and soups

RTQF LEVEL CREDITS 10 LEARNING HOURS 100

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare different types of stocks soups and sauces

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplace

Module 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare stocks required for menu items 11 Ingredients and flavouring agents are uses according to standard recipes

12 A variety of stocks are produced

2 Prepare sauces required for menu items 21 A variety of hot and cold sauces are produced from classical andcontemporary recipes

22 A variety of thickening agents and convenience products are usedappropriately

23 Sauces are evaluated for flavour colour and consistency and any problemsare rectified

3 Prepare soups 31 The correct ingredients are selected and assembled to produce soupsincluding stocks and prepared garnishes

32 A variety of soups is produced

33Clarifying and thickening agents and methods are used where appropriate

34 Soups are evaluated for flavour colour consistency and temperature and anyproblems are rectified

35 Soups are presented at the right temperature in clean serviceware withoutdrips and spills using suitable garnishes and accompaniments

4 St d tit t t k d 4 1

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4 Store and reconstitute stocks sauces and soups 41 Store stocks sauces and soups to maintain optimum freshness and quality

42 Reconstitute stocks sauces and soups to appropriate standards ofconsistency

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Prepare stocks required for menu items Learning hours 30

Learning outcomes Content Learning activities Resources

11 Identify the ingredients

for different types of stocks

bull Types of stocks

Vegetable stock Beef stock Chicken stock Fish stock

bull Ingredients

o Group discussion

o Presentationo research

983085 reference books

983085 recipes

12 Cook various stocks bull Cooking methods Boiling Simmering Skimming Cooling Straining

o Applicationo Exerciseo Demonstration

983085 Equipments983085 Tools

983085 CLeaning products

983085 Cleaning materials983085 Stock pots983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

Learning unit 2 Prepare sauces required for menu items Learning hours 30

Learning outcomes Content Leaning activities Resources

21 Identify the ingredientsfor different types of sauces

bull Types of sauces Cold sauces Hot sauces

o Demonstrationo Individual practiceo Presentation

983085 Books983085 Flipchart983085 Markers Projectors

Mother sauces 983085 White board Laptops

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Mother sauces Basic Derivations Special sauces

White board Laptops983085 Recipe books

22 Identify equipments bull Identification of Tools andequipments sauce pots blender strainer sauce ladles knife set spatulas

cutting boards lighter stove

o Explanationo Demonstrationo Individual practice

983085 Books

983085 Flipchart Markers983085 Projectors983085 White board983085 Laptops983085 Recipe books983085 Menu

23 Prepare sauces bull Methods of cooking Boiling Simmering

bull Thickening agents Roux Cornflour Modified starch Liaison

o Explanationo Demonstrationo Individual practice

983085 Equipments983085 Tools983085 Cleaning products983085 Cleaning materials

983085 Stock pots

983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

24 Evaluate the quality ofsauces and rectify thembull Common problems in saucesbull Techniques to rectify sauces

o Observationo Group worko Individual practice

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Learning unit 3 Prepare soup Learning hours 30

Learning outcomes Content Leaning activities Resources

31 Identify the ingredientsfor different types of sauces

bull Types of soup Clear soups Pureacutee soups Cream soups

bull Ingredients

o Researcho Brainstorming

983085 Recipe guide983085 Cooking books

32 Prepare different types of

soup

bull Method of cooking Boiling

bull Thickening agents

o Demonstrationo Individual practiceo Presentation

983085 Note book

983085 pens

983085 Board983085 Markers983085 Fish stock983085 Beef stock983085 Vegetable stock983085 Strainers

33 Evaluate the quality ofsoups and rectify them

bull Common problems in soupsbull Techniques to rectify soups

o Observationo Group worko Individual practice

34 Present soup bull Presentation techniquesbull Garnishing techniquesbull Soup accompaniments

o Observationo Individual practice

983085 Plates983085 Bowls

Learning unit 4 Store and reconstitute stocks sauces and soups Learning hours 10

Learning outcomes Content Leaning activities Resources41 Store stocks sauces andsoups

bull Storage techniques andprocedures

bull Labelling

o Demonstrationo Explanationo Individual practice

983085 Pots983085 Fridge983085 Freezer983085 Labelling cards

42 Reconstitute stockssauces and soups

bull Reheating techniquesbull Principles of hygiene

983085 Equipment

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MODULE 11 Meat poultry and fish

Competence Select prepare and cook meat poultry and fish

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safety

Module 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unit Performance criteria

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gBy the end of the module the trainee will be able to

1 Select and purchase poultry meat and fish11 Poultry is selected and purchased according to quantity and quality required

12 Primary secondary and portioned cuts of pork goat beef and veal are selectedaccording to quantity and quality required

13 Fish is selected according to quality according to quantity and quality required

14 Low-cost cuts and meat products are selected when and where appropriate

15 The best supplier for quality and price is selected

2 Handle and store meat poultry and fish 21 Suitable knives and equipment for poultry meat and fish handling is selected andused

22 Poultry meat and fish are handled and portioned according to menu requirementsand hygienically to minimise risk of food spoilage or cross-contamination

23 Poultry meat and fish are stored hygienically ensuring optimal storage conditions andappropriate temperature are maintained

24 Frozen poultry meat and fish are thawed correctly to ensure maximum qualityhygiene and nutrition

3 Cook basic poultry meat and fish dishes 31 Suitable equipment for poultry meat and fish preparation and cooking is selected andused

32 Suitable marinades are prepared and used where appropriate for a variety of poultrymeat and fish cuts

33 A variety of appropriate cooking methods are used for basic poultry meat and fishdishes

34 A variety basic poultry meat and fish dishes are cooked and presented to standardrecipe specifications

35 Poultry meat and fish dishes are presented using suitable sauces garnishes andaccompaniments

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and purchase poultry meat and fish Learning hours 10

Learning outcomes Content Leaning activities Resources

11 Identify different types of

poultry meat and fish

bull Types of poultry

Chicken Turkey Duck

bull Types of meat Beef Veal Lamb Goat

Porkbull Types of fish

White fish Oily fish Shellfish

o Research

o Brainstormingo Group worko Presentationo

983085 Resource books

12 Select poultry meat andfish

bull Chicken meat and fish cutsbull Processed productsbull Quality criteria for selecting

fresh and healthy chicken meatand fish Quality points for poultry- Smell- Skin- Colour

o Visit of butcheryo Group worko Researcho Presentation

983085 Resource books

- Flexible breastboneUnbroken bones

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- Unbroken bones

Quality points for meat

- Smell- Colour- Compact structure- Texture and colour of fat- Kidney covered with fat

Quality points for Fish- Eyes- Gills- Fresh

- Scales- Skin- Smell- Guts

Learning unit 2 Handle and store meat poultry and fish Learning hours 40

Learning outcomes Content Leaning activities Resources

11 Handle and portionchickenbull

Techniques De-boning Filleting

bull Appropriate equipment andknives

o

Explanation-Demonstrationo Group discussiono Individual Practice

983085

Knife set983085 Cutting Board983085 Reference books983085 Flip chart983085 Markers983085 Board983085 Meat Tag983085 Weighing

983085 Scales

12 Handle and portion meat bull Preparation of butcherrsquos meatDeboning

o Demonstrationindividual practice

983085 Weighing scaleKnife Set

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- Deboning- Portioning

- Cutting- Trimming

- Mincing bull Appropriate equipment and

knives

o individual practice 983085 Knife Set983085 Cutting boards

983085 Slicing machine

983085 Flip Chart983085 Boards983085 Markers

13 Handle and portion fish bull Preparation of fish Gutting portioning Scaling Filleting Skinning

o Demonstrationo Individual practice

983085 Flip chat983085 Markers983085 Board983085

Laptop983085 Projector983085 Cutting board983085 Knife set983085 weighing scale

14 Store chicken meat andfish

bull Storage standards Chemical Store Dry Store

Perishable Freezer Quality and Quantity

bull Preservation methods Salting Smoking Drying Canning

Freezing Marinating

bull Orderingbull Receivingbull Issuing

o Demonstrationo Individual practice

983085 Freezer983085 Fridge983085 Reference Books

983085 Flip chart

983085 Markers983085 Board983085 Scale983085 Shelves983085 Containers983085 Trolley983085 Probe Thermometer

983085 Purchasing order

983085 Receiving form983085 Requisition form

15 Thaw chicken meat andfish

bull Defrosting techniquesbull Health and hygiene regulations

o Demonstrationo Individual practice

983085 drip tray

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Learning unit 3 Cook and present basic poultry meat and fish dishes Learning hours 70

Learning outcomes Content Leaning activities Resources

21 Cook and present basicpoultry dishes

bull Marinating Herbs Oil spices

bull Cooking method

steaming grilling roasting boiling baking broiling smoking poaching

bull Seasoning salt black pepper or white

pepper

bull Presentation techniques

o Demonstrationo Individual practice

983085 Recipes983085 Heavy pans983085 Frying pans983085 Chopping board983085 Knives

983085 Flip chat

983085 Markers983085 Board983085 Laptop983085 Projector983085 Cutting board983085 Knife set983085 Weighing scale

983085 Oil

983085 Onions983085 Garlic983085 Rose mary983085 Salt983085 Light soya sauce

22 Cook and present basicmeat dishes 23 Cook and present basic

fish dishes

MODULE 12 Basic pastries and cakes

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MODULE 12 Basic pastries and cakes

Competence Make basic pastries and cakes

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

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

1 Prepare basic pastries and cakes 11 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are prepared

12 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are decorated

13 Suitable equipment safely and efficiently selected and used

2 Prepare and produce bakery products 21 A range of yeast-based doughs are prepared to standard recipes

22 Suitable equipment safely and efficiently selected and used

3 Portion and store pastries cakes and yeast goods 31 Portion control is applied to minimise wastage

32 Cakes pastry and bakery products Store to minimise spoilage and wastage

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare basic pastries and cakes Credit6

Learning Outcome Content Learning Activities Resources11 Identify different types ofpastries and cakes

bull Types of Pastry Products Sponge cakes Choux paste Sugar paste Sweet bread Cookies

o Researcho Presentationo Brainstorming

983085 Reference books

Mousses Ice cream

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doughnuts

12 Prepare basic pastryproducts

bull Sponge cakes Preparation techniques Baking techniques

bull Doughnuts Preparation techniques Baking techniques

bull Cookies Preparation techniques Baking techniques

o Demonstrationo Individual practices

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons13 Decorate pastries and

cakesbull Fillings

Butter cream Fruit Jam

bull Sauces Chocolate sauce Custard Sauce Strawberry Vanilla

o Demonstrationo Individual practiceso

Learning Unit 2 Prepare and produce bakery products

Learning outcomes Content Leaning activities Resources21 Identify different types ofbakery products

bull Types of bakery Products Yeast products

White Bread French Bread Croissant Rolls

o Researcho Presentationo Brainstorming

983085 Reference books

Chapatti Samosa dough

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Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

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MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

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bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

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Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

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Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

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Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

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Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 41: Curriculum Cooker

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41

bull Contents of recipebull Quantities in function of

number of customers to be

servedbull Quality of ingredients

983085 Projectors983085 Board983085 Laptops

22 Prepare ingredients bull Cleaning techniquesbull Pealing and cutting techniquesbull Measuring and weighingbull Storage for different type of

ingredients

o Demonstrationo Individual practice

983085 Kitchen equipment Kitchentools

23 Apply checklist procedures bull FIFObull LIFObull Verification of quality product

o Group discussiono Demonstrationo Individual practiceo Role Play

983085 Recipe book Flipchart

983085 Markers983085 Tags983085 Products983085 Bin cards983085 Checklist

Learning unit 3 Prepare and cook food using basic methods of cooking Learning hours 20

Learning outcomes Content Leaning activities Resources

31 Identify the differentcooking methods

bull Types of cooking methods Boiling Deep frying Stir-frying

Baking Steaming Simmering skimming grilling roasting broiling

o Small group discussiono Demonstrationo Individual practice

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smoking poaching

bull Characteristics of different

foods and appropriate cookingmethods

bull Underlying principles of all basiccooking methods

bull Effect of different cookingmethods on the nutritionalvalue of food

32 Cook basic dishes using arange of methods

bull Basic dishes o Demonstrationo Individual practice

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MODULE 7 Salads and Sandwiches

Competence Prepare salads and sandwiches

RTQF LEVEL CREDITS 4 LEARNING HOURS 40

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present different sorts of salads and sandwiches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare and present a variety of salads anddressings

11 Suitable ingredients are chosen

12 Salads are prepared using fresh ingredients and respecting nutritional valueeating characteristics and taste

13 Suitable sauces and dressings are prepared and incorporated into or servedwith salad

14 Salads are presented attractively

2 Prepare and present sandwiches 21 Suitable bases are selected from a range of bread types

22 A variety of sandwich types are prepared using a range of appropriate

techniques

23 Appropriate equipment is selected for toasting and heating sandwiches andused correctly and safely

24 Sandwiches are present in an attractive manner using suitable garnishesand serviceware

3 Store salads and sandwiches 31 Store salads and sandwiches hygienically at the correct temperature in

appropriate conditions and containers to maintain freshness taste andquality

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare and present a variety of salad and dressings Learning hours 20

Learning Outcome Content Learning Activities Resources

11 Identify ingredients for

salads

bull Commodities and food

combinations for use in salads

o Researcho Presentationo Group work

983085 Salad recipes

12 Prepare salads bull Types of salads Simple Compound

bull Components of salads Base Body Dressing Garnish

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls

983085 Knife sets

983085 Required ingredients983085 Cutting Board

13 Prepare dressings bull Types of salad dressing French dressing

Italian dressing Dijon dressing Vinaigrette Thousand Island dressing

bull Compatibility of dressings withdifferent types of salads

o Researcho Presentationo Demonstrationo Individual practice

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14 Present salads bull Methods of attractivepresentation for salads anddressings

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 2 Prepare Sandwiches Learning hours 15

Learning outcome Content Learning Activity Resources

21 Identify ingredients forsandwiches

bull Suitable breads White bread Wheat bread Buns Baguette

bull Suitable filling Cheese Ham Fried eggs Vegetables Cooked meat

o Presentationo Research

983085 Sandwiches recipes

22 Prepare sandwiches bull Types of Sandwiches Hot Cold

bull Food combinations forsandwiches

bull Preparation techniques spreading layering portioning moulding cutting garnishing

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls983085 Knife sets983085 Required ingredients983085 Salamander983085 Cutting Board

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toasting

23 Present sandwiches bull Methods of attractivepresentation for sandwiches

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 3 Store salads and sandwiches Learning hours 5

Learning outcome Content Learning Activity Resources

31 Store salads andsandwiches

bull Suitable storage techniques tomaintain optimum quality ofingredients

bull Types of containers

o Presentationo Demonstrationo Individual practice

983085 Containers983085 Fridge

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MODULE 9 Pasta and starches

Competence Cook pasta and starches

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present pastas and starches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare pasta 11 The different types of pasta are identified

12 Various pasta are prepared using appropriate methods to ensure optimumquality

13 Appropriate sauces and accompaniments are selected

2 Prepare starches 21 The different types of starches are identified

22 Various starches are prepared using appropriate methods to ensureoptimum quality

Appropriate sauces and accompaniments are selected

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare Pasta Learning hours 30

Learning outcome Content Learning Activities Resources

11 identify the different types

of pasta

bull Types of Pasta amp their products

Egg Pasta Noodles

Egg less pasta Spaghetti

White pasta Lasagna

Green Pasta Green lasagna

Stuffed Past Ravioli Cannelloni Lunette

Dessert Pasta Poppy seed pasta Cinnamon pasta

Dumpling Pasta Gnocchi

Whole wheat

o Researcho Presentation

983085 Reference books

983085 recipes

12 Prepare pasta dishes bull Cooking methods Boiling Stir-frying Baking

o Demonstrationo Researcho Individual practiceso Presentation

983085 Recipes983085 Baking trays983085 Baking Ovens983085 Required ingredients

S C k

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Steaming 983085 Cooking pans983085 Pasta roller983085 Flip chart

983085 Markers

983085 Boards983085 Tongs983085 Forks983085 Plates

13 Present pasta dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

Learning Unit 2 Prepare Starches Learning hours 30

Learning outcome Content Learning Activities Resources

21 Identify the differenttypes of pasta

bull Starch products Cassava Yams Sweet potatoes Rice Maize meal

o Researcho Presentation

983085 Reference books983085 recipes

21 Prepare starch products bull Cooking methods Boiling Deep frying Stir-frying Baking Steaming

o Demonstrationo Individual practices

983085 Baking trays983085 Baking Ovens983085 Required ingredients983085 Cooking pans983085 Steaming Machine983085 Flip chart

983085 Markers

983085 Boards983085 Forks983085 Spoons983085 Plates

23 Present starch dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

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MODULE 10 Stocks sauces and soups

Competence Prepare stocks sauces and soups

RTQF LEVEL CREDITS 10 LEARNING HOURS 100

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare different types of stocks soups and sauces

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplace

Module 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare stocks required for menu items 11 Ingredients and flavouring agents are uses according to standard recipes

12 A variety of stocks are produced

2 Prepare sauces required for menu items 21 A variety of hot and cold sauces are produced from classical andcontemporary recipes

22 A variety of thickening agents and convenience products are usedappropriately

23 Sauces are evaluated for flavour colour and consistency and any problemsare rectified

3 Prepare soups 31 The correct ingredients are selected and assembled to produce soupsincluding stocks and prepared garnishes

32 A variety of soups is produced

33Clarifying and thickening agents and methods are used where appropriate

34 Soups are evaluated for flavour colour consistency and temperature and anyproblems are rectified

35 Soups are presented at the right temperature in clean serviceware withoutdrips and spills using suitable garnishes and accompaniments

4 St d tit t t k d 4 1

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4 Store and reconstitute stocks sauces and soups 41 Store stocks sauces and soups to maintain optimum freshness and quality

42 Reconstitute stocks sauces and soups to appropriate standards ofconsistency

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Prepare stocks required for menu items Learning hours 30

Learning outcomes Content Learning activities Resources

11 Identify the ingredients

for different types of stocks

bull Types of stocks

Vegetable stock Beef stock Chicken stock Fish stock

bull Ingredients

o Group discussion

o Presentationo research

983085 reference books

983085 recipes

12 Cook various stocks bull Cooking methods Boiling Simmering Skimming Cooling Straining

o Applicationo Exerciseo Demonstration

983085 Equipments983085 Tools

983085 CLeaning products

983085 Cleaning materials983085 Stock pots983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

Learning unit 2 Prepare sauces required for menu items Learning hours 30

Learning outcomes Content Leaning activities Resources

21 Identify the ingredientsfor different types of sauces

bull Types of sauces Cold sauces Hot sauces

o Demonstrationo Individual practiceo Presentation

983085 Books983085 Flipchart983085 Markers Projectors

Mother sauces 983085 White board Laptops

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Mother sauces Basic Derivations Special sauces

White board Laptops983085 Recipe books

22 Identify equipments bull Identification of Tools andequipments sauce pots blender strainer sauce ladles knife set spatulas

cutting boards lighter stove

o Explanationo Demonstrationo Individual practice

983085 Books

983085 Flipchart Markers983085 Projectors983085 White board983085 Laptops983085 Recipe books983085 Menu

23 Prepare sauces bull Methods of cooking Boiling Simmering

bull Thickening agents Roux Cornflour Modified starch Liaison

o Explanationo Demonstrationo Individual practice

983085 Equipments983085 Tools983085 Cleaning products983085 Cleaning materials

983085 Stock pots

983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

24 Evaluate the quality ofsauces and rectify thembull Common problems in saucesbull Techniques to rectify sauces

o Observationo Group worko Individual practice

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Learning unit 3 Prepare soup Learning hours 30

Learning outcomes Content Leaning activities Resources

31 Identify the ingredientsfor different types of sauces

bull Types of soup Clear soups Pureacutee soups Cream soups

bull Ingredients

o Researcho Brainstorming

983085 Recipe guide983085 Cooking books

32 Prepare different types of

soup

bull Method of cooking Boiling

bull Thickening agents

o Demonstrationo Individual practiceo Presentation

983085 Note book

983085 pens

983085 Board983085 Markers983085 Fish stock983085 Beef stock983085 Vegetable stock983085 Strainers

33 Evaluate the quality ofsoups and rectify them

bull Common problems in soupsbull Techniques to rectify soups

o Observationo Group worko Individual practice

34 Present soup bull Presentation techniquesbull Garnishing techniquesbull Soup accompaniments

o Observationo Individual practice

983085 Plates983085 Bowls

Learning unit 4 Store and reconstitute stocks sauces and soups Learning hours 10

Learning outcomes Content Leaning activities Resources41 Store stocks sauces andsoups

bull Storage techniques andprocedures

bull Labelling

o Demonstrationo Explanationo Individual practice

983085 Pots983085 Fridge983085 Freezer983085 Labelling cards

42 Reconstitute stockssauces and soups

bull Reheating techniquesbull Principles of hygiene

983085 Equipment

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MODULE 11 Meat poultry and fish

Competence Select prepare and cook meat poultry and fish

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safety

Module 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unit Performance criteria

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gBy the end of the module the trainee will be able to

1 Select and purchase poultry meat and fish11 Poultry is selected and purchased according to quantity and quality required

12 Primary secondary and portioned cuts of pork goat beef and veal are selectedaccording to quantity and quality required

13 Fish is selected according to quality according to quantity and quality required

14 Low-cost cuts and meat products are selected when and where appropriate

15 The best supplier for quality and price is selected

2 Handle and store meat poultry and fish 21 Suitable knives and equipment for poultry meat and fish handling is selected andused

22 Poultry meat and fish are handled and portioned according to menu requirementsand hygienically to minimise risk of food spoilage or cross-contamination

23 Poultry meat and fish are stored hygienically ensuring optimal storage conditions andappropriate temperature are maintained

24 Frozen poultry meat and fish are thawed correctly to ensure maximum qualityhygiene and nutrition

3 Cook basic poultry meat and fish dishes 31 Suitable equipment for poultry meat and fish preparation and cooking is selected andused

32 Suitable marinades are prepared and used where appropriate for a variety of poultrymeat and fish cuts

33 A variety of appropriate cooking methods are used for basic poultry meat and fishdishes

34 A variety basic poultry meat and fish dishes are cooked and presented to standardrecipe specifications

35 Poultry meat and fish dishes are presented using suitable sauces garnishes andaccompaniments

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and purchase poultry meat and fish Learning hours 10

Learning outcomes Content Leaning activities Resources

11 Identify different types of

poultry meat and fish

bull Types of poultry

Chicken Turkey Duck

bull Types of meat Beef Veal Lamb Goat

Porkbull Types of fish

White fish Oily fish Shellfish

o Research

o Brainstormingo Group worko Presentationo

983085 Resource books

12 Select poultry meat andfish

bull Chicken meat and fish cutsbull Processed productsbull Quality criteria for selecting

fresh and healthy chicken meatand fish Quality points for poultry- Smell- Skin- Colour

o Visit of butcheryo Group worko Researcho Presentation

983085 Resource books

- Flexible breastboneUnbroken bones

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- Unbroken bones

Quality points for meat

- Smell- Colour- Compact structure- Texture and colour of fat- Kidney covered with fat

Quality points for Fish- Eyes- Gills- Fresh

- Scales- Skin- Smell- Guts

Learning unit 2 Handle and store meat poultry and fish Learning hours 40

Learning outcomes Content Leaning activities Resources

11 Handle and portionchickenbull

Techniques De-boning Filleting

bull Appropriate equipment andknives

o

Explanation-Demonstrationo Group discussiono Individual Practice

983085

Knife set983085 Cutting Board983085 Reference books983085 Flip chart983085 Markers983085 Board983085 Meat Tag983085 Weighing

983085 Scales

12 Handle and portion meat bull Preparation of butcherrsquos meatDeboning

o Demonstrationindividual practice

983085 Weighing scaleKnife Set

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- Deboning- Portioning

- Cutting- Trimming

- Mincing bull Appropriate equipment and

knives

o individual practice 983085 Knife Set983085 Cutting boards

983085 Slicing machine

983085 Flip Chart983085 Boards983085 Markers

13 Handle and portion fish bull Preparation of fish Gutting portioning Scaling Filleting Skinning

o Demonstrationo Individual practice

983085 Flip chat983085 Markers983085 Board983085

Laptop983085 Projector983085 Cutting board983085 Knife set983085 weighing scale

14 Store chicken meat andfish

bull Storage standards Chemical Store Dry Store

Perishable Freezer Quality and Quantity

bull Preservation methods Salting Smoking Drying Canning

Freezing Marinating

bull Orderingbull Receivingbull Issuing

o Demonstrationo Individual practice

983085 Freezer983085 Fridge983085 Reference Books

983085 Flip chart

983085 Markers983085 Board983085 Scale983085 Shelves983085 Containers983085 Trolley983085 Probe Thermometer

983085 Purchasing order

983085 Receiving form983085 Requisition form

15 Thaw chicken meat andfish

bull Defrosting techniquesbull Health and hygiene regulations

o Demonstrationo Individual practice

983085 drip tray

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Learning unit 3 Cook and present basic poultry meat and fish dishes Learning hours 70

Learning outcomes Content Leaning activities Resources

21 Cook and present basicpoultry dishes

bull Marinating Herbs Oil spices

bull Cooking method

steaming grilling roasting boiling baking broiling smoking poaching

bull Seasoning salt black pepper or white

pepper

bull Presentation techniques

o Demonstrationo Individual practice

983085 Recipes983085 Heavy pans983085 Frying pans983085 Chopping board983085 Knives

983085 Flip chat

983085 Markers983085 Board983085 Laptop983085 Projector983085 Cutting board983085 Knife set983085 Weighing scale

983085 Oil

983085 Onions983085 Garlic983085 Rose mary983085 Salt983085 Light soya sauce

22 Cook and present basicmeat dishes 23 Cook and present basic

fish dishes

MODULE 12 Basic pastries and cakes

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MODULE 12 Basic pastries and cakes

Competence Make basic pastries and cakes

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

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

1 Prepare basic pastries and cakes 11 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are prepared

12 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are decorated

13 Suitable equipment safely and efficiently selected and used

2 Prepare and produce bakery products 21 A range of yeast-based doughs are prepared to standard recipes

22 Suitable equipment safely and efficiently selected and used

3 Portion and store pastries cakes and yeast goods 31 Portion control is applied to minimise wastage

32 Cakes pastry and bakery products Store to minimise spoilage and wastage

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare basic pastries and cakes Credit6

Learning Outcome Content Learning Activities Resources11 Identify different types ofpastries and cakes

bull Types of Pastry Products Sponge cakes Choux paste Sugar paste Sweet bread Cookies

o Researcho Presentationo Brainstorming

983085 Reference books

Mousses Ice cream

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doughnuts

12 Prepare basic pastryproducts

bull Sponge cakes Preparation techniques Baking techniques

bull Doughnuts Preparation techniques Baking techniques

bull Cookies Preparation techniques Baking techniques

o Demonstrationo Individual practices

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons13 Decorate pastries and

cakesbull Fillings

Butter cream Fruit Jam

bull Sauces Chocolate sauce Custard Sauce Strawberry Vanilla

o Demonstrationo Individual practiceso

Learning Unit 2 Prepare and produce bakery products

Learning outcomes Content Leaning activities Resources21 Identify different types ofbakery products

bull Types of bakery Products Yeast products

White Bread French Bread Croissant Rolls

o Researcho Presentationo Brainstorming

983085 Reference books

Chapatti Samosa dough

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Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

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MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

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bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

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Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

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Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

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Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

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Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 42: Curriculum Cooker

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42

smoking poaching

bull Characteristics of different

foods and appropriate cookingmethods

bull Underlying principles of all basiccooking methods

bull Effect of different cookingmethods on the nutritionalvalue of food

32 Cook basic dishes using arange of methods

bull Basic dishes o Demonstrationo Individual practice

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MODULE 7 Salads and Sandwiches

Competence Prepare salads and sandwiches

RTQF LEVEL CREDITS 4 LEARNING HOURS 40

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present different sorts of salads and sandwiches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare and present a variety of salads anddressings

11 Suitable ingredients are chosen

12 Salads are prepared using fresh ingredients and respecting nutritional valueeating characteristics and taste

13 Suitable sauces and dressings are prepared and incorporated into or servedwith salad

14 Salads are presented attractively

2 Prepare and present sandwiches 21 Suitable bases are selected from a range of bread types

22 A variety of sandwich types are prepared using a range of appropriate

techniques

23 Appropriate equipment is selected for toasting and heating sandwiches andused correctly and safely

24 Sandwiches are present in an attractive manner using suitable garnishesand serviceware

3 Store salads and sandwiches 31 Store salads and sandwiches hygienically at the correct temperature in

appropriate conditions and containers to maintain freshness taste andquality

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare and present a variety of salad and dressings Learning hours 20

Learning Outcome Content Learning Activities Resources

11 Identify ingredients for

salads

bull Commodities and food

combinations for use in salads

o Researcho Presentationo Group work

983085 Salad recipes

12 Prepare salads bull Types of salads Simple Compound

bull Components of salads Base Body Dressing Garnish

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls

983085 Knife sets

983085 Required ingredients983085 Cutting Board

13 Prepare dressings bull Types of salad dressing French dressing

Italian dressing Dijon dressing Vinaigrette Thousand Island dressing

bull Compatibility of dressings withdifferent types of salads

o Researcho Presentationo Demonstrationo Individual practice

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14 Present salads bull Methods of attractivepresentation for salads anddressings

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 2 Prepare Sandwiches Learning hours 15

Learning outcome Content Learning Activity Resources

21 Identify ingredients forsandwiches

bull Suitable breads White bread Wheat bread Buns Baguette

bull Suitable filling Cheese Ham Fried eggs Vegetables Cooked meat

o Presentationo Research

983085 Sandwiches recipes

22 Prepare sandwiches bull Types of Sandwiches Hot Cold

bull Food combinations forsandwiches

bull Preparation techniques spreading layering portioning moulding cutting garnishing

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls983085 Knife sets983085 Required ingredients983085 Salamander983085 Cutting Board

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toasting

23 Present sandwiches bull Methods of attractivepresentation for sandwiches

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 3 Store salads and sandwiches Learning hours 5

Learning outcome Content Learning Activity Resources

31 Store salads andsandwiches

bull Suitable storage techniques tomaintain optimum quality ofingredients

bull Types of containers

o Presentationo Demonstrationo Individual practice

983085 Containers983085 Fridge

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MODULE 9 Pasta and starches

Competence Cook pasta and starches

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present pastas and starches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare pasta 11 The different types of pasta are identified

12 Various pasta are prepared using appropriate methods to ensure optimumquality

13 Appropriate sauces and accompaniments are selected

2 Prepare starches 21 The different types of starches are identified

22 Various starches are prepared using appropriate methods to ensureoptimum quality

Appropriate sauces and accompaniments are selected

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare Pasta Learning hours 30

Learning outcome Content Learning Activities Resources

11 identify the different types

of pasta

bull Types of Pasta amp their products

Egg Pasta Noodles

Egg less pasta Spaghetti

White pasta Lasagna

Green Pasta Green lasagna

Stuffed Past Ravioli Cannelloni Lunette

Dessert Pasta Poppy seed pasta Cinnamon pasta

Dumpling Pasta Gnocchi

Whole wheat

o Researcho Presentation

983085 Reference books

983085 recipes

12 Prepare pasta dishes bull Cooking methods Boiling Stir-frying Baking

o Demonstrationo Researcho Individual practiceso Presentation

983085 Recipes983085 Baking trays983085 Baking Ovens983085 Required ingredients

S C k

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Steaming 983085 Cooking pans983085 Pasta roller983085 Flip chart

983085 Markers

983085 Boards983085 Tongs983085 Forks983085 Plates

13 Present pasta dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

Learning Unit 2 Prepare Starches Learning hours 30

Learning outcome Content Learning Activities Resources

21 Identify the differenttypes of pasta

bull Starch products Cassava Yams Sweet potatoes Rice Maize meal

o Researcho Presentation

983085 Reference books983085 recipes

21 Prepare starch products bull Cooking methods Boiling Deep frying Stir-frying Baking Steaming

o Demonstrationo Individual practices

983085 Baking trays983085 Baking Ovens983085 Required ingredients983085 Cooking pans983085 Steaming Machine983085 Flip chart

983085 Markers

983085 Boards983085 Forks983085 Spoons983085 Plates

23 Present starch dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

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MODULE 10 Stocks sauces and soups

Competence Prepare stocks sauces and soups

RTQF LEVEL CREDITS 10 LEARNING HOURS 100

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare different types of stocks soups and sauces

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplace

Module 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare stocks required for menu items 11 Ingredients and flavouring agents are uses according to standard recipes

12 A variety of stocks are produced

2 Prepare sauces required for menu items 21 A variety of hot and cold sauces are produced from classical andcontemporary recipes

22 A variety of thickening agents and convenience products are usedappropriately

23 Sauces are evaluated for flavour colour and consistency and any problemsare rectified

3 Prepare soups 31 The correct ingredients are selected and assembled to produce soupsincluding stocks and prepared garnishes

32 A variety of soups is produced

33Clarifying and thickening agents and methods are used where appropriate

34 Soups are evaluated for flavour colour consistency and temperature and anyproblems are rectified

35 Soups are presented at the right temperature in clean serviceware withoutdrips and spills using suitable garnishes and accompaniments

4 St d tit t t k d 4 1

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4 Store and reconstitute stocks sauces and soups 41 Store stocks sauces and soups to maintain optimum freshness and quality

42 Reconstitute stocks sauces and soups to appropriate standards ofconsistency

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Prepare stocks required for menu items Learning hours 30

Learning outcomes Content Learning activities Resources

11 Identify the ingredients

for different types of stocks

bull Types of stocks

Vegetable stock Beef stock Chicken stock Fish stock

bull Ingredients

o Group discussion

o Presentationo research

983085 reference books

983085 recipes

12 Cook various stocks bull Cooking methods Boiling Simmering Skimming Cooling Straining

o Applicationo Exerciseo Demonstration

983085 Equipments983085 Tools

983085 CLeaning products

983085 Cleaning materials983085 Stock pots983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

Learning unit 2 Prepare sauces required for menu items Learning hours 30

Learning outcomes Content Leaning activities Resources

21 Identify the ingredientsfor different types of sauces

bull Types of sauces Cold sauces Hot sauces

o Demonstrationo Individual practiceo Presentation

983085 Books983085 Flipchart983085 Markers Projectors

Mother sauces 983085 White board Laptops

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Mother sauces Basic Derivations Special sauces

White board Laptops983085 Recipe books

22 Identify equipments bull Identification of Tools andequipments sauce pots blender strainer sauce ladles knife set spatulas

cutting boards lighter stove

o Explanationo Demonstrationo Individual practice

983085 Books

983085 Flipchart Markers983085 Projectors983085 White board983085 Laptops983085 Recipe books983085 Menu

23 Prepare sauces bull Methods of cooking Boiling Simmering

bull Thickening agents Roux Cornflour Modified starch Liaison

o Explanationo Demonstrationo Individual practice

983085 Equipments983085 Tools983085 Cleaning products983085 Cleaning materials

983085 Stock pots

983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

24 Evaluate the quality ofsauces and rectify thembull Common problems in saucesbull Techniques to rectify sauces

o Observationo Group worko Individual practice

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Learning unit 3 Prepare soup Learning hours 30

Learning outcomes Content Leaning activities Resources

31 Identify the ingredientsfor different types of sauces

bull Types of soup Clear soups Pureacutee soups Cream soups

bull Ingredients

o Researcho Brainstorming

983085 Recipe guide983085 Cooking books

32 Prepare different types of

soup

bull Method of cooking Boiling

bull Thickening agents

o Demonstrationo Individual practiceo Presentation

983085 Note book

983085 pens

983085 Board983085 Markers983085 Fish stock983085 Beef stock983085 Vegetable stock983085 Strainers

33 Evaluate the quality ofsoups and rectify them

bull Common problems in soupsbull Techniques to rectify soups

o Observationo Group worko Individual practice

34 Present soup bull Presentation techniquesbull Garnishing techniquesbull Soup accompaniments

o Observationo Individual practice

983085 Plates983085 Bowls

Learning unit 4 Store and reconstitute stocks sauces and soups Learning hours 10

Learning outcomes Content Leaning activities Resources41 Store stocks sauces andsoups

bull Storage techniques andprocedures

bull Labelling

o Demonstrationo Explanationo Individual practice

983085 Pots983085 Fridge983085 Freezer983085 Labelling cards

42 Reconstitute stockssauces and soups

bull Reheating techniquesbull Principles of hygiene

983085 Equipment

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MODULE 11 Meat poultry and fish

Competence Select prepare and cook meat poultry and fish

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safety

Module 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unit Performance criteria

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gBy the end of the module the trainee will be able to

1 Select and purchase poultry meat and fish11 Poultry is selected and purchased according to quantity and quality required

12 Primary secondary and portioned cuts of pork goat beef and veal are selectedaccording to quantity and quality required

13 Fish is selected according to quality according to quantity and quality required

14 Low-cost cuts and meat products are selected when and where appropriate

15 The best supplier for quality and price is selected

2 Handle and store meat poultry and fish 21 Suitable knives and equipment for poultry meat and fish handling is selected andused

22 Poultry meat and fish are handled and portioned according to menu requirementsand hygienically to minimise risk of food spoilage or cross-contamination

23 Poultry meat and fish are stored hygienically ensuring optimal storage conditions andappropriate temperature are maintained

24 Frozen poultry meat and fish are thawed correctly to ensure maximum qualityhygiene and nutrition

3 Cook basic poultry meat and fish dishes 31 Suitable equipment for poultry meat and fish preparation and cooking is selected andused

32 Suitable marinades are prepared and used where appropriate for a variety of poultrymeat and fish cuts

33 A variety of appropriate cooking methods are used for basic poultry meat and fishdishes

34 A variety basic poultry meat and fish dishes are cooked and presented to standardrecipe specifications

35 Poultry meat and fish dishes are presented using suitable sauces garnishes andaccompaniments

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and purchase poultry meat and fish Learning hours 10

Learning outcomes Content Leaning activities Resources

11 Identify different types of

poultry meat and fish

bull Types of poultry

Chicken Turkey Duck

bull Types of meat Beef Veal Lamb Goat

Porkbull Types of fish

White fish Oily fish Shellfish

o Research

o Brainstormingo Group worko Presentationo

983085 Resource books

12 Select poultry meat andfish

bull Chicken meat and fish cutsbull Processed productsbull Quality criteria for selecting

fresh and healthy chicken meatand fish Quality points for poultry- Smell- Skin- Colour

o Visit of butcheryo Group worko Researcho Presentation

983085 Resource books

- Flexible breastboneUnbroken bones

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- Unbroken bones

Quality points for meat

- Smell- Colour- Compact structure- Texture and colour of fat- Kidney covered with fat

Quality points for Fish- Eyes- Gills- Fresh

- Scales- Skin- Smell- Guts

Learning unit 2 Handle and store meat poultry and fish Learning hours 40

Learning outcomes Content Leaning activities Resources

11 Handle and portionchickenbull

Techniques De-boning Filleting

bull Appropriate equipment andknives

o

Explanation-Demonstrationo Group discussiono Individual Practice

983085

Knife set983085 Cutting Board983085 Reference books983085 Flip chart983085 Markers983085 Board983085 Meat Tag983085 Weighing

983085 Scales

12 Handle and portion meat bull Preparation of butcherrsquos meatDeboning

o Demonstrationindividual practice

983085 Weighing scaleKnife Set

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- Deboning- Portioning

- Cutting- Trimming

- Mincing bull Appropriate equipment and

knives

o individual practice 983085 Knife Set983085 Cutting boards

983085 Slicing machine

983085 Flip Chart983085 Boards983085 Markers

13 Handle and portion fish bull Preparation of fish Gutting portioning Scaling Filleting Skinning

o Demonstrationo Individual practice

983085 Flip chat983085 Markers983085 Board983085

Laptop983085 Projector983085 Cutting board983085 Knife set983085 weighing scale

14 Store chicken meat andfish

bull Storage standards Chemical Store Dry Store

Perishable Freezer Quality and Quantity

bull Preservation methods Salting Smoking Drying Canning

Freezing Marinating

bull Orderingbull Receivingbull Issuing

o Demonstrationo Individual practice

983085 Freezer983085 Fridge983085 Reference Books

983085 Flip chart

983085 Markers983085 Board983085 Scale983085 Shelves983085 Containers983085 Trolley983085 Probe Thermometer

983085 Purchasing order

983085 Receiving form983085 Requisition form

15 Thaw chicken meat andfish

bull Defrosting techniquesbull Health and hygiene regulations

o Demonstrationo Individual practice

983085 drip tray

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Learning unit 3 Cook and present basic poultry meat and fish dishes Learning hours 70

Learning outcomes Content Leaning activities Resources

21 Cook and present basicpoultry dishes

bull Marinating Herbs Oil spices

bull Cooking method

steaming grilling roasting boiling baking broiling smoking poaching

bull Seasoning salt black pepper or white

pepper

bull Presentation techniques

o Demonstrationo Individual practice

983085 Recipes983085 Heavy pans983085 Frying pans983085 Chopping board983085 Knives

983085 Flip chat

983085 Markers983085 Board983085 Laptop983085 Projector983085 Cutting board983085 Knife set983085 Weighing scale

983085 Oil

983085 Onions983085 Garlic983085 Rose mary983085 Salt983085 Light soya sauce

22 Cook and present basicmeat dishes 23 Cook and present basic

fish dishes

MODULE 12 Basic pastries and cakes

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MODULE 12 Basic pastries and cakes

Competence Make basic pastries and cakes

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

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

1 Prepare basic pastries and cakes 11 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are prepared

12 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are decorated

13 Suitable equipment safely and efficiently selected and used

2 Prepare and produce bakery products 21 A range of yeast-based doughs are prepared to standard recipes

22 Suitable equipment safely and efficiently selected and used

3 Portion and store pastries cakes and yeast goods 31 Portion control is applied to minimise wastage

32 Cakes pastry and bakery products Store to minimise spoilage and wastage

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare basic pastries and cakes Credit6

Learning Outcome Content Learning Activities Resources11 Identify different types ofpastries and cakes

bull Types of Pastry Products Sponge cakes Choux paste Sugar paste Sweet bread Cookies

o Researcho Presentationo Brainstorming

983085 Reference books

Mousses Ice cream

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doughnuts

12 Prepare basic pastryproducts

bull Sponge cakes Preparation techniques Baking techniques

bull Doughnuts Preparation techniques Baking techniques

bull Cookies Preparation techniques Baking techniques

o Demonstrationo Individual practices

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons13 Decorate pastries and

cakesbull Fillings

Butter cream Fruit Jam

bull Sauces Chocolate sauce Custard Sauce Strawberry Vanilla

o Demonstrationo Individual practiceso

Learning Unit 2 Prepare and produce bakery products

Learning outcomes Content Leaning activities Resources21 Identify different types ofbakery products

bull Types of bakery Products Yeast products

White Bread French Bread Croissant Rolls

o Researcho Presentationo Brainstorming

983085 Reference books

Chapatti Samosa dough

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Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

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MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

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bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

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Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

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Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

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Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

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Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 43: Curriculum Cooker

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MODULE 7 Salads and Sandwiches

Competence Prepare salads and sandwiches

RTQF LEVEL CREDITS 4 LEARNING HOURS 40

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present different sorts of salads and sandwiches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

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Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare and present a variety of salads anddressings

11 Suitable ingredients are chosen

12 Salads are prepared using fresh ingredients and respecting nutritional valueeating characteristics and taste

13 Suitable sauces and dressings are prepared and incorporated into or servedwith salad

14 Salads are presented attractively

2 Prepare and present sandwiches 21 Suitable bases are selected from a range of bread types

22 A variety of sandwich types are prepared using a range of appropriate

techniques

23 Appropriate equipment is selected for toasting and heating sandwiches andused correctly and safely

24 Sandwiches are present in an attractive manner using suitable garnishesand serviceware

3 Store salads and sandwiches 31 Store salads and sandwiches hygienically at the correct temperature in

appropriate conditions and containers to maintain freshness taste andquality

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare and present a variety of salad and dressings Learning hours 20

Learning Outcome Content Learning Activities Resources

11 Identify ingredients for

salads

bull Commodities and food

combinations for use in salads

o Researcho Presentationo Group work

983085 Salad recipes

12 Prepare salads bull Types of salads Simple Compound

bull Components of salads Base Body Dressing Garnish

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls

983085 Knife sets

983085 Required ingredients983085 Cutting Board

13 Prepare dressings bull Types of salad dressing French dressing

Italian dressing Dijon dressing Vinaigrette Thousand Island dressing

bull Compatibility of dressings withdifferent types of salads

o Researcho Presentationo Demonstrationo Individual practice

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14 Present salads bull Methods of attractivepresentation for salads anddressings

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 2 Prepare Sandwiches Learning hours 15

Learning outcome Content Learning Activity Resources

21 Identify ingredients forsandwiches

bull Suitable breads White bread Wheat bread Buns Baguette

bull Suitable filling Cheese Ham Fried eggs Vegetables Cooked meat

o Presentationo Research

983085 Sandwiches recipes

22 Prepare sandwiches bull Types of Sandwiches Hot Cold

bull Food combinations forsandwiches

bull Preparation techniques spreading layering portioning moulding cutting garnishing

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls983085 Knife sets983085 Required ingredients983085 Salamander983085 Cutting Board

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toasting

23 Present sandwiches bull Methods of attractivepresentation for sandwiches

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 3 Store salads and sandwiches Learning hours 5

Learning outcome Content Learning Activity Resources

31 Store salads andsandwiches

bull Suitable storage techniques tomaintain optimum quality ofingredients

bull Types of containers

o Presentationo Demonstrationo Individual practice

983085 Containers983085 Fridge

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MODULE 9 Pasta and starches

Competence Cook pasta and starches

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present pastas and starches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare pasta 11 The different types of pasta are identified

12 Various pasta are prepared using appropriate methods to ensure optimumquality

13 Appropriate sauces and accompaniments are selected

2 Prepare starches 21 The different types of starches are identified

22 Various starches are prepared using appropriate methods to ensureoptimum quality

Appropriate sauces and accompaniments are selected

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare Pasta Learning hours 30

Learning outcome Content Learning Activities Resources

11 identify the different types

of pasta

bull Types of Pasta amp their products

Egg Pasta Noodles

Egg less pasta Spaghetti

White pasta Lasagna

Green Pasta Green lasagna

Stuffed Past Ravioli Cannelloni Lunette

Dessert Pasta Poppy seed pasta Cinnamon pasta

Dumpling Pasta Gnocchi

Whole wheat

o Researcho Presentation

983085 Reference books

983085 recipes

12 Prepare pasta dishes bull Cooking methods Boiling Stir-frying Baking

o Demonstrationo Researcho Individual practiceso Presentation

983085 Recipes983085 Baking trays983085 Baking Ovens983085 Required ingredients

S C k

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Steaming 983085 Cooking pans983085 Pasta roller983085 Flip chart

983085 Markers

983085 Boards983085 Tongs983085 Forks983085 Plates

13 Present pasta dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

Learning Unit 2 Prepare Starches Learning hours 30

Learning outcome Content Learning Activities Resources

21 Identify the differenttypes of pasta

bull Starch products Cassava Yams Sweet potatoes Rice Maize meal

o Researcho Presentation

983085 Reference books983085 recipes

21 Prepare starch products bull Cooking methods Boiling Deep frying Stir-frying Baking Steaming

o Demonstrationo Individual practices

983085 Baking trays983085 Baking Ovens983085 Required ingredients983085 Cooking pans983085 Steaming Machine983085 Flip chart

983085 Markers

983085 Boards983085 Forks983085 Spoons983085 Plates

23 Present starch dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

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MODULE 10 Stocks sauces and soups

Competence Prepare stocks sauces and soups

RTQF LEVEL CREDITS 10 LEARNING HOURS 100

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare different types of stocks soups and sauces

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplace

Module 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare stocks required for menu items 11 Ingredients and flavouring agents are uses according to standard recipes

12 A variety of stocks are produced

2 Prepare sauces required for menu items 21 A variety of hot and cold sauces are produced from classical andcontemporary recipes

22 A variety of thickening agents and convenience products are usedappropriately

23 Sauces are evaluated for flavour colour and consistency and any problemsare rectified

3 Prepare soups 31 The correct ingredients are selected and assembled to produce soupsincluding stocks and prepared garnishes

32 A variety of soups is produced

33Clarifying and thickening agents and methods are used where appropriate

34 Soups are evaluated for flavour colour consistency and temperature and anyproblems are rectified

35 Soups are presented at the right temperature in clean serviceware withoutdrips and spills using suitable garnishes and accompaniments

4 St d tit t t k d 4 1

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4 Store and reconstitute stocks sauces and soups 41 Store stocks sauces and soups to maintain optimum freshness and quality

42 Reconstitute stocks sauces and soups to appropriate standards ofconsistency

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Prepare stocks required for menu items Learning hours 30

Learning outcomes Content Learning activities Resources

11 Identify the ingredients

for different types of stocks

bull Types of stocks

Vegetable stock Beef stock Chicken stock Fish stock

bull Ingredients

o Group discussion

o Presentationo research

983085 reference books

983085 recipes

12 Cook various stocks bull Cooking methods Boiling Simmering Skimming Cooling Straining

o Applicationo Exerciseo Demonstration

983085 Equipments983085 Tools

983085 CLeaning products

983085 Cleaning materials983085 Stock pots983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

Learning unit 2 Prepare sauces required for menu items Learning hours 30

Learning outcomes Content Leaning activities Resources

21 Identify the ingredientsfor different types of sauces

bull Types of sauces Cold sauces Hot sauces

o Demonstrationo Individual practiceo Presentation

983085 Books983085 Flipchart983085 Markers Projectors

Mother sauces 983085 White board Laptops

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Mother sauces Basic Derivations Special sauces

White board Laptops983085 Recipe books

22 Identify equipments bull Identification of Tools andequipments sauce pots blender strainer sauce ladles knife set spatulas

cutting boards lighter stove

o Explanationo Demonstrationo Individual practice

983085 Books

983085 Flipchart Markers983085 Projectors983085 White board983085 Laptops983085 Recipe books983085 Menu

23 Prepare sauces bull Methods of cooking Boiling Simmering

bull Thickening agents Roux Cornflour Modified starch Liaison

o Explanationo Demonstrationo Individual practice

983085 Equipments983085 Tools983085 Cleaning products983085 Cleaning materials

983085 Stock pots

983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

24 Evaluate the quality ofsauces and rectify thembull Common problems in saucesbull Techniques to rectify sauces

o Observationo Group worko Individual practice

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Learning unit 3 Prepare soup Learning hours 30

Learning outcomes Content Leaning activities Resources

31 Identify the ingredientsfor different types of sauces

bull Types of soup Clear soups Pureacutee soups Cream soups

bull Ingredients

o Researcho Brainstorming

983085 Recipe guide983085 Cooking books

32 Prepare different types of

soup

bull Method of cooking Boiling

bull Thickening agents

o Demonstrationo Individual practiceo Presentation

983085 Note book

983085 pens

983085 Board983085 Markers983085 Fish stock983085 Beef stock983085 Vegetable stock983085 Strainers

33 Evaluate the quality ofsoups and rectify them

bull Common problems in soupsbull Techniques to rectify soups

o Observationo Group worko Individual practice

34 Present soup bull Presentation techniquesbull Garnishing techniquesbull Soup accompaniments

o Observationo Individual practice

983085 Plates983085 Bowls

Learning unit 4 Store and reconstitute stocks sauces and soups Learning hours 10

Learning outcomes Content Leaning activities Resources41 Store stocks sauces andsoups

bull Storage techniques andprocedures

bull Labelling

o Demonstrationo Explanationo Individual practice

983085 Pots983085 Fridge983085 Freezer983085 Labelling cards

42 Reconstitute stockssauces and soups

bull Reheating techniquesbull Principles of hygiene

983085 Equipment

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MODULE 11 Meat poultry and fish

Competence Select prepare and cook meat poultry and fish

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safety

Module 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unit Performance criteria

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gBy the end of the module the trainee will be able to

1 Select and purchase poultry meat and fish11 Poultry is selected and purchased according to quantity and quality required

12 Primary secondary and portioned cuts of pork goat beef and veal are selectedaccording to quantity and quality required

13 Fish is selected according to quality according to quantity and quality required

14 Low-cost cuts and meat products are selected when and where appropriate

15 The best supplier for quality and price is selected

2 Handle and store meat poultry and fish 21 Suitable knives and equipment for poultry meat and fish handling is selected andused

22 Poultry meat and fish are handled and portioned according to menu requirementsand hygienically to minimise risk of food spoilage or cross-contamination

23 Poultry meat and fish are stored hygienically ensuring optimal storage conditions andappropriate temperature are maintained

24 Frozen poultry meat and fish are thawed correctly to ensure maximum qualityhygiene and nutrition

3 Cook basic poultry meat and fish dishes 31 Suitable equipment for poultry meat and fish preparation and cooking is selected andused

32 Suitable marinades are prepared and used where appropriate for a variety of poultrymeat and fish cuts

33 A variety of appropriate cooking methods are used for basic poultry meat and fishdishes

34 A variety basic poultry meat and fish dishes are cooked and presented to standardrecipe specifications

35 Poultry meat and fish dishes are presented using suitable sauces garnishes andaccompaniments

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and purchase poultry meat and fish Learning hours 10

Learning outcomes Content Leaning activities Resources

11 Identify different types of

poultry meat and fish

bull Types of poultry

Chicken Turkey Duck

bull Types of meat Beef Veal Lamb Goat

Porkbull Types of fish

White fish Oily fish Shellfish

o Research

o Brainstormingo Group worko Presentationo

983085 Resource books

12 Select poultry meat andfish

bull Chicken meat and fish cutsbull Processed productsbull Quality criteria for selecting

fresh and healthy chicken meatand fish Quality points for poultry- Smell- Skin- Colour

o Visit of butcheryo Group worko Researcho Presentation

983085 Resource books

- Flexible breastboneUnbroken bones

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- Unbroken bones

Quality points for meat

- Smell- Colour- Compact structure- Texture and colour of fat- Kidney covered with fat

Quality points for Fish- Eyes- Gills- Fresh

- Scales- Skin- Smell- Guts

Learning unit 2 Handle and store meat poultry and fish Learning hours 40

Learning outcomes Content Leaning activities Resources

11 Handle and portionchickenbull

Techniques De-boning Filleting

bull Appropriate equipment andknives

o

Explanation-Demonstrationo Group discussiono Individual Practice

983085

Knife set983085 Cutting Board983085 Reference books983085 Flip chart983085 Markers983085 Board983085 Meat Tag983085 Weighing

983085 Scales

12 Handle and portion meat bull Preparation of butcherrsquos meatDeboning

o Demonstrationindividual practice

983085 Weighing scaleKnife Set

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- Deboning- Portioning

- Cutting- Trimming

- Mincing bull Appropriate equipment and

knives

o individual practice 983085 Knife Set983085 Cutting boards

983085 Slicing machine

983085 Flip Chart983085 Boards983085 Markers

13 Handle and portion fish bull Preparation of fish Gutting portioning Scaling Filleting Skinning

o Demonstrationo Individual practice

983085 Flip chat983085 Markers983085 Board983085

Laptop983085 Projector983085 Cutting board983085 Knife set983085 weighing scale

14 Store chicken meat andfish

bull Storage standards Chemical Store Dry Store

Perishable Freezer Quality and Quantity

bull Preservation methods Salting Smoking Drying Canning

Freezing Marinating

bull Orderingbull Receivingbull Issuing

o Demonstrationo Individual practice

983085 Freezer983085 Fridge983085 Reference Books

983085 Flip chart

983085 Markers983085 Board983085 Scale983085 Shelves983085 Containers983085 Trolley983085 Probe Thermometer

983085 Purchasing order

983085 Receiving form983085 Requisition form

15 Thaw chicken meat andfish

bull Defrosting techniquesbull Health and hygiene regulations

o Demonstrationo Individual practice

983085 drip tray

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Learning unit 3 Cook and present basic poultry meat and fish dishes Learning hours 70

Learning outcomes Content Leaning activities Resources

21 Cook and present basicpoultry dishes

bull Marinating Herbs Oil spices

bull Cooking method

steaming grilling roasting boiling baking broiling smoking poaching

bull Seasoning salt black pepper or white

pepper

bull Presentation techniques

o Demonstrationo Individual practice

983085 Recipes983085 Heavy pans983085 Frying pans983085 Chopping board983085 Knives

983085 Flip chat

983085 Markers983085 Board983085 Laptop983085 Projector983085 Cutting board983085 Knife set983085 Weighing scale

983085 Oil

983085 Onions983085 Garlic983085 Rose mary983085 Salt983085 Light soya sauce

22 Cook and present basicmeat dishes 23 Cook and present basic

fish dishes

MODULE 12 Basic pastries and cakes

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MODULE 12 Basic pastries and cakes

Competence Make basic pastries and cakes

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

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

1 Prepare basic pastries and cakes 11 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are prepared

12 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are decorated

13 Suitable equipment safely and efficiently selected and used

2 Prepare and produce bakery products 21 A range of yeast-based doughs are prepared to standard recipes

22 Suitable equipment safely and efficiently selected and used

3 Portion and store pastries cakes and yeast goods 31 Portion control is applied to minimise wastage

32 Cakes pastry and bakery products Store to minimise spoilage and wastage

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare basic pastries and cakes Credit6

Learning Outcome Content Learning Activities Resources11 Identify different types ofpastries and cakes

bull Types of Pastry Products Sponge cakes Choux paste Sugar paste Sweet bread Cookies

o Researcho Presentationo Brainstorming

983085 Reference books

Mousses Ice cream

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doughnuts

12 Prepare basic pastryproducts

bull Sponge cakes Preparation techniques Baking techniques

bull Doughnuts Preparation techniques Baking techniques

bull Cookies Preparation techniques Baking techniques

o Demonstrationo Individual practices

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons13 Decorate pastries and

cakesbull Fillings

Butter cream Fruit Jam

bull Sauces Chocolate sauce Custard Sauce Strawberry Vanilla

o Demonstrationo Individual practiceso

Learning Unit 2 Prepare and produce bakery products

Learning outcomes Content Leaning activities Resources21 Identify different types ofbakery products

bull Types of bakery Products Yeast products

White Bread French Bread Croissant Rolls

o Researcho Presentationo Brainstorming

983085 Reference books

Chapatti Samosa dough

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Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

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MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

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bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

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Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

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Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

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76

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

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Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

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78

Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 44: Curriculum Cooker

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44

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare and present a variety of salads anddressings

11 Suitable ingredients are chosen

12 Salads are prepared using fresh ingredients and respecting nutritional valueeating characteristics and taste

13 Suitable sauces and dressings are prepared and incorporated into or servedwith salad

14 Salads are presented attractively

2 Prepare and present sandwiches 21 Suitable bases are selected from a range of bread types

22 A variety of sandwich types are prepared using a range of appropriate

techniques

23 Appropriate equipment is selected for toasting and heating sandwiches andused correctly and safely

24 Sandwiches are present in an attractive manner using suitable garnishesand serviceware

3 Store salads and sandwiches 31 Store salads and sandwiches hygienically at the correct temperature in

appropriate conditions and containers to maintain freshness taste andquality

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare and present a variety of salad and dressings Learning hours 20

Learning Outcome Content Learning Activities Resources

11 Identify ingredients for

salads

bull Commodities and food

combinations for use in salads

o Researcho Presentationo Group work

983085 Salad recipes

12 Prepare salads bull Types of salads Simple Compound

bull Components of salads Base Body Dressing Garnish

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls

983085 Knife sets

983085 Required ingredients983085 Cutting Board

13 Prepare dressings bull Types of salad dressing French dressing

Italian dressing Dijon dressing Vinaigrette Thousand Island dressing

bull Compatibility of dressings withdifferent types of salads

o Researcho Presentationo Demonstrationo Individual practice

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14 Present salads bull Methods of attractivepresentation for salads anddressings

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 2 Prepare Sandwiches Learning hours 15

Learning outcome Content Learning Activity Resources

21 Identify ingredients forsandwiches

bull Suitable breads White bread Wheat bread Buns Baguette

bull Suitable filling Cheese Ham Fried eggs Vegetables Cooked meat

o Presentationo Research

983085 Sandwiches recipes

22 Prepare sandwiches bull Types of Sandwiches Hot Cold

bull Food combinations forsandwiches

bull Preparation techniques spreading layering portioning moulding cutting garnishing

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls983085 Knife sets983085 Required ingredients983085 Salamander983085 Cutting Board

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toasting

23 Present sandwiches bull Methods of attractivepresentation for sandwiches

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 3 Store salads and sandwiches Learning hours 5

Learning outcome Content Learning Activity Resources

31 Store salads andsandwiches

bull Suitable storage techniques tomaintain optimum quality ofingredients

bull Types of containers

o Presentationo Demonstrationo Individual practice

983085 Containers983085 Fridge

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MODULE 9 Pasta and starches

Competence Cook pasta and starches

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present pastas and starches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare pasta 11 The different types of pasta are identified

12 Various pasta are prepared using appropriate methods to ensure optimumquality

13 Appropriate sauces and accompaniments are selected

2 Prepare starches 21 The different types of starches are identified

22 Various starches are prepared using appropriate methods to ensureoptimum quality

Appropriate sauces and accompaniments are selected

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare Pasta Learning hours 30

Learning outcome Content Learning Activities Resources

11 identify the different types

of pasta

bull Types of Pasta amp their products

Egg Pasta Noodles

Egg less pasta Spaghetti

White pasta Lasagna

Green Pasta Green lasagna

Stuffed Past Ravioli Cannelloni Lunette

Dessert Pasta Poppy seed pasta Cinnamon pasta

Dumpling Pasta Gnocchi

Whole wheat

o Researcho Presentation

983085 Reference books

983085 recipes

12 Prepare pasta dishes bull Cooking methods Boiling Stir-frying Baking

o Demonstrationo Researcho Individual practiceso Presentation

983085 Recipes983085 Baking trays983085 Baking Ovens983085 Required ingredients

S C k

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Steaming 983085 Cooking pans983085 Pasta roller983085 Flip chart

983085 Markers

983085 Boards983085 Tongs983085 Forks983085 Plates

13 Present pasta dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

Learning Unit 2 Prepare Starches Learning hours 30

Learning outcome Content Learning Activities Resources

21 Identify the differenttypes of pasta

bull Starch products Cassava Yams Sweet potatoes Rice Maize meal

o Researcho Presentation

983085 Reference books983085 recipes

21 Prepare starch products bull Cooking methods Boiling Deep frying Stir-frying Baking Steaming

o Demonstrationo Individual practices

983085 Baking trays983085 Baking Ovens983085 Required ingredients983085 Cooking pans983085 Steaming Machine983085 Flip chart

983085 Markers

983085 Boards983085 Forks983085 Spoons983085 Plates

23 Present starch dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

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MODULE 10 Stocks sauces and soups

Competence Prepare stocks sauces and soups

RTQF LEVEL CREDITS 10 LEARNING HOURS 100

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare different types of stocks soups and sauces

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplace

Module 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare stocks required for menu items 11 Ingredients and flavouring agents are uses according to standard recipes

12 A variety of stocks are produced

2 Prepare sauces required for menu items 21 A variety of hot and cold sauces are produced from classical andcontemporary recipes

22 A variety of thickening agents and convenience products are usedappropriately

23 Sauces are evaluated for flavour colour and consistency and any problemsare rectified

3 Prepare soups 31 The correct ingredients are selected and assembled to produce soupsincluding stocks and prepared garnishes

32 A variety of soups is produced

33Clarifying and thickening agents and methods are used where appropriate

34 Soups are evaluated for flavour colour consistency and temperature and anyproblems are rectified

35 Soups are presented at the right temperature in clean serviceware withoutdrips and spills using suitable garnishes and accompaniments

4 St d tit t t k d 4 1

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4 Store and reconstitute stocks sauces and soups 41 Store stocks sauces and soups to maintain optimum freshness and quality

42 Reconstitute stocks sauces and soups to appropriate standards ofconsistency

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Prepare stocks required for menu items Learning hours 30

Learning outcomes Content Learning activities Resources

11 Identify the ingredients

for different types of stocks

bull Types of stocks

Vegetable stock Beef stock Chicken stock Fish stock

bull Ingredients

o Group discussion

o Presentationo research

983085 reference books

983085 recipes

12 Cook various stocks bull Cooking methods Boiling Simmering Skimming Cooling Straining

o Applicationo Exerciseo Demonstration

983085 Equipments983085 Tools

983085 CLeaning products

983085 Cleaning materials983085 Stock pots983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

Learning unit 2 Prepare sauces required for menu items Learning hours 30

Learning outcomes Content Leaning activities Resources

21 Identify the ingredientsfor different types of sauces

bull Types of sauces Cold sauces Hot sauces

o Demonstrationo Individual practiceo Presentation

983085 Books983085 Flipchart983085 Markers Projectors

Mother sauces 983085 White board Laptops

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Mother sauces Basic Derivations Special sauces

White board Laptops983085 Recipe books

22 Identify equipments bull Identification of Tools andequipments sauce pots blender strainer sauce ladles knife set spatulas

cutting boards lighter stove

o Explanationo Demonstrationo Individual practice

983085 Books

983085 Flipchart Markers983085 Projectors983085 White board983085 Laptops983085 Recipe books983085 Menu

23 Prepare sauces bull Methods of cooking Boiling Simmering

bull Thickening agents Roux Cornflour Modified starch Liaison

o Explanationo Demonstrationo Individual practice

983085 Equipments983085 Tools983085 Cleaning products983085 Cleaning materials

983085 Stock pots

983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

24 Evaluate the quality ofsauces and rectify thembull Common problems in saucesbull Techniques to rectify sauces

o Observationo Group worko Individual practice

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Learning unit 3 Prepare soup Learning hours 30

Learning outcomes Content Leaning activities Resources

31 Identify the ingredientsfor different types of sauces

bull Types of soup Clear soups Pureacutee soups Cream soups

bull Ingredients

o Researcho Brainstorming

983085 Recipe guide983085 Cooking books

32 Prepare different types of

soup

bull Method of cooking Boiling

bull Thickening agents

o Demonstrationo Individual practiceo Presentation

983085 Note book

983085 pens

983085 Board983085 Markers983085 Fish stock983085 Beef stock983085 Vegetable stock983085 Strainers

33 Evaluate the quality ofsoups and rectify them

bull Common problems in soupsbull Techniques to rectify soups

o Observationo Group worko Individual practice

34 Present soup bull Presentation techniquesbull Garnishing techniquesbull Soup accompaniments

o Observationo Individual practice

983085 Plates983085 Bowls

Learning unit 4 Store and reconstitute stocks sauces and soups Learning hours 10

Learning outcomes Content Leaning activities Resources41 Store stocks sauces andsoups

bull Storage techniques andprocedures

bull Labelling

o Demonstrationo Explanationo Individual practice

983085 Pots983085 Fridge983085 Freezer983085 Labelling cards

42 Reconstitute stockssauces and soups

bull Reheating techniquesbull Principles of hygiene

983085 Equipment

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MODULE 11 Meat poultry and fish

Competence Select prepare and cook meat poultry and fish

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safety

Module 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unit Performance criteria

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gBy the end of the module the trainee will be able to

1 Select and purchase poultry meat and fish11 Poultry is selected and purchased according to quantity and quality required

12 Primary secondary and portioned cuts of pork goat beef and veal are selectedaccording to quantity and quality required

13 Fish is selected according to quality according to quantity and quality required

14 Low-cost cuts and meat products are selected when and where appropriate

15 The best supplier for quality and price is selected

2 Handle and store meat poultry and fish 21 Suitable knives and equipment for poultry meat and fish handling is selected andused

22 Poultry meat and fish are handled and portioned according to menu requirementsand hygienically to minimise risk of food spoilage or cross-contamination

23 Poultry meat and fish are stored hygienically ensuring optimal storage conditions andappropriate temperature are maintained

24 Frozen poultry meat and fish are thawed correctly to ensure maximum qualityhygiene and nutrition

3 Cook basic poultry meat and fish dishes 31 Suitable equipment for poultry meat and fish preparation and cooking is selected andused

32 Suitable marinades are prepared and used where appropriate for a variety of poultrymeat and fish cuts

33 A variety of appropriate cooking methods are used for basic poultry meat and fishdishes

34 A variety basic poultry meat and fish dishes are cooked and presented to standardrecipe specifications

35 Poultry meat and fish dishes are presented using suitable sauces garnishes andaccompaniments

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and purchase poultry meat and fish Learning hours 10

Learning outcomes Content Leaning activities Resources

11 Identify different types of

poultry meat and fish

bull Types of poultry

Chicken Turkey Duck

bull Types of meat Beef Veal Lamb Goat

Porkbull Types of fish

White fish Oily fish Shellfish

o Research

o Brainstormingo Group worko Presentationo

983085 Resource books

12 Select poultry meat andfish

bull Chicken meat and fish cutsbull Processed productsbull Quality criteria for selecting

fresh and healthy chicken meatand fish Quality points for poultry- Smell- Skin- Colour

o Visit of butcheryo Group worko Researcho Presentation

983085 Resource books

- Flexible breastboneUnbroken bones

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- Unbroken bones

Quality points for meat

- Smell- Colour- Compact structure- Texture and colour of fat- Kidney covered with fat

Quality points for Fish- Eyes- Gills- Fresh

- Scales- Skin- Smell- Guts

Learning unit 2 Handle and store meat poultry and fish Learning hours 40

Learning outcomes Content Leaning activities Resources

11 Handle and portionchickenbull

Techniques De-boning Filleting

bull Appropriate equipment andknives

o

Explanation-Demonstrationo Group discussiono Individual Practice

983085

Knife set983085 Cutting Board983085 Reference books983085 Flip chart983085 Markers983085 Board983085 Meat Tag983085 Weighing

983085 Scales

12 Handle and portion meat bull Preparation of butcherrsquos meatDeboning

o Demonstrationindividual practice

983085 Weighing scaleKnife Set

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- Deboning- Portioning

- Cutting- Trimming

- Mincing bull Appropriate equipment and

knives

o individual practice 983085 Knife Set983085 Cutting boards

983085 Slicing machine

983085 Flip Chart983085 Boards983085 Markers

13 Handle and portion fish bull Preparation of fish Gutting portioning Scaling Filleting Skinning

o Demonstrationo Individual practice

983085 Flip chat983085 Markers983085 Board983085

Laptop983085 Projector983085 Cutting board983085 Knife set983085 weighing scale

14 Store chicken meat andfish

bull Storage standards Chemical Store Dry Store

Perishable Freezer Quality and Quantity

bull Preservation methods Salting Smoking Drying Canning

Freezing Marinating

bull Orderingbull Receivingbull Issuing

o Demonstrationo Individual practice

983085 Freezer983085 Fridge983085 Reference Books

983085 Flip chart

983085 Markers983085 Board983085 Scale983085 Shelves983085 Containers983085 Trolley983085 Probe Thermometer

983085 Purchasing order

983085 Receiving form983085 Requisition form

15 Thaw chicken meat andfish

bull Defrosting techniquesbull Health and hygiene regulations

o Demonstrationo Individual practice

983085 drip tray

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Learning unit 3 Cook and present basic poultry meat and fish dishes Learning hours 70

Learning outcomes Content Leaning activities Resources

21 Cook and present basicpoultry dishes

bull Marinating Herbs Oil spices

bull Cooking method

steaming grilling roasting boiling baking broiling smoking poaching

bull Seasoning salt black pepper or white

pepper

bull Presentation techniques

o Demonstrationo Individual practice

983085 Recipes983085 Heavy pans983085 Frying pans983085 Chopping board983085 Knives

983085 Flip chat

983085 Markers983085 Board983085 Laptop983085 Projector983085 Cutting board983085 Knife set983085 Weighing scale

983085 Oil

983085 Onions983085 Garlic983085 Rose mary983085 Salt983085 Light soya sauce

22 Cook and present basicmeat dishes 23 Cook and present basic

fish dishes

MODULE 12 Basic pastries and cakes

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MODULE 12 Basic pastries and cakes

Competence Make basic pastries and cakes

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

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

1 Prepare basic pastries and cakes 11 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are prepared

12 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are decorated

13 Suitable equipment safely and efficiently selected and used

2 Prepare and produce bakery products 21 A range of yeast-based doughs are prepared to standard recipes

22 Suitable equipment safely and efficiently selected and used

3 Portion and store pastries cakes and yeast goods 31 Portion control is applied to minimise wastage

32 Cakes pastry and bakery products Store to minimise spoilage and wastage

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare basic pastries and cakes Credit6

Learning Outcome Content Learning Activities Resources11 Identify different types ofpastries and cakes

bull Types of Pastry Products Sponge cakes Choux paste Sugar paste Sweet bread Cookies

o Researcho Presentationo Brainstorming

983085 Reference books

Mousses Ice cream

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doughnuts

12 Prepare basic pastryproducts

bull Sponge cakes Preparation techniques Baking techniques

bull Doughnuts Preparation techniques Baking techniques

bull Cookies Preparation techniques Baking techniques

o Demonstrationo Individual practices

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons13 Decorate pastries and

cakesbull Fillings

Butter cream Fruit Jam

bull Sauces Chocolate sauce Custard Sauce Strawberry Vanilla

o Demonstrationo Individual practiceso

Learning Unit 2 Prepare and produce bakery products

Learning outcomes Content Leaning activities Resources21 Identify different types ofbakery products

bull Types of bakery Products Yeast products

White Bread French Bread Croissant Rolls

o Researcho Presentationo Brainstorming

983085 Reference books

Chapatti Samosa dough

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Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

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MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

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bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

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Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

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Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

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Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

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Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 45: Curriculum Cooker

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare and present a variety of salad and dressings Learning hours 20

Learning Outcome Content Learning Activities Resources

11 Identify ingredients for

salads

bull Commodities and food

combinations for use in salads

o Researcho Presentationo Group work

983085 Salad recipes

12 Prepare salads bull Types of salads Simple Compound

bull Components of salads Base Body Dressing Garnish

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls

983085 Knife sets

983085 Required ingredients983085 Cutting Board

13 Prepare dressings bull Types of salad dressing French dressing

Italian dressing Dijon dressing Vinaigrette Thousand Island dressing

bull Compatibility of dressings withdifferent types of salads

o Researcho Presentationo Demonstrationo Individual practice

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14 Present salads bull Methods of attractivepresentation for salads anddressings

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 2 Prepare Sandwiches Learning hours 15

Learning outcome Content Learning Activity Resources

21 Identify ingredients forsandwiches

bull Suitable breads White bread Wheat bread Buns Baguette

bull Suitable filling Cheese Ham Fried eggs Vegetables Cooked meat

o Presentationo Research

983085 Sandwiches recipes

22 Prepare sandwiches bull Types of Sandwiches Hot Cold

bull Food combinations forsandwiches

bull Preparation techniques spreading layering portioning moulding cutting garnishing

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls983085 Knife sets983085 Required ingredients983085 Salamander983085 Cutting Board

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47

toasting

23 Present sandwiches bull Methods of attractivepresentation for sandwiches

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 3 Store salads and sandwiches Learning hours 5

Learning outcome Content Learning Activity Resources

31 Store salads andsandwiches

bull Suitable storage techniques tomaintain optimum quality ofingredients

bull Types of containers

o Presentationo Demonstrationo Individual practice

983085 Containers983085 Fridge

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MODULE 9 Pasta and starches

Competence Cook pasta and starches

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present pastas and starches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare pasta 11 The different types of pasta are identified

12 Various pasta are prepared using appropriate methods to ensure optimumquality

13 Appropriate sauces and accompaniments are selected

2 Prepare starches 21 The different types of starches are identified

22 Various starches are prepared using appropriate methods to ensureoptimum quality

Appropriate sauces and accompaniments are selected

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare Pasta Learning hours 30

Learning outcome Content Learning Activities Resources

11 identify the different types

of pasta

bull Types of Pasta amp their products

Egg Pasta Noodles

Egg less pasta Spaghetti

White pasta Lasagna

Green Pasta Green lasagna

Stuffed Past Ravioli Cannelloni Lunette

Dessert Pasta Poppy seed pasta Cinnamon pasta

Dumpling Pasta Gnocchi

Whole wheat

o Researcho Presentation

983085 Reference books

983085 recipes

12 Prepare pasta dishes bull Cooking methods Boiling Stir-frying Baking

o Demonstrationo Researcho Individual practiceso Presentation

983085 Recipes983085 Baking trays983085 Baking Ovens983085 Required ingredients

S C k

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Steaming 983085 Cooking pans983085 Pasta roller983085 Flip chart

983085 Markers

983085 Boards983085 Tongs983085 Forks983085 Plates

13 Present pasta dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

Learning Unit 2 Prepare Starches Learning hours 30

Learning outcome Content Learning Activities Resources

21 Identify the differenttypes of pasta

bull Starch products Cassava Yams Sweet potatoes Rice Maize meal

o Researcho Presentation

983085 Reference books983085 recipes

21 Prepare starch products bull Cooking methods Boiling Deep frying Stir-frying Baking Steaming

o Demonstrationo Individual practices

983085 Baking trays983085 Baking Ovens983085 Required ingredients983085 Cooking pans983085 Steaming Machine983085 Flip chart

983085 Markers

983085 Boards983085 Forks983085 Spoons983085 Plates

23 Present starch dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

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MODULE 10 Stocks sauces and soups

Competence Prepare stocks sauces and soups

RTQF LEVEL CREDITS 10 LEARNING HOURS 100

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare different types of stocks soups and sauces

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplace

Module 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare stocks required for menu items 11 Ingredients and flavouring agents are uses according to standard recipes

12 A variety of stocks are produced

2 Prepare sauces required for menu items 21 A variety of hot and cold sauces are produced from classical andcontemporary recipes

22 A variety of thickening agents and convenience products are usedappropriately

23 Sauces are evaluated for flavour colour and consistency and any problemsare rectified

3 Prepare soups 31 The correct ingredients are selected and assembled to produce soupsincluding stocks and prepared garnishes

32 A variety of soups is produced

33Clarifying and thickening agents and methods are used where appropriate

34 Soups are evaluated for flavour colour consistency and temperature and anyproblems are rectified

35 Soups are presented at the right temperature in clean serviceware withoutdrips and spills using suitable garnishes and accompaniments

4 St d tit t t k d 4 1

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4 Store and reconstitute stocks sauces and soups 41 Store stocks sauces and soups to maintain optimum freshness and quality

42 Reconstitute stocks sauces and soups to appropriate standards ofconsistency

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Prepare stocks required for menu items Learning hours 30

Learning outcomes Content Learning activities Resources

11 Identify the ingredients

for different types of stocks

bull Types of stocks

Vegetable stock Beef stock Chicken stock Fish stock

bull Ingredients

o Group discussion

o Presentationo research

983085 reference books

983085 recipes

12 Cook various stocks bull Cooking methods Boiling Simmering Skimming Cooling Straining

o Applicationo Exerciseo Demonstration

983085 Equipments983085 Tools

983085 CLeaning products

983085 Cleaning materials983085 Stock pots983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

Learning unit 2 Prepare sauces required for menu items Learning hours 30

Learning outcomes Content Leaning activities Resources

21 Identify the ingredientsfor different types of sauces

bull Types of sauces Cold sauces Hot sauces

o Demonstrationo Individual practiceo Presentation

983085 Books983085 Flipchart983085 Markers Projectors

Mother sauces 983085 White board Laptops

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Mother sauces Basic Derivations Special sauces

White board Laptops983085 Recipe books

22 Identify equipments bull Identification of Tools andequipments sauce pots blender strainer sauce ladles knife set spatulas

cutting boards lighter stove

o Explanationo Demonstrationo Individual practice

983085 Books

983085 Flipchart Markers983085 Projectors983085 White board983085 Laptops983085 Recipe books983085 Menu

23 Prepare sauces bull Methods of cooking Boiling Simmering

bull Thickening agents Roux Cornflour Modified starch Liaison

o Explanationo Demonstrationo Individual practice

983085 Equipments983085 Tools983085 Cleaning products983085 Cleaning materials

983085 Stock pots

983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

24 Evaluate the quality ofsauces and rectify thembull Common problems in saucesbull Techniques to rectify sauces

o Observationo Group worko Individual practice

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Learning unit 3 Prepare soup Learning hours 30

Learning outcomes Content Leaning activities Resources

31 Identify the ingredientsfor different types of sauces

bull Types of soup Clear soups Pureacutee soups Cream soups

bull Ingredients

o Researcho Brainstorming

983085 Recipe guide983085 Cooking books

32 Prepare different types of

soup

bull Method of cooking Boiling

bull Thickening agents

o Demonstrationo Individual practiceo Presentation

983085 Note book

983085 pens

983085 Board983085 Markers983085 Fish stock983085 Beef stock983085 Vegetable stock983085 Strainers

33 Evaluate the quality ofsoups and rectify them

bull Common problems in soupsbull Techniques to rectify soups

o Observationo Group worko Individual practice

34 Present soup bull Presentation techniquesbull Garnishing techniquesbull Soup accompaniments

o Observationo Individual practice

983085 Plates983085 Bowls

Learning unit 4 Store and reconstitute stocks sauces and soups Learning hours 10

Learning outcomes Content Leaning activities Resources41 Store stocks sauces andsoups

bull Storage techniques andprocedures

bull Labelling

o Demonstrationo Explanationo Individual practice

983085 Pots983085 Fridge983085 Freezer983085 Labelling cards

42 Reconstitute stockssauces and soups

bull Reheating techniquesbull Principles of hygiene

983085 Equipment

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MODULE 11 Meat poultry and fish

Competence Select prepare and cook meat poultry and fish

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safety

Module 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unit Performance criteria

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gBy the end of the module the trainee will be able to

1 Select and purchase poultry meat and fish11 Poultry is selected and purchased according to quantity and quality required

12 Primary secondary and portioned cuts of pork goat beef and veal are selectedaccording to quantity and quality required

13 Fish is selected according to quality according to quantity and quality required

14 Low-cost cuts and meat products are selected when and where appropriate

15 The best supplier for quality and price is selected

2 Handle and store meat poultry and fish 21 Suitable knives and equipment for poultry meat and fish handling is selected andused

22 Poultry meat and fish are handled and portioned according to menu requirementsand hygienically to minimise risk of food spoilage or cross-contamination

23 Poultry meat and fish are stored hygienically ensuring optimal storage conditions andappropriate temperature are maintained

24 Frozen poultry meat and fish are thawed correctly to ensure maximum qualityhygiene and nutrition

3 Cook basic poultry meat and fish dishes 31 Suitable equipment for poultry meat and fish preparation and cooking is selected andused

32 Suitable marinades are prepared and used where appropriate for a variety of poultrymeat and fish cuts

33 A variety of appropriate cooking methods are used for basic poultry meat and fishdishes

34 A variety basic poultry meat and fish dishes are cooked and presented to standardrecipe specifications

35 Poultry meat and fish dishes are presented using suitable sauces garnishes andaccompaniments

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and purchase poultry meat and fish Learning hours 10

Learning outcomes Content Leaning activities Resources

11 Identify different types of

poultry meat and fish

bull Types of poultry

Chicken Turkey Duck

bull Types of meat Beef Veal Lamb Goat

Porkbull Types of fish

White fish Oily fish Shellfish

o Research

o Brainstormingo Group worko Presentationo

983085 Resource books

12 Select poultry meat andfish

bull Chicken meat and fish cutsbull Processed productsbull Quality criteria for selecting

fresh and healthy chicken meatand fish Quality points for poultry- Smell- Skin- Colour

o Visit of butcheryo Group worko Researcho Presentation

983085 Resource books

- Flexible breastboneUnbroken bones

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- Unbroken bones

Quality points for meat

- Smell- Colour- Compact structure- Texture and colour of fat- Kidney covered with fat

Quality points for Fish- Eyes- Gills- Fresh

- Scales- Skin- Smell- Guts

Learning unit 2 Handle and store meat poultry and fish Learning hours 40

Learning outcomes Content Leaning activities Resources

11 Handle and portionchickenbull

Techniques De-boning Filleting

bull Appropriate equipment andknives

o

Explanation-Demonstrationo Group discussiono Individual Practice

983085

Knife set983085 Cutting Board983085 Reference books983085 Flip chart983085 Markers983085 Board983085 Meat Tag983085 Weighing

983085 Scales

12 Handle and portion meat bull Preparation of butcherrsquos meatDeboning

o Demonstrationindividual practice

983085 Weighing scaleKnife Set

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- Deboning- Portioning

- Cutting- Trimming

- Mincing bull Appropriate equipment and

knives

o individual practice 983085 Knife Set983085 Cutting boards

983085 Slicing machine

983085 Flip Chart983085 Boards983085 Markers

13 Handle and portion fish bull Preparation of fish Gutting portioning Scaling Filleting Skinning

o Demonstrationo Individual practice

983085 Flip chat983085 Markers983085 Board983085

Laptop983085 Projector983085 Cutting board983085 Knife set983085 weighing scale

14 Store chicken meat andfish

bull Storage standards Chemical Store Dry Store

Perishable Freezer Quality and Quantity

bull Preservation methods Salting Smoking Drying Canning

Freezing Marinating

bull Orderingbull Receivingbull Issuing

o Demonstrationo Individual practice

983085 Freezer983085 Fridge983085 Reference Books

983085 Flip chart

983085 Markers983085 Board983085 Scale983085 Shelves983085 Containers983085 Trolley983085 Probe Thermometer

983085 Purchasing order

983085 Receiving form983085 Requisition form

15 Thaw chicken meat andfish

bull Defrosting techniquesbull Health and hygiene regulations

o Demonstrationo Individual practice

983085 drip tray

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Learning unit 3 Cook and present basic poultry meat and fish dishes Learning hours 70

Learning outcomes Content Leaning activities Resources

21 Cook and present basicpoultry dishes

bull Marinating Herbs Oil spices

bull Cooking method

steaming grilling roasting boiling baking broiling smoking poaching

bull Seasoning salt black pepper or white

pepper

bull Presentation techniques

o Demonstrationo Individual practice

983085 Recipes983085 Heavy pans983085 Frying pans983085 Chopping board983085 Knives

983085 Flip chat

983085 Markers983085 Board983085 Laptop983085 Projector983085 Cutting board983085 Knife set983085 Weighing scale

983085 Oil

983085 Onions983085 Garlic983085 Rose mary983085 Salt983085 Light soya sauce

22 Cook and present basicmeat dishes 23 Cook and present basic

fish dishes

MODULE 12 Basic pastries and cakes

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MODULE 12 Basic pastries and cakes

Competence Make basic pastries and cakes

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

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

1 Prepare basic pastries and cakes 11 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are prepared

12 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are decorated

13 Suitable equipment safely and efficiently selected and used

2 Prepare and produce bakery products 21 A range of yeast-based doughs are prepared to standard recipes

22 Suitable equipment safely and efficiently selected and used

3 Portion and store pastries cakes and yeast goods 31 Portion control is applied to minimise wastage

32 Cakes pastry and bakery products Store to minimise spoilage and wastage

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare basic pastries and cakes Credit6

Learning Outcome Content Learning Activities Resources11 Identify different types ofpastries and cakes

bull Types of Pastry Products Sponge cakes Choux paste Sugar paste Sweet bread Cookies

o Researcho Presentationo Brainstorming

983085 Reference books

Mousses Ice cream

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doughnuts

12 Prepare basic pastryproducts

bull Sponge cakes Preparation techniques Baking techniques

bull Doughnuts Preparation techniques Baking techniques

bull Cookies Preparation techniques Baking techniques

o Demonstrationo Individual practices

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons13 Decorate pastries and

cakesbull Fillings

Butter cream Fruit Jam

bull Sauces Chocolate sauce Custard Sauce Strawberry Vanilla

o Demonstrationo Individual practiceso

Learning Unit 2 Prepare and produce bakery products

Learning outcomes Content Leaning activities Resources21 Identify different types ofbakery products

bull Types of bakery Products Yeast products

White Bread French Bread Croissant Rolls

o Researcho Presentationo Brainstorming

983085 Reference books

Chapatti Samosa dough

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Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

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MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

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bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

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Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

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Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

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76

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

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Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

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Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 46: Curriculum Cooker

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46

14 Present salads bull Methods of attractivepresentation for salads anddressings

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 2 Prepare Sandwiches Learning hours 15

Learning outcome Content Learning Activity Resources

21 Identify ingredients forsandwiches

bull Suitable breads White bread Wheat bread Buns Baguette

bull Suitable filling Cheese Ham Fried eggs Vegetables Cooked meat

o Presentationo Research

983085 Sandwiches recipes

22 Prepare sandwiches bull Types of Sandwiches Hot Cold

bull Food combinations forsandwiches

bull Preparation techniques spreading layering portioning moulding cutting garnishing

o Demonstrationo Individual practiceo Presentation

983085 Reference books983085 Flip Chart983085 Boards983085 Markers983085 Plates983085 Bowls983085 Knife sets983085 Required ingredients983085 Salamander983085 Cutting Board

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47

toasting

23 Present sandwiches bull Methods of attractivepresentation for sandwiches

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 3 Store salads and sandwiches Learning hours 5

Learning outcome Content Learning Activity Resources

31 Store salads andsandwiches

bull Suitable storage techniques tomaintain optimum quality ofingredients

bull Types of containers

o Presentationo Demonstrationo Individual practice

983085 Containers983085 Fridge

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MODULE 9 Pasta and starches

Competence Cook pasta and starches

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present pastas and starches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare pasta 11 The different types of pasta are identified

12 Various pasta are prepared using appropriate methods to ensure optimumquality

13 Appropriate sauces and accompaniments are selected

2 Prepare starches 21 The different types of starches are identified

22 Various starches are prepared using appropriate methods to ensureoptimum quality

Appropriate sauces and accompaniments are selected

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare Pasta Learning hours 30

Learning outcome Content Learning Activities Resources

11 identify the different types

of pasta

bull Types of Pasta amp their products

Egg Pasta Noodles

Egg less pasta Spaghetti

White pasta Lasagna

Green Pasta Green lasagna

Stuffed Past Ravioli Cannelloni Lunette

Dessert Pasta Poppy seed pasta Cinnamon pasta

Dumpling Pasta Gnocchi

Whole wheat

o Researcho Presentation

983085 Reference books

983085 recipes

12 Prepare pasta dishes bull Cooking methods Boiling Stir-frying Baking

o Demonstrationo Researcho Individual practiceso Presentation

983085 Recipes983085 Baking trays983085 Baking Ovens983085 Required ingredients

S C k

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Steaming 983085 Cooking pans983085 Pasta roller983085 Flip chart

983085 Markers

983085 Boards983085 Tongs983085 Forks983085 Plates

13 Present pasta dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

Learning Unit 2 Prepare Starches Learning hours 30

Learning outcome Content Learning Activities Resources

21 Identify the differenttypes of pasta

bull Starch products Cassava Yams Sweet potatoes Rice Maize meal

o Researcho Presentation

983085 Reference books983085 recipes

21 Prepare starch products bull Cooking methods Boiling Deep frying Stir-frying Baking Steaming

o Demonstrationo Individual practices

983085 Baking trays983085 Baking Ovens983085 Required ingredients983085 Cooking pans983085 Steaming Machine983085 Flip chart

983085 Markers

983085 Boards983085 Forks983085 Spoons983085 Plates

23 Present starch dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

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MODULE 10 Stocks sauces and soups

Competence Prepare stocks sauces and soups

RTQF LEVEL CREDITS 10 LEARNING HOURS 100

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare different types of stocks soups and sauces

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplace

Module 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare stocks required for menu items 11 Ingredients and flavouring agents are uses according to standard recipes

12 A variety of stocks are produced

2 Prepare sauces required for menu items 21 A variety of hot and cold sauces are produced from classical andcontemporary recipes

22 A variety of thickening agents and convenience products are usedappropriately

23 Sauces are evaluated for flavour colour and consistency and any problemsare rectified

3 Prepare soups 31 The correct ingredients are selected and assembled to produce soupsincluding stocks and prepared garnishes

32 A variety of soups is produced

33Clarifying and thickening agents and methods are used where appropriate

34 Soups are evaluated for flavour colour consistency and temperature and anyproblems are rectified

35 Soups are presented at the right temperature in clean serviceware withoutdrips and spills using suitable garnishes and accompaniments

4 St d tit t t k d 4 1

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4 Store and reconstitute stocks sauces and soups 41 Store stocks sauces and soups to maintain optimum freshness and quality

42 Reconstitute stocks sauces and soups to appropriate standards ofconsistency

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Prepare stocks required for menu items Learning hours 30

Learning outcomes Content Learning activities Resources

11 Identify the ingredients

for different types of stocks

bull Types of stocks

Vegetable stock Beef stock Chicken stock Fish stock

bull Ingredients

o Group discussion

o Presentationo research

983085 reference books

983085 recipes

12 Cook various stocks bull Cooking methods Boiling Simmering Skimming Cooling Straining

o Applicationo Exerciseo Demonstration

983085 Equipments983085 Tools

983085 CLeaning products

983085 Cleaning materials983085 Stock pots983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

Learning unit 2 Prepare sauces required for menu items Learning hours 30

Learning outcomes Content Leaning activities Resources

21 Identify the ingredientsfor different types of sauces

bull Types of sauces Cold sauces Hot sauces

o Demonstrationo Individual practiceo Presentation

983085 Books983085 Flipchart983085 Markers Projectors

Mother sauces 983085 White board Laptops

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Mother sauces Basic Derivations Special sauces

White board Laptops983085 Recipe books

22 Identify equipments bull Identification of Tools andequipments sauce pots blender strainer sauce ladles knife set spatulas

cutting boards lighter stove

o Explanationo Demonstrationo Individual practice

983085 Books

983085 Flipchart Markers983085 Projectors983085 White board983085 Laptops983085 Recipe books983085 Menu

23 Prepare sauces bull Methods of cooking Boiling Simmering

bull Thickening agents Roux Cornflour Modified starch Liaison

o Explanationo Demonstrationo Individual practice

983085 Equipments983085 Tools983085 Cleaning products983085 Cleaning materials

983085 Stock pots

983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

24 Evaluate the quality ofsauces and rectify thembull Common problems in saucesbull Techniques to rectify sauces

o Observationo Group worko Individual practice

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Learning unit 3 Prepare soup Learning hours 30

Learning outcomes Content Leaning activities Resources

31 Identify the ingredientsfor different types of sauces

bull Types of soup Clear soups Pureacutee soups Cream soups

bull Ingredients

o Researcho Brainstorming

983085 Recipe guide983085 Cooking books

32 Prepare different types of

soup

bull Method of cooking Boiling

bull Thickening agents

o Demonstrationo Individual practiceo Presentation

983085 Note book

983085 pens

983085 Board983085 Markers983085 Fish stock983085 Beef stock983085 Vegetable stock983085 Strainers

33 Evaluate the quality ofsoups and rectify them

bull Common problems in soupsbull Techniques to rectify soups

o Observationo Group worko Individual practice

34 Present soup bull Presentation techniquesbull Garnishing techniquesbull Soup accompaniments

o Observationo Individual practice

983085 Plates983085 Bowls

Learning unit 4 Store and reconstitute stocks sauces and soups Learning hours 10

Learning outcomes Content Leaning activities Resources41 Store stocks sauces andsoups

bull Storage techniques andprocedures

bull Labelling

o Demonstrationo Explanationo Individual practice

983085 Pots983085 Fridge983085 Freezer983085 Labelling cards

42 Reconstitute stockssauces and soups

bull Reheating techniquesbull Principles of hygiene

983085 Equipment

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MODULE 11 Meat poultry and fish

Competence Select prepare and cook meat poultry and fish

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safety

Module 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unit Performance criteria

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gBy the end of the module the trainee will be able to

1 Select and purchase poultry meat and fish11 Poultry is selected and purchased according to quantity and quality required

12 Primary secondary and portioned cuts of pork goat beef and veal are selectedaccording to quantity and quality required

13 Fish is selected according to quality according to quantity and quality required

14 Low-cost cuts and meat products are selected when and where appropriate

15 The best supplier for quality and price is selected

2 Handle and store meat poultry and fish 21 Suitable knives and equipment for poultry meat and fish handling is selected andused

22 Poultry meat and fish are handled and portioned according to menu requirementsand hygienically to minimise risk of food spoilage or cross-contamination

23 Poultry meat and fish are stored hygienically ensuring optimal storage conditions andappropriate temperature are maintained

24 Frozen poultry meat and fish are thawed correctly to ensure maximum qualityhygiene and nutrition

3 Cook basic poultry meat and fish dishes 31 Suitable equipment for poultry meat and fish preparation and cooking is selected andused

32 Suitable marinades are prepared and used where appropriate for a variety of poultrymeat and fish cuts

33 A variety of appropriate cooking methods are used for basic poultry meat and fishdishes

34 A variety basic poultry meat and fish dishes are cooked and presented to standardrecipe specifications

35 Poultry meat and fish dishes are presented using suitable sauces garnishes andaccompaniments

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and purchase poultry meat and fish Learning hours 10

Learning outcomes Content Leaning activities Resources

11 Identify different types of

poultry meat and fish

bull Types of poultry

Chicken Turkey Duck

bull Types of meat Beef Veal Lamb Goat

Porkbull Types of fish

White fish Oily fish Shellfish

o Research

o Brainstormingo Group worko Presentationo

983085 Resource books

12 Select poultry meat andfish

bull Chicken meat and fish cutsbull Processed productsbull Quality criteria for selecting

fresh and healthy chicken meatand fish Quality points for poultry- Smell- Skin- Colour

o Visit of butcheryo Group worko Researcho Presentation

983085 Resource books

- Flexible breastboneUnbroken bones

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- Unbroken bones

Quality points for meat

- Smell- Colour- Compact structure- Texture and colour of fat- Kidney covered with fat

Quality points for Fish- Eyes- Gills- Fresh

- Scales- Skin- Smell- Guts

Learning unit 2 Handle and store meat poultry and fish Learning hours 40

Learning outcomes Content Leaning activities Resources

11 Handle and portionchickenbull

Techniques De-boning Filleting

bull Appropriate equipment andknives

o

Explanation-Demonstrationo Group discussiono Individual Practice

983085

Knife set983085 Cutting Board983085 Reference books983085 Flip chart983085 Markers983085 Board983085 Meat Tag983085 Weighing

983085 Scales

12 Handle and portion meat bull Preparation of butcherrsquos meatDeboning

o Demonstrationindividual practice

983085 Weighing scaleKnife Set

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- Deboning- Portioning

- Cutting- Trimming

- Mincing bull Appropriate equipment and

knives

o individual practice 983085 Knife Set983085 Cutting boards

983085 Slicing machine

983085 Flip Chart983085 Boards983085 Markers

13 Handle and portion fish bull Preparation of fish Gutting portioning Scaling Filleting Skinning

o Demonstrationo Individual practice

983085 Flip chat983085 Markers983085 Board983085

Laptop983085 Projector983085 Cutting board983085 Knife set983085 weighing scale

14 Store chicken meat andfish

bull Storage standards Chemical Store Dry Store

Perishable Freezer Quality and Quantity

bull Preservation methods Salting Smoking Drying Canning

Freezing Marinating

bull Orderingbull Receivingbull Issuing

o Demonstrationo Individual practice

983085 Freezer983085 Fridge983085 Reference Books

983085 Flip chart

983085 Markers983085 Board983085 Scale983085 Shelves983085 Containers983085 Trolley983085 Probe Thermometer

983085 Purchasing order

983085 Receiving form983085 Requisition form

15 Thaw chicken meat andfish

bull Defrosting techniquesbull Health and hygiene regulations

o Demonstrationo Individual practice

983085 drip tray

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Learning unit 3 Cook and present basic poultry meat and fish dishes Learning hours 70

Learning outcomes Content Leaning activities Resources

21 Cook and present basicpoultry dishes

bull Marinating Herbs Oil spices

bull Cooking method

steaming grilling roasting boiling baking broiling smoking poaching

bull Seasoning salt black pepper or white

pepper

bull Presentation techniques

o Demonstrationo Individual practice

983085 Recipes983085 Heavy pans983085 Frying pans983085 Chopping board983085 Knives

983085 Flip chat

983085 Markers983085 Board983085 Laptop983085 Projector983085 Cutting board983085 Knife set983085 Weighing scale

983085 Oil

983085 Onions983085 Garlic983085 Rose mary983085 Salt983085 Light soya sauce

22 Cook and present basicmeat dishes 23 Cook and present basic

fish dishes

MODULE 12 Basic pastries and cakes

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MODULE 12 Basic pastries and cakes

Competence Make basic pastries and cakes

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

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

1 Prepare basic pastries and cakes 11 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are prepared

12 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are decorated

13 Suitable equipment safely and efficiently selected and used

2 Prepare and produce bakery products 21 A range of yeast-based doughs are prepared to standard recipes

22 Suitable equipment safely and efficiently selected and used

3 Portion and store pastries cakes and yeast goods 31 Portion control is applied to minimise wastage

32 Cakes pastry and bakery products Store to minimise spoilage and wastage

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare basic pastries and cakes Credit6

Learning Outcome Content Learning Activities Resources11 Identify different types ofpastries and cakes

bull Types of Pastry Products Sponge cakes Choux paste Sugar paste Sweet bread Cookies

o Researcho Presentationo Brainstorming

983085 Reference books

Mousses Ice cream

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doughnuts

12 Prepare basic pastryproducts

bull Sponge cakes Preparation techniques Baking techniques

bull Doughnuts Preparation techniques Baking techniques

bull Cookies Preparation techniques Baking techniques

o Demonstrationo Individual practices

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons13 Decorate pastries and

cakesbull Fillings

Butter cream Fruit Jam

bull Sauces Chocolate sauce Custard Sauce Strawberry Vanilla

o Demonstrationo Individual practiceso

Learning Unit 2 Prepare and produce bakery products

Learning outcomes Content Leaning activities Resources21 Identify different types ofbakery products

bull Types of bakery Products Yeast products

White Bread French Bread Croissant Rolls

o Researcho Presentationo Brainstorming

983085 Reference books

Chapatti Samosa dough

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Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

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MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

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bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

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Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

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Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

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Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

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Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 47: Curriculum Cooker

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toasting

23 Present sandwiches bull Methods of attractivepresentation for sandwiches

o Researcho Presentationo Demonstrationo Individual practice

Learning unit 3 Store salads and sandwiches Learning hours 5

Learning outcome Content Learning Activity Resources

31 Store salads andsandwiches

bull Suitable storage techniques tomaintain optimum quality ofingredients

bull Types of containers

o Presentationo Demonstrationo Individual practice

983085 Containers983085 Fridge

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MODULE 9 Pasta and starches

Competence Cook pasta and starches

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present pastas and starches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare pasta 11 The different types of pasta are identified

12 Various pasta are prepared using appropriate methods to ensure optimumquality

13 Appropriate sauces and accompaniments are selected

2 Prepare starches 21 The different types of starches are identified

22 Various starches are prepared using appropriate methods to ensureoptimum quality

Appropriate sauces and accompaniments are selected

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare Pasta Learning hours 30

Learning outcome Content Learning Activities Resources

11 identify the different types

of pasta

bull Types of Pasta amp their products

Egg Pasta Noodles

Egg less pasta Spaghetti

White pasta Lasagna

Green Pasta Green lasagna

Stuffed Past Ravioli Cannelloni Lunette

Dessert Pasta Poppy seed pasta Cinnamon pasta

Dumpling Pasta Gnocchi

Whole wheat

o Researcho Presentation

983085 Reference books

983085 recipes

12 Prepare pasta dishes bull Cooking methods Boiling Stir-frying Baking

o Demonstrationo Researcho Individual practiceso Presentation

983085 Recipes983085 Baking trays983085 Baking Ovens983085 Required ingredients

S C k

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Steaming 983085 Cooking pans983085 Pasta roller983085 Flip chart

983085 Markers

983085 Boards983085 Tongs983085 Forks983085 Plates

13 Present pasta dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

Learning Unit 2 Prepare Starches Learning hours 30

Learning outcome Content Learning Activities Resources

21 Identify the differenttypes of pasta

bull Starch products Cassava Yams Sweet potatoes Rice Maize meal

o Researcho Presentation

983085 Reference books983085 recipes

21 Prepare starch products bull Cooking methods Boiling Deep frying Stir-frying Baking Steaming

o Demonstrationo Individual practices

983085 Baking trays983085 Baking Ovens983085 Required ingredients983085 Cooking pans983085 Steaming Machine983085 Flip chart

983085 Markers

983085 Boards983085 Forks983085 Spoons983085 Plates

23 Present starch dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

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MODULE 10 Stocks sauces and soups

Competence Prepare stocks sauces and soups

RTQF LEVEL CREDITS 10 LEARNING HOURS 100

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare different types of stocks soups and sauces

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplace

Module 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare stocks required for menu items 11 Ingredients and flavouring agents are uses according to standard recipes

12 A variety of stocks are produced

2 Prepare sauces required for menu items 21 A variety of hot and cold sauces are produced from classical andcontemporary recipes

22 A variety of thickening agents and convenience products are usedappropriately

23 Sauces are evaluated for flavour colour and consistency and any problemsare rectified

3 Prepare soups 31 The correct ingredients are selected and assembled to produce soupsincluding stocks and prepared garnishes

32 A variety of soups is produced

33Clarifying and thickening agents and methods are used where appropriate

34 Soups are evaluated for flavour colour consistency and temperature and anyproblems are rectified

35 Soups are presented at the right temperature in clean serviceware withoutdrips and spills using suitable garnishes and accompaniments

4 St d tit t t k d 4 1

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4 Store and reconstitute stocks sauces and soups 41 Store stocks sauces and soups to maintain optimum freshness and quality

42 Reconstitute stocks sauces and soups to appropriate standards ofconsistency

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Prepare stocks required for menu items Learning hours 30

Learning outcomes Content Learning activities Resources

11 Identify the ingredients

for different types of stocks

bull Types of stocks

Vegetable stock Beef stock Chicken stock Fish stock

bull Ingredients

o Group discussion

o Presentationo research

983085 reference books

983085 recipes

12 Cook various stocks bull Cooking methods Boiling Simmering Skimming Cooling Straining

o Applicationo Exerciseo Demonstration

983085 Equipments983085 Tools

983085 CLeaning products

983085 Cleaning materials983085 Stock pots983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

Learning unit 2 Prepare sauces required for menu items Learning hours 30

Learning outcomes Content Leaning activities Resources

21 Identify the ingredientsfor different types of sauces

bull Types of sauces Cold sauces Hot sauces

o Demonstrationo Individual practiceo Presentation

983085 Books983085 Flipchart983085 Markers Projectors

Mother sauces 983085 White board Laptops

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Mother sauces Basic Derivations Special sauces

White board Laptops983085 Recipe books

22 Identify equipments bull Identification of Tools andequipments sauce pots blender strainer sauce ladles knife set spatulas

cutting boards lighter stove

o Explanationo Demonstrationo Individual practice

983085 Books

983085 Flipchart Markers983085 Projectors983085 White board983085 Laptops983085 Recipe books983085 Menu

23 Prepare sauces bull Methods of cooking Boiling Simmering

bull Thickening agents Roux Cornflour Modified starch Liaison

o Explanationo Demonstrationo Individual practice

983085 Equipments983085 Tools983085 Cleaning products983085 Cleaning materials

983085 Stock pots

983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

24 Evaluate the quality ofsauces and rectify thembull Common problems in saucesbull Techniques to rectify sauces

o Observationo Group worko Individual practice

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Learning unit 3 Prepare soup Learning hours 30

Learning outcomes Content Leaning activities Resources

31 Identify the ingredientsfor different types of sauces

bull Types of soup Clear soups Pureacutee soups Cream soups

bull Ingredients

o Researcho Brainstorming

983085 Recipe guide983085 Cooking books

32 Prepare different types of

soup

bull Method of cooking Boiling

bull Thickening agents

o Demonstrationo Individual practiceo Presentation

983085 Note book

983085 pens

983085 Board983085 Markers983085 Fish stock983085 Beef stock983085 Vegetable stock983085 Strainers

33 Evaluate the quality ofsoups and rectify them

bull Common problems in soupsbull Techniques to rectify soups

o Observationo Group worko Individual practice

34 Present soup bull Presentation techniquesbull Garnishing techniquesbull Soup accompaniments

o Observationo Individual practice

983085 Plates983085 Bowls

Learning unit 4 Store and reconstitute stocks sauces and soups Learning hours 10

Learning outcomes Content Leaning activities Resources41 Store stocks sauces andsoups

bull Storage techniques andprocedures

bull Labelling

o Demonstrationo Explanationo Individual practice

983085 Pots983085 Fridge983085 Freezer983085 Labelling cards

42 Reconstitute stockssauces and soups

bull Reheating techniquesbull Principles of hygiene

983085 Equipment

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MODULE 11 Meat poultry and fish

Competence Select prepare and cook meat poultry and fish

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safety

Module 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unit Performance criteria

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gBy the end of the module the trainee will be able to

1 Select and purchase poultry meat and fish11 Poultry is selected and purchased according to quantity and quality required

12 Primary secondary and portioned cuts of pork goat beef and veal are selectedaccording to quantity and quality required

13 Fish is selected according to quality according to quantity and quality required

14 Low-cost cuts and meat products are selected when and where appropriate

15 The best supplier for quality and price is selected

2 Handle and store meat poultry and fish 21 Suitable knives and equipment for poultry meat and fish handling is selected andused

22 Poultry meat and fish are handled and portioned according to menu requirementsand hygienically to minimise risk of food spoilage or cross-contamination

23 Poultry meat and fish are stored hygienically ensuring optimal storage conditions andappropriate temperature are maintained

24 Frozen poultry meat and fish are thawed correctly to ensure maximum qualityhygiene and nutrition

3 Cook basic poultry meat and fish dishes 31 Suitable equipment for poultry meat and fish preparation and cooking is selected andused

32 Suitable marinades are prepared and used where appropriate for a variety of poultrymeat and fish cuts

33 A variety of appropriate cooking methods are used for basic poultry meat and fishdishes

34 A variety basic poultry meat and fish dishes are cooked and presented to standardrecipe specifications

35 Poultry meat and fish dishes are presented using suitable sauces garnishes andaccompaniments

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and purchase poultry meat and fish Learning hours 10

Learning outcomes Content Leaning activities Resources

11 Identify different types of

poultry meat and fish

bull Types of poultry

Chicken Turkey Duck

bull Types of meat Beef Veal Lamb Goat

Porkbull Types of fish

White fish Oily fish Shellfish

o Research

o Brainstormingo Group worko Presentationo

983085 Resource books

12 Select poultry meat andfish

bull Chicken meat and fish cutsbull Processed productsbull Quality criteria for selecting

fresh and healthy chicken meatand fish Quality points for poultry- Smell- Skin- Colour

o Visit of butcheryo Group worko Researcho Presentation

983085 Resource books

- Flexible breastboneUnbroken bones

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- Unbroken bones

Quality points for meat

- Smell- Colour- Compact structure- Texture and colour of fat- Kidney covered with fat

Quality points for Fish- Eyes- Gills- Fresh

- Scales- Skin- Smell- Guts

Learning unit 2 Handle and store meat poultry and fish Learning hours 40

Learning outcomes Content Leaning activities Resources

11 Handle and portionchickenbull

Techniques De-boning Filleting

bull Appropriate equipment andknives

o

Explanation-Demonstrationo Group discussiono Individual Practice

983085

Knife set983085 Cutting Board983085 Reference books983085 Flip chart983085 Markers983085 Board983085 Meat Tag983085 Weighing

983085 Scales

12 Handle and portion meat bull Preparation of butcherrsquos meatDeboning

o Demonstrationindividual practice

983085 Weighing scaleKnife Set

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- Deboning- Portioning

- Cutting- Trimming

- Mincing bull Appropriate equipment and

knives

o individual practice 983085 Knife Set983085 Cutting boards

983085 Slicing machine

983085 Flip Chart983085 Boards983085 Markers

13 Handle and portion fish bull Preparation of fish Gutting portioning Scaling Filleting Skinning

o Demonstrationo Individual practice

983085 Flip chat983085 Markers983085 Board983085

Laptop983085 Projector983085 Cutting board983085 Knife set983085 weighing scale

14 Store chicken meat andfish

bull Storage standards Chemical Store Dry Store

Perishable Freezer Quality and Quantity

bull Preservation methods Salting Smoking Drying Canning

Freezing Marinating

bull Orderingbull Receivingbull Issuing

o Demonstrationo Individual practice

983085 Freezer983085 Fridge983085 Reference Books

983085 Flip chart

983085 Markers983085 Board983085 Scale983085 Shelves983085 Containers983085 Trolley983085 Probe Thermometer

983085 Purchasing order

983085 Receiving form983085 Requisition form

15 Thaw chicken meat andfish

bull Defrosting techniquesbull Health and hygiene regulations

o Demonstrationo Individual practice

983085 drip tray

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Learning unit 3 Cook and present basic poultry meat and fish dishes Learning hours 70

Learning outcomes Content Leaning activities Resources

21 Cook and present basicpoultry dishes

bull Marinating Herbs Oil spices

bull Cooking method

steaming grilling roasting boiling baking broiling smoking poaching

bull Seasoning salt black pepper or white

pepper

bull Presentation techniques

o Demonstrationo Individual practice

983085 Recipes983085 Heavy pans983085 Frying pans983085 Chopping board983085 Knives

983085 Flip chat

983085 Markers983085 Board983085 Laptop983085 Projector983085 Cutting board983085 Knife set983085 Weighing scale

983085 Oil

983085 Onions983085 Garlic983085 Rose mary983085 Salt983085 Light soya sauce

22 Cook and present basicmeat dishes 23 Cook and present basic

fish dishes

MODULE 12 Basic pastries and cakes

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MODULE 12 Basic pastries and cakes

Competence Make basic pastries and cakes

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

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

1 Prepare basic pastries and cakes 11 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are prepared

12 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are decorated

13 Suitable equipment safely and efficiently selected and used

2 Prepare and produce bakery products 21 A range of yeast-based doughs are prepared to standard recipes

22 Suitable equipment safely and efficiently selected and used

3 Portion and store pastries cakes and yeast goods 31 Portion control is applied to minimise wastage

32 Cakes pastry and bakery products Store to minimise spoilage and wastage

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare basic pastries and cakes Credit6

Learning Outcome Content Learning Activities Resources11 Identify different types ofpastries and cakes

bull Types of Pastry Products Sponge cakes Choux paste Sugar paste Sweet bread Cookies

o Researcho Presentationo Brainstorming

983085 Reference books

Mousses Ice cream

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doughnuts

12 Prepare basic pastryproducts

bull Sponge cakes Preparation techniques Baking techniques

bull Doughnuts Preparation techniques Baking techniques

bull Cookies Preparation techniques Baking techniques

o Demonstrationo Individual practices

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons13 Decorate pastries and

cakesbull Fillings

Butter cream Fruit Jam

bull Sauces Chocolate sauce Custard Sauce Strawberry Vanilla

o Demonstrationo Individual practiceso

Learning Unit 2 Prepare and produce bakery products

Learning outcomes Content Leaning activities Resources21 Identify different types ofbakery products

bull Types of bakery Products Yeast products

White Bread French Bread Croissant Rolls

o Researcho Presentationo Brainstorming

983085 Reference books

Chapatti Samosa dough

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Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

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MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

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bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

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Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

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Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

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Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

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Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 48: Curriculum Cooker

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MODULE 9 Pasta and starches

Competence Cook pasta and starches

RTQF LEVEL CREDITS 6 LEARNING HOURS 60

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present pastas and starches

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare pasta 11 The different types of pasta are identified

12 Various pasta are prepared using appropriate methods to ensure optimumquality

13 Appropriate sauces and accompaniments are selected

2 Prepare starches 21 The different types of starches are identified

22 Various starches are prepared using appropriate methods to ensureoptimum quality

Appropriate sauces and accompaniments are selected

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare Pasta Learning hours 30

Learning outcome Content Learning Activities Resources

11 identify the different types

of pasta

bull Types of Pasta amp their products

Egg Pasta Noodles

Egg less pasta Spaghetti

White pasta Lasagna

Green Pasta Green lasagna

Stuffed Past Ravioli Cannelloni Lunette

Dessert Pasta Poppy seed pasta Cinnamon pasta

Dumpling Pasta Gnocchi

Whole wheat

o Researcho Presentation

983085 Reference books

983085 recipes

12 Prepare pasta dishes bull Cooking methods Boiling Stir-frying Baking

o Demonstrationo Researcho Individual practiceso Presentation

983085 Recipes983085 Baking trays983085 Baking Ovens983085 Required ingredients

S C k

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Steaming 983085 Cooking pans983085 Pasta roller983085 Flip chart

983085 Markers

983085 Boards983085 Tongs983085 Forks983085 Plates

13 Present pasta dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

Learning Unit 2 Prepare Starches Learning hours 30

Learning outcome Content Learning Activities Resources

21 Identify the differenttypes of pasta

bull Starch products Cassava Yams Sweet potatoes Rice Maize meal

o Researcho Presentation

983085 Reference books983085 recipes

21 Prepare starch products bull Cooking methods Boiling Deep frying Stir-frying Baking Steaming

o Demonstrationo Individual practices

983085 Baking trays983085 Baking Ovens983085 Required ingredients983085 Cooking pans983085 Steaming Machine983085 Flip chart

983085 Markers

983085 Boards983085 Forks983085 Spoons983085 Plates

23 Present starch dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

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MODULE 10 Stocks sauces and soups

Competence Prepare stocks sauces and soups

RTQF LEVEL CREDITS 10 LEARNING HOURS 100

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare different types of stocks soups and sauces

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplace

Module 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare stocks required for menu items 11 Ingredients and flavouring agents are uses according to standard recipes

12 A variety of stocks are produced

2 Prepare sauces required for menu items 21 A variety of hot and cold sauces are produced from classical andcontemporary recipes

22 A variety of thickening agents and convenience products are usedappropriately

23 Sauces are evaluated for flavour colour and consistency and any problemsare rectified

3 Prepare soups 31 The correct ingredients are selected and assembled to produce soupsincluding stocks and prepared garnishes

32 A variety of soups is produced

33Clarifying and thickening agents and methods are used where appropriate

34 Soups are evaluated for flavour colour consistency and temperature and anyproblems are rectified

35 Soups are presented at the right temperature in clean serviceware withoutdrips and spills using suitable garnishes and accompaniments

4 St d tit t t k d 4 1

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4 Store and reconstitute stocks sauces and soups 41 Store stocks sauces and soups to maintain optimum freshness and quality

42 Reconstitute stocks sauces and soups to appropriate standards ofconsistency

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Prepare stocks required for menu items Learning hours 30

Learning outcomes Content Learning activities Resources

11 Identify the ingredients

for different types of stocks

bull Types of stocks

Vegetable stock Beef stock Chicken stock Fish stock

bull Ingredients

o Group discussion

o Presentationo research

983085 reference books

983085 recipes

12 Cook various stocks bull Cooking methods Boiling Simmering Skimming Cooling Straining

o Applicationo Exerciseo Demonstration

983085 Equipments983085 Tools

983085 CLeaning products

983085 Cleaning materials983085 Stock pots983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

Learning unit 2 Prepare sauces required for menu items Learning hours 30

Learning outcomes Content Leaning activities Resources

21 Identify the ingredientsfor different types of sauces

bull Types of sauces Cold sauces Hot sauces

o Demonstrationo Individual practiceo Presentation

983085 Books983085 Flipchart983085 Markers Projectors

Mother sauces 983085 White board Laptops

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Mother sauces Basic Derivations Special sauces

White board Laptops983085 Recipe books

22 Identify equipments bull Identification of Tools andequipments sauce pots blender strainer sauce ladles knife set spatulas

cutting boards lighter stove

o Explanationo Demonstrationo Individual practice

983085 Books

983085 Flipchart Markers983085 Projectors983085 White board983085 Laptops983085 Recipe books983085 Menu

23 Prepare sauces bull Methods of cooking Boiling Simmering

bull Thickening agents Roux Cornflour Modified starch Liaison

o Explanationo Demonstrationo Individual practice

983085 Equipments983085 Tools983085 Cleaning products983085 Cleaning materials

983085 Stock pots

983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

24 Evaluate the quality ofsauces and rectify thembull Common problems in saucesbull Techniques to rectify sauces

o Observationo Group worko Individual practice

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Learning unit 3 Prepare soup Learning hours 30

Learning outcomes Content Leaning activities Resources

31 Identify the ingredientsfor different types of sauces

bull Types of soup Clear soups Pureacutee soups Cream soups

bull Ingredients

o Researcho Brainstorming

983085 Recipe guide983085 Cooking books

32 Prepare different types of

soup

bull Method of cooking Boiling

bull Thickening agents

o Demonstrationo Individual practiceo Presentation

983085 Note book

983085 pens

983085 Board983085 Markers983085 Fish stock983085 Beef stock983085 Vegetable stock983085 Strainers

33 Evaluate the quality ofsoups and rectify them

bull Common problems in soupsbull Techniques to rectify soups

o Observationo Group worko Individual practice

34 Present soup bull Presentation techniquesbull Garnishing techniquesbull Soup accompaniments

o Observationo Individual practice

983085 Plates983085 Bowls

Learning unit 4 Store and reconstitute stocks sauces and soups Learning hours 10

Learning outcomes Content Leaning activities Resources41 Store stocks sauces andsoups

bull Storage techniques andprocedures

bull Labelling

o Demonstrationo Explanationo Individual practice

983085 Pots983085 Fridge983085 Freezer983085 Labelling cards

42 Reconstitute stockssauces and soups

bull Reheating techniquesbull Principles of hygiene

983085 Equipment

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MODULE 11 Meat poultry and fish

Competence Select prepare and cook meat poultry and fish

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safety

Module 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unit Performance criteria

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gBy the end of the module the trainee will be able to

1 Select and purchase poultry meat and fish11 Poultry is selected and purchased according to quantity and quality required

12 Primary secondary and portioned cuts of pork goat beef and veal are selectedaccording to quantity and quality required

13 Fish is selected according to quality according to quantity and quality required

14 Low-cost cuts and meat products are selected when and where appropriate

15 The best supplier for quality and price is selected

2 Handle and store meat poultry and fish 21 Suitable knives and equipment for poultry meat and fish handling is selected andused

22 Poultry meat and fish are handled and portioned according to menu requirementsand hygienically to minimise risk of food spoilage or cross-contamination

23 Poultry meat and fish are stored hygienically ensuring optimal storage conditions andappropriate temperature are maintained

24 Frozen poultry meat and fish are thawed correctly to ensure maximum qualityhygiene and nutrition

3 Cook basic poultry meat and fish dishes 31 Suitable equipment for poultry meat and fish preparation and cooking is selected andused

32 Suitable marinades are prepared and used where appropriate for a variety of poultrymeat and fish cuts

33 A variety of appropriate cooking methods are used for basic poultry meat and fishdishes

34 A variety basic poultry meat and fish dishes are cooked and presented to standardrecipe specifications

35 Poultry meat and fish dishes are presented using suitable sauces garnishes andaccompaniments

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and purchase poultry meat and fish Learning hours 10

Learning outcomes Content Leaning activities Resources

11 Identify different types of

poultry meat and fish

bull Types of poultry

Chicken Turkey Duck

bull Types of meat Beef Veal Lamb Goat

Porkbull Types of fish

White fish Oily fish Shellfish

o Research

o Brainstormingo Group worko Presentationo

983085 Resource books

12 Select poultry meat andfish

bull Chicken meat and fish cutsbull Processed productsbull Quality criteria for selecting

fresh and healthy chicken meatand fish Quality points for poultry- Smell- Skin- Colour

o Visit of butcheryo Group worko Researcho Presentation

983085 Resource books

- Flexible breastboneUnbroken bones

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- Unbroken bones

Quality points for meat

- Smell- Colour- Compact structure- Texture and colour of fat- Kidney covered with fat

Quality points for Fish- Eyes- Gills- Fresh

- Scales- Skin- Smell- Guts

Learning unit 2 Handle and store meat poultry and fish Learning hours 40

Learning outcomes Content Leaning activities Resources

11 Handle and portionchickenbull

Techniques De-boning Filleting

bull Appropriate equipment andknives

o

Explanation-Demonstrationo Group discussiono Individual Practice

983085

Knife set983085 Cutting Board983085 Reference books983085 Flip chart983085 Markers983085 Board983085 Meat Tag983085 Weighing

983085 Scales

12 Handle and portion meat bull Preparation of butcherrsquos meatDeboning

o Demonstrationindividual practice

983085 Weighing scaleKnife Set

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- Deboning- Portioning

- Cutting- Trimming

- Mincing bull Appropriate equipment and

knives

o individual practice 983085 Knife Set983085 Cutting boards

983085 Slicing machine

983085 Flip Chart983085 Boards983085 Markers

13 Handle and portion fish bull Preparation of fish Gutting portioning Scaling Filleting Skinning

o Demonstrationo Individual practice

983085 Flip chat983085 Markers983085 Board983085

Laptop983085 Projector983085 Cutting board983085 Knife set983085 weighing scale

14 Store chicken meat andfish

bull Storage standards Chemical Store Dry Store

Perishable Freezer Quality and Quantity

bull Preservation methods Salting Smoking Drying Canning

Freezing Marinating

bull Orderingbull Receivingbull Issuing

o Demonstrationo Individual practice

983085 Freezer983085 Fridge983085 Reference Books

983085 Flip chart

983085 Markers983085 Board983085 Scale983085 Shelves983085 Containers983085 Trolley983085 Probe Thermometer

983085 Purchasing order

983085 Receiving form983085 Requisition form

15 Thaw chicken meat andfish

bull Defrosting techniquesbull Health and hygiene regulations

o Demonstrationo Individual practice

983085 drip tray

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Learning unit 3 Cook and present basic poultry meat and fish dishes Learning hours 70

Learning outcomes Content Leaning activities Resources

21 Cook and present basicpoultry dishes

bull Marinating Herbs Oil spices

bull Cooking method

steaming grilling roasting boiling baking broiling smoking poaching

bull Seasoning salt black pepper or white

pepper

bull Presentation techniques

o Demonstrationo Individual practice

983085 Recipes983085 Heavy pans983085 Frying pans983085 Chopping board983085 Knives

983085 Flip chat

983085 Markers983085 Board983085 Laptop983085 Projector983085 Cutting board983085 Knife set983085 Weighing scale

983085 Oil

983085 Onions983085 Garlic983085 Rose mary983085 Salt983085 Light soya sauce

22 Cook and present basicmeat dishes 23 Cook and present basic

fish dishes

MODULE 12 Basic pastries and cakes

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MODULE 12 Basic pastries and cakes

Competence Make basic pastries and cakes

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

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

1 Prepare basic pastries and cakes 11 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are prepared

12 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are decorated

13 Suitable equipment safely and efficiently selected and used

2 Prepare and produce bakery products 21 A range of yeast-based doughs are prepared to standard recipes

22 Suitable equipment safely and efficiently selected and used

3 Portion and store pastries cakes and yeast goods 31 Portion control is applied to minimise wastage

32 Cakes pastry and bakery products Store to minimise spoilage and wastage

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare basic pastries and cakes Credit6

Learning Outcome Content Learning Activities Resources11 Identify different types ofpastries and cakes

bull Types of Pastry Products Sponge cakes Choux paste Sugar paste Sweet bread Cookies

o Researcho Presentationo Brainstorming

983085 Reference books

Mousses Ice cream

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doughnuts

12 Prepare basic pastryproducts

bull Sponge cakes Preparation techniques Baking techniques

bull Doughnuts Preparation techniques Baking techniques

bull Cookies Preparation techniques Baking techniques

o Demonstrationo Individual practices

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons13 Decorate pastries and

cakesbull Fillings

Butter cream Fruit Jam

bull Sauces Chocolate sauce Custard Sauce Strawberry Vanilla

o Demonstrationo Individual practiceso

Learning Unit 2 Prepare and produce bakery products

Learning outcomes Content Leaning activities Resources21 Identify different types ofbakery products

bull Types of bakery Products Yeast products

White Bread French Bread Croissant Rolls

o Researcho Presentationo Brainstorming

983085 Reference books

Chapatti Samosa dough

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Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

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MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

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bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

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Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

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Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

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Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

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Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 49: Curriculum Cooker

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare pasta 11 The different types of pasta are identified

12 Various pasta are prepared using appropriate methods to ensure optimumquality

13 Appropriate sauces and accompaniments are selected

2 Prepare starches 21 The different types of starches are identified

22 Various starches are prepared using appropriate methods to ensureoptimum quality

Appropriate sauces and accompaniments are selected

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare Pasta Learning hours 30

Learning outcome Content Learning Activities Resources

11 identify the different types

of pasta

bull Types of Pasta amp their products

Egg Pasta Noodles

Egg less pasta Spaghetti

White pasta Lasagna

Green Pasta Green lasagna

Stuffed Past Ravioli Cannelloni Lunette

Dessert Pasta Poppy seed pasta Cinnamon pasta

Dumpling Pasta Gnocchi

Whole wheat

o Researcho Presentation

983085 Reference books

983085 recipes

12 Prepare pasta dishes bull Cooking methods Boiling Stir-frying Baking

o Demonstrationo Researcho Individual practiceso Presentation

983085 Recipes983085 Baking trays983085 Baking Ovens983085 Required ingredients

S C k

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Steaming 983085 Cooking pans983085 Pasta roller983085 Flip chart

983085 Markers

983085 Boards983085 Tongs983085 Forks983085 Plates

13 Present pasta dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

Learning Unit 2 Prepare Starches Learning hours 30

Learning outcome Content Learning Activities Resources

21 Identify the differenttypes of pasta

bull Starch products Cassava Yams Sweet potatoes Rice Maize meal

o Researcho Presentation

983085 Reference books983085 recipes

21 Prepare starch products bull Cooking methods Boiling Deep frying Stir-frying Baking Steaming

o Demonstrationo Individual practices

983085 Baking trays983085 Baking Ovens983085 Required ingredients983085 Cooking pans983085 Steaming Machine983085 Flip chart

983085 Markers

983085 Boards983085 Forks983085 Spoons983085 Plates

23 Present starch dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

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MODULE 10 Stocks sauces and soups

Competence Prepare stocks sauces and soups

RTQF LEVEL CREDITS 10 LEARNING HOURS 100

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare different types of stocks soups and sauces

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplace

Module 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare stocks required for menu items 11 Ingredients and flavouring agents are uses according to standard recipes

12 A variety of stocks are produced

2 Prepare sauces required for menu items 21 A variety of hot and cold sauces are produced from classical andcontemporary recipes

22 A variety of thickening agents and convenience products are usedappropriately

23 Sauces are evaluated for flavour colour and consistency and any problemsare rectified

3 Prepare soups 31 The correct ingredients are selected and assembled to produce soupsincluding stocks and prepared garnishes

32 A variety of soups is produced

33Clarifying and thickening agents and methods are used where appropriate

34 Soups are evaluated for flavour colour consistency and temperature and anyproblems are rectified

35 Soups are presented at the right temperature in clean serviceware withoutdrips and spills using suitable garnishes and accompaniments

4 St d tit t t k d 4 1

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4 Store and reconstitute stocks sauces and soups 41 Store stocks sauces and soups to maintain optimum freshness and quality

42 Reconstitute stocks sauces and soups to appropriate standards ofconsistency

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Prepare stocks required for menu items Learning hours 30

Learning outcomes Content Learning activities Resources

11 Identify the ingredients

for different types of stocks

bull Types of stocks

Vegetable stock Beef stock Chicken stock Fish stock

bull Ingredients

o Group discussion

o Presentationo research

983085 reference books

983085 recipes

12 Cook various stocks bull Cooking methods Boiling Simmering Skimming Cooling Straining

o Applicationo Exerciseo Demonstration

983085 Equipments983085 Tools

983085 CLeaning products

983085 Cleaning materials983085 Stock pots983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

Learning unit 2 Prepare sauces required for menu items Learning hours 30

Learning outcomes Content Leaning activities Resources

21 Identify the ingredientsfor different types of sauces

bull Types of sauces Cold sauces Hot sauces

o Demonstrationo Individual practiceo Presentation

983085 Books983085 Flipchart983085 Markers Projectors

Mother sauces 983085 White board Laptops

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Mother sauces Basic Derivations Special sauces

White board Laptops983085 Recipe books

22 Identify equipments bull Identification of Tools andequipments sauce pots blender strainer sauce ladles knife set spatulas

cutting boards lighter stove

o Explanationo Demonstrationo Individual practice

983085 Books

983085 Flipchart Markers983085 Projectors983085 White board983085 Laptops983085 Recipe books983085 Menu

23 Prepare sauces bull Methods of cooking Boiling Simmering

bull Thickening agents Roux Cornflour Modified starch Liaison

o Explanationo Demonstrationo Individual practice

983085 Equipments983085 Tools983085 Cleaning products983085 Cleaning materials

983085 Stock pots

983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

24 Evaluate the quality ofsauces and rectify thembull Common problems in saucesbull Techniques to rectify sauces

o Observationo Group worko Individual practice

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Learning unit 3 Prepare soup Learning hours 30

Learning outcomes Content Leaning activities Resources

31 Identify the ingredientsfor different types of sauces

bull Types of soup Clear soups Pureacutee soups Cream soups

bull Ingredients

o Researcho Brainstorming

983085 Recipe guide983085 Cooking books

32 Prepare different types of

soup

bull Method of cooking Boiling

bull Thickening agents

o Demonstrationo Individual practiceo Presentation

983085 Note book

983085 pens

983085 Board983085 Markers983085 Fish stock983085 Beef stock983085 Vegetable stock983085 Strainers

33 Evaluate the quality ofsoups and rectify them

bull Common problems in soupsbull Techniques to rectify soups

o Observationo Group worko Individual practice

34 Present soup bull Presentation techniquesbull Garnishing techniquesbull Soup accompaniments

o Observationo Individual practice

983085 Plates983085 Bowls

Learning unit 4 Store and reconstitute stocks sauces and soups Learning hours 10

Learning outcomes Content Leaning activities Resources41 Store stocks sauces andsoups

bull Storage techniques andprocedures

bull Labelling

o Demonstrationo Explanationo Individual practice

983085 Pots983085 Fridge983085 Freezer983085 Labelling cards

42 Reconstitute stockssauces and soups

bull Reheating techniquesbull Principles of hygiene

983085 Equipment

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MODULE 11 Meat poultry and fish

Competence Select prepare and cook meat poultry and fish

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safety

Module 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unit Performance criteria

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gBy the end of the module the trainee will be able to

1 Select and purchase poultry meat and fish11 Poultry is selected and purchased according to quantity and quality required

12 Primary secondary and portioned cuts of pork goat beef and veal are selectedaccording to quantity and quality required

13 Fish is selected according to quality according to quantity and quality required

14 Low-cost cuts and meat products are selected when and where appropriate

15 The best supplier for quality and price is selected

2 Handle and store meat poultry and fish 21 Suitable knives and equipment for poultry meat and fish handling is selected andused

22 Poultry meat and fish are handled and portioned according to menu requirementsand hygienically to minimise risk of food spoilage or cross-contamination

23 Poultry meat and fish are stored hygienically ensuring optimal storage conditions andappropriate temperature are maintained

24 Frozen poultry meat and fish are thawed correctly to ensure maximum qualityhygiene and nutrition

3 Cook basic poultry meat and fish dishes 31 Suitable equipment for poultry meat and fish preparation and cooking is selected andused

32 Suitable marinades are prepared and used where appropriate for a variety of poultrymeat and fish cuts

33 A variety of appropriate cooking methods are used for basic poultry meat and fishdishes

34 A variety basic poultry meat and fish dishes are cooked and presented to standardrecipe specifications

35 Poultry meat and fish dishes are presented using suitable sauces garnishes andaccompaniments

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and purchase poultry meat and fish Learning hours 10

Learning outcomes Content Leaning activities Resources

11 Identify different types of

poultry meat and fish

bull Types of poultry

Chicken Turkey Duck

bull Types of meat Beef Veal Lamb Goat

Porkbull Types of fish

White fish Oily fish Shellfish

o Research

o Brainstormingo Group worko Presentationo

983085 Resource books

12 Select poultry meat andfish

bull Chicken meat and fish cutsbull Processed productsbull Quality criteria for selecting

fresh and healthy chicken meatand fish Quality points for poultry- Smell- Skin- Colour

o Visit of butcheryo Group worko Researcho Presentation

983085 Resource books

- Flexible breastboneUnbroken bones

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- Unbroken bones

Quality points for meat

- Smell- Colour- Compact structure- Texture and colour of fat- Kidney covered with fat

Quality points for Fish- Eyes- Gills- Fresh

- Scales- Skin- Smell- Guts

Learning unit 2 Handle and store meat poultry and fish Learning hours 40

Learning outcomes Content Leaning activities Resources

11 Handle and portionchickenbull

Techniques De-boning Filleting

bull Appropriate equipment andknives

o

Explanation-Demonstrationo Group discussiono Individual Practice

983085

Knife set983085 Cutting Board983085 Reference books983085 Flip chart983085 Markers983085 Board983085 Meat Tag983085 Weighing

983085 Scales

12 Handle and portion meat bull Preparation of butcherrsquos meatDeboning

o Demonstrationindividual practice

983085 Weighing scaleKnife Set

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- Deboning- Portioning

- Cutting- Trimming

- Mincing bull Appropriate equipment and

knives

o individual practice 983085 Knife Set983085 Cutting boards

983085 Slicing machine

983085 Flip Chart983085 Boards983085 Markers

13 Handle and portion fish bull Preparation of fish Gutting portioning Scaling Filleting Skinning

o Demonstrationo Individual practice

983085 Flip chat983085 Markers983085 Board983085

Laptop983085 Projector983085 Cutting board983085 Knife set983085 weighing scale

14 Store chicken meat andfish

bull Storage standards Chemical Store Dry Store

Perishable Freezer Quality and Quantity

bull Preservation methods Salting Smoking Drying Canning

Freezing Marinating

bull Orderingbull Receivingbull Issuing

o Demonstrationo Individual practice

983085 Freezer983085 Fridge983085 Reference Books

983085 Flip chart

983085 Markers983085 Board983085 Scale983085 Shelves983085 Containers983085 Trolley983085 Probe Thermometer

983085 Purchasing order

983085 Receiving form983085 Requisition form

15 Thaw chicken meat andfish

bull Defrosting techniquesbull Health and hygiene regulations

o Demonstrationo Individual practice

983085 drip tray

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Learning unit 3 Cook and present basic poultry meat and fish dishes Learning hours 70

Learning outcomes Content Leaning activities Resources

21 Cook and present basicpoultry dishes

bull Marinating Herbs Oil spices

bull Cooking method

steaming grilling roasting boiling baking broiling smoking poaching

bull Seasoning salt black pepper or white

pepper

bull Presentation techniques

o Demonstrationo Individual practice

983085 Recipes983085 Heavy pans983085 Frying pans983085 Chopping board983085 Knives

983085 Flip chat

983085 Markers983085 Board983085 Laptop983085 Projector983085 Cutting board983085 Knife set983085 Weighing scale

983085 Oil

983085 Onions983085 Garlic983085 Rose mary983085 Salt983085 Light soya sauce

22 Cook and present basicmeat dishes 23 Cook and present basic

fish dishes

MODULE 12 Basic pastries and cakes

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MODULE 12 Basic pastries and cakes

Competence Make basic pastries and cakes

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

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

1 Prepare basic pastries and cakes 11 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are prepared

12 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are decorated

13 Suitable equipment safely and efficiently selected and used

2 Prepare and produce bakery products 21 A range of yeast-based doughs are prepared to standard recipes

22 Suitable equipment safely and efficiently selected and used

3 Portion and store pastries cakes and yeast goods 31 Portion control is applied to minimise wastage

32 Cakes pastry and bakery products Store to minimise spoilage and wastage

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare basic pastries and cakes Credit6

Learning Outcome Content Learning Activities Resources11 Identify different types ofpastries and cakes

bull Types of Pastry Products Sponge cakes Choux paste Sugar paste Sweet bread Cookies

o Researcho Presentationo Brainstorming

983085 Reference books

Mousses Ice cream

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doughnuts

12 Prepare basic pastryproducts

bull Sponge cakes Preparation techniques Baking techniques

bull Doughnuts Preparation techniques Baking techniques

bull Cookies Preparation techniques Baking techniques

o Demonstrationo Individual practices

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons13 Decorate pastries and

cakesbull Fillings

Butter cream Fruit Jam

bull Sauces Chocolate sauce Custard Sauce Strawberry Vanilla

o Demonstrationo Individual practiceso

Learning Unit 2 Prepare and produce bakery products

Learning outcomes Content Leaning activities Resources21 Identify different types ofbakery products

bull Types of bakery Products Yeast products

White Bread French Bread Croissant Rolls

o Researcho Presentationo Brainstorming

983085 Reference books

Chapatti Samosa dough

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Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

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MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

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bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

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Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

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Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

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Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

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Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 50: Curriculum Cooker

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare Pasta Learning hours 30

Learning outcome Content Learning Activities Resources

11 identify the different types

of pasta

bull Types of Pasta amp their products

Egg Pasta Noodles

Egg less pasta Spaghetti

White pasta Lasagna

Green Pasta Green lasagna

Stuffed Past Ravioli Cannelloni Lunette

Dessert Pasta Poppy seed pasta Cinnamon pasta

Dumpling Pasta Gnocchi

Whole wheat

o Researcho Presentation

983085 Reference books

983085 recipes

12 Prepare pasta dishes bull Cooking methods Boiling Stir-frying Baking

o Demonstrationo Researcho Individual practiceso Presentation

983085 Recipes983085 Baking trays983085 Baking Ovens983085 Required ingredients

S C k

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Steaming 983085 Cooking pans983085 Pasta roller983085 Flip chart

983085 Markers

983085 Boards983085 Tongs983085 Forks983085 Plates

13 Present pasta dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

Learning Unit 2 Prepare Starches Learning hours 30

Learning outcome Content Learning Activities Resources

21 Identify the differenttypes of pasta

bull Starch products Cassava Yams Sweet potatoes Rice Maize meal

o Researcho Presentation

983085 Reference books983085 recipes

21 Prepare starch products bull Cooking methods Boiling Deep frying Stir-frying Baking Steaming

o Demonstrationo Individual practices

983085 Baking trays983085 Baking Ovens983085 Required ingredients983085 Cooking pans983085 Steaming Machine983085 Flip chart

983085 Markers

983085 Boards983085 Forks983085 Spoons983085 Plates

23 Present starch dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

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52

MODULE 10 Stocks sauces and soups

Competence Prepare stocks sauces and soups

RTQF LEVEL CREDITS 10 LEARNING HOURS 100

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare different types of stocks soups and sauces

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplace

Module 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare stocks required for menu items 11 Ingredients and flavouring agents are uses according to standard recipes

12 A variety of stocks are produced

2 Prepare sauces required for menu items 21 A variety of hot and cold sauces are produced from classical andcontemporary recipes

22 A variety of thickening agents and convenience products are usedappropriately

23 Sauces are evaluated for flavour colour and consistency and any problemsare rectified

3 Prepare soups 31 The correct ingredients are selected and assembled to produce soupsincluding stocks and prepared garnishes

32 A variety of soups is produced

33Clarifying and thickening agents and methods are used where appropriate

34 Soups are evaluated for flavour colour consistency and temperature and anyproblems are rectified

35 Soups are presented at the right temperature in clean serviceware withoutdrips and spills using suitable garnishes and accompaniments

4 St d tit t t k d 4 1

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4 Store and reconstitute stocks sauces and soups 41 Store stocks sauces and soups to maintain optimum freshness and quality

42 Reconstitute stocks sauces and soups to appropriate standards ofconsistency

COURSE STRUCTURE

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55

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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Prepare stocks required for menu items Learning hours 30

Learning outcomes Content Learning activities Resources

11 Identify the ingredients

for different types of stocks

bull Types of stocks

Vegetable stock Beef stock Chicken stock Fish stock

bull Ingredients

o Group discussion

o Presentationo research

983085 reference books

983085 recipes

12 Cook various stocks bull Cooking methods Boiling Simmering Skimming Cooling Straining

o Applicationo Exerciseo Demonstration

983085 Equipments983085 Tools

983085 CLeaning products

983085 Cleaning materials983085 Stock pots983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

Learning unit 2 Prepare sauces required for menu items Learning hours 30

Learning outcomes Content Leaning activities Resources

21 Identify the ingredientsfor different types of sauces

bull Types of sauces Cold sauces Hot sauces

o Demonstrationo Individual practiceo Presentation

983085 Books983085 Flipchart983085 Markers Projectors

Mother sauces 983085 White board Laptops

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Mother sauces Basic Derivations Special sauces

White board Laptops983085 Recipe books

22 Identify equipments bull Identification of Tools andequipments sauce pots blender strainer sauce ladles knife set spatulas

cutting boards lighter stove

o Explanationo Demonstrationo Individual practice

983085 Books

983085 Flipchart Markers983085 Projectors983085 White board983085 Laptops983085 Recipe books983085 Menu

23 Prepare sauces bull Methods of cooking Boiling Simmering

bull Thickening agents Roux Cornflour Modified starch Liaison

o Explanationo Demonstrationo Individual practice

983085 Equipments983085 Tools983085 Cleaning products983085 Cleaning materials

983085 Stock pots

983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

24 Evaluate the quality ofsauces and rectify thembull Common problems in saucesbull Techniques to rectify sauces

o Observationo Group worko Individual practice

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Learning unit 3 Prepare soup Learning hours 30

Learning outcomes Content Leaning activities Resources

31 Identify the ingredientsfor different types of sauces

bull Types of soup Clear soups Pureacutee soups Cream soups

bull Ingredients

o Researcho Brainstorming

983085 Recipe guide983085 Cooking books

32 Prepare different types of

soup

bull Method of cooking Boiling

bull Thickening agents

o Demonstrationo Individual practiceo Presentation

983085 Note book

983085 pens

983085 Board983085 Markers983085 Fish stock983085 Beef stock983085 Vegetable stock983085 Strainers

33 Evaluate the quality ofsoups and rectify them

bull Common problems in soupsbull Techniques to rectify soups

o Observationo Group worko Individual practice

34 Present soup bull Presentation techniquesbull Garnishing techniquesbull Soup accompaniments

o Observationo Individual practice

983085 Plates983085 Bowls

Learning unit 4 Store and reconstitute stocks sauces and soups Learning hours 10

Learning outcomes Content Leaning activities Resources41 Store stocks sauces andsoups

bull Storage techniques andprocedures

bull Labelling

o Demonstrationo Explanationo Individual practice

983085 Pots983085 Fridge983085 Freezer983085 Labelling cards

42 Reconstitute stockssauces and soups

bull Reheating techniquesbull Principles of hygiene

983085 Equipment

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MODULE 11 Meat poultry and fish

Competence Select prepare and cook meat poultry and fish

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safety

Module 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unit Performance criteria

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gBy the end of the module the trainee will be able to

1 Select and purchase poultry meat and fish11 Poultry is selected and purchased according to quantity and quality required

12 Primary secondary and portioned cuts of pork goat beef and veal are selectedaccording to quantity and quality required

13 Fish is selected according to quality according to quantity and quality required

14 Low-cost cuts and meat products are selected when and where appropriate

15 The best supplier for quality and price is selected

2 Handle and store meat poultry and fish 21 Suitable knives and equipment for poultry meat and fish handling is selected andused

22 Poultry meat and fish are handled and portioned according to menu requirementsand hygienically to minimise risk of food spoilage or cross-contamination

23 Poultry meat and fish are stored hygienically ensuring optimal storage conditions andappropriate temperature are maintained

24 Frozen poultry meat and fish are thawed correctly to ensure maximum qualityhygiene and nutrition

3 Cook basic poultry meat and fish dishes 31 Suitable equipment for poultry meat and fish preparation and cooking is selected andused

32 Suitable marinades are prepared and used where appropriate for a variety of poultrymeat and fish cuts

33 A variety of appropriate cooking methods are used for basic poultry meat and fishdishes

34 A variety basic poultry meat and fish dishes are cooked and presented to standardrecipe specifications

35 Poultry meat and fish dishes are presented using suitable sauces garnishes andaccompaniments

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and purchase poultry meat and fish Learning hours 10

Learning outcomes Content Leaning activities Resources

11 Identify different types of

poultry meat and fish

bull Types of poultry

Chicken Turkey Duck

bull Types of meat Beef Veal Lamb Goat

Porkbull Types of fish

White fish Oily fish Shellfish

o Research

o Brainstormingo Group worko Presentationo

983085 Resource books

12 Select poultry meat andfish

bull Chicken meat and fish cutsbull Processed productsbull Quality criteria for selecting

fresh and healthy chicken meatand fish Quality points for poultry- Smell- Skin- Colour

o Visit of butcheryo Group worko Researcho Presentation

983085 Resource books

- Flexible breastboneUnbroken bones

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- Unbroken bones

Quality points for meat

- Smell- Colour- Compact structure- Texture and colour of fat- Kidney covered with fat

Quality points for Fish- Eyes- Gills- Fresh

- Scales- Skin- Smell- Guts

Learning unit 2 Handle and store meat poultry and fish Learning hours 40

Learning outcomes Content Leaning activities Resources

11 Handle and portionchickenbull

Techniques De-boning Filleting

bull Appropriate equipment andknives

o

Explanation-Demonstrationo Group discussiono Individual Practice

983085

Knife set983085 Cutting Board983085 Reference books983085 Flip chart983085 Markers983085 Board983085 Meat Tag983085 Weighing

983085 Scales

12 Handle and portion meat bull Preparation of butcherrsquos meatDeboning

o Demonstrationindividual practice

983085 Weighing scaleKnife Set

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- Deboning- Portioning

- Cutting- Trimming

- Mincing bull Appropriate equipment and

knives

o individual practice 983085 Knife Set983085 Cutting boards

983085 Slicing machine

983085 Flip Chart983085 Boards983085 Markers

13 Handle and portion fish bull Preparation of fish Gutting portioning Scaling Filleting Skinning

o Demonstrationo Individual practice

983085 Flip chat983085 Markers983085 Board983085

Laptop983085 Projector983085 Cutting board983085 Knife set983085 weighing scale

14 Store chicken meat andfish

bull Storage standards Chemical Store Dry Store

Perishable Freezer Quality and Quantity

bull Preservation methods Salting Smoking Drying Canning

Freezing Marinating

bull Orderingbull Receivingbull Issuing

o Demonstrationo Individual practice

983085 Freezer983085 Fridge983085 Reference Books

983085 Flip chart

983085 Markers983085 Board983085 Scale983085 Shelves983085 Containers983085 Trolley983085 Probe Thermometer

983085 Purchasing order

983085 Receiving form983085 Requisition form

15 Thaw chicken meat andfish

bull Defrosting techniquesbull Health and hygiene regulations

o Demonstrationo Individual practice

983085 drip tray

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Learning unit 3 Cook and present basic poultry meat and fish dishes Learning hours 70

Learning outcomes Content Leaning activities Resources

21 Cook and present basicpoultry dishes

bull Marinating Herbs Oil spices

bull Cooking method

steaming grilling roasting boiling baking broiling smoking poaching

bull Seasoning salt black pepper or white

pepper

bull Presentation techniques

o Demonstrationo Individual practice

983085 Recipes983085 Heavy pans983085 Frying pans983085 Chopping board983085 Knives

983085 Flip chat

983085 Markers983085 Board983085 Laptop983085 Projector983085 Cutting board983085 Knife set983085 Weighing scale

983085 Oil

983085 Onions983085 Garlic983085 Rose mary983085 Salt983085 Light soya sauce

22 Cook and present basicmeat dishes 23 Cook and present basic

fish dishes

MODULE 12 Basic pastries and cakes

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MODULE 12 Basic pastries and cakes

Competence Make basic pastries and cakes

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

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

1 Prepare basic pastries and cakes 11 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are prepared

12 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are decorated

13 Suitable equipment safely and efficiently selected and used

2 Prepare and produce bakery products 21 A range of yeast-based doughs are prepared to standard recipes

22 Suitable equipment safely and efficiently selected and used

3 Portion and store pastries cakes and yeast goods 31 Portion control is applied to minimise wastage

32 Cakes pastry and bakery products Store to minimise spoilage and wastage

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare basic pastries and cakes Credit6

Learning Outcome Content Learning Activities Resources11 Identify different types ofpastries and cakes

bull Types of Pastry Products Sponge cakes Choux paste Sugar paste Sweet bread Cookies

o Researcho Presentationo Brainstorming

983085 Reference books

Mousses Ice cream

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doughnuts

12 Prepare basic pastryproducts

bull Sponge cakes Preparation techniques Baking techniques

bull Doughnuts Preparation techniques Baking techniques

bull Cookies Preparation techniques Baking techniques

o Demonstrationo Individual practices

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons13 Decorate pastries and

cakesbull Fillings

Butter cream Fruit Jam

bull Sauces Chocolate sauce Custard Sauce Strawberry Vanilla

o Demonstrationo Individual practiceso

Learning Unit 2 Prepare and produce bakery products

Learning outcomes Content Leaning activities Resources21 Identify different types ofbakery products

bull Types of bakery Products Yeast products

White Bread French Bread Croissant Rolls

o Researcho Presentationo Brainstorming

983085 Reference books

Chapatti Samosa dough

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Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

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MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

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bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

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Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

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Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

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76

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

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Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

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Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 51: Curriculum Cooker

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51

Steaming 983085 Cooking pans983085 Pasta roller983085 Flip chart

983085 Markers

983085 Boards983085 Tongs983085 Forks983085 Plates

13 Present pasta dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

Learning Unit 2 Prepare Starches Learning hours 30

Learning outcome Content Learning Activities Resources

21 Identify the differenttypes of pasta

bull Starch products Cassava Yams Sweet potatoes Rice Maize meal

o Researcho Presentation

983085 Reference books983085 recipes

21 Prepare starch products bull Cooking methods Boiling Deep frying Stir-frying Baking Steaming

o Demonstrationo Individual practices

983085 Baking trays983085 Baking Ovens983085 Required ingredients983085 Cooking pans983085 Steaming Machine983085 Flip chart

983085 Markers

983085 Boards983085 Forks983085 Spoons983085 Plates

23 Present starch dishes bull Presentation techniquesbull Appropriate sauces and

accompaniments

o Demonstrationo Individual practice

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52

MODULE 10 Stocks sauces and soups

Competence Prepare stocks sauces and soups

RTQF LEVEL CREDITS 10 LEARNING HOURS 100

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare different types of stocks soups and sauces

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplace

Module 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

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LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare stocks required for menu items 11 Ingredients and flavouring agents are uses according to standard recipes

12 A variety of stocks are produced

2 Prepare sauces required for menu items 21 A variety of hot and cold sauces are produced from classical andcontemporary recipes

22 A variety of thickening agents and convenience products are usedappropriately

23 Sauces are evaluated for flavour colour and consistency and any problemsare rectified

3 Prepare soups 31 The correct ingredients are selected and assembled to produce soupsincluding stocks and prepared garnishes

32 A variety of soups is produced

33Clarifying and thickening agents and methods are used where appropriate

34 Soups are evaluated for flavour colour consistency and temperature and anyproblems are rectified

35 Soups are presented at the right temperature in clean serviceware withoutdrips and spills using suitable garnishes and accompaniments

4 St d tit t t k d 4 1

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4 Store and reconstitute stocks sauces and soups 41 Store stocks sauces and soups to maintain optimum freshness and quality

42 Reconstitute stocks sauces and soups to appropriate standards ofconsistency

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Prepare stocks required for menu items Learning hours 30

Learning outcomes Content Learning activities Resources

11 Identify the ingredients

for different types of stocks

bull Types of stocks

Vegetable stock Beef stock Chicken stock Fish stock

bull Ingredients

o Group discussion

o Presentationo research

983085 reference books

983085 recipes

12 Cook various stocks bull Cooking methods Boiling Simmering Skimming Cooling Straining

o Applicationo Exerciseo Demonstration

983085 Equipments983085 Tools

983085 CLeaning products

983085 Cleaning materials983085 Stock pots983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

Learning unit 2 Prepare sauces required for menu items Learning hours 30

Learning outcomes Content Leaning activities Resources

21 Identify the ingredientsfor different types of sauces

bull Types of sauces Cold sauces Hot sauces

o Demonstrationo Individual practiceo Presentation

983085 Books983085 Flipchart983085 Markers Projectors

Mother sauces 983085 White board Laptops

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Mother sauces Basic Derivations Special sauces

White board Laptops983085 Recipe books

22 Identify equipments bull Identification of Tools andequipments sauce pots blender strainer sauce ladles knife set spatulas

cutting boards lighter stove

o Explanationo Demonstrationo Individual practice

983085 Books

983085 Flipchart Markers983085 Projectors983085 White board983085 Laptops983085 Recipe books983085 Menu

23 Prepare sauces bull Methods of cooking Boiling Simmering

bull Thickening agents Roux Cornflour Modified starch Liaison

o Explanationo Demonstrationo Individual practice

983085 Equipments983085 Tools983085 Cleaning products983085 Cleaning materials

983085 Stock pots

983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

24 Evaluate the quality ofsauces and rectify thembull Common problems in saucesbull Techniques to rectify sauces

o Observationo Group worko Individual practice

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Learning unit 3 Prepare soup Learning hours 30

Learning outcomes Content Leaning activities Resources

31 Identify the ingredientsfor different types of sauces

bull Types of soup Clear soups Pureacutee soups Cream soups

bull Ingredients

o Researcho Brainstorming

983085 Recipe guide983085 Cooking books

32 Prepare different types of

soup

bull Method of cooking Boiling

bull Thickening agents

o Demonstrationo Individual practiceo Presentation

983085 Note book

983085 pens

983085 Board983085 Markers983085 Fish stock983085 Beef stock983085 Vegetable stock983085 Strainers

33 Evaluate the quality ofsoups and rectify them

bull Common problems in soupsbull Techniques to rectify soups

o Observationo Group worko Individual practice

34 Present soup bull Presentation techniquesbull Garnishing techniquesbull Soup accompaniments

o Observationo Individual practice

983085 Plates983085 Bowls

Learning unit 4 Store and reconstitute stocks sauces and soups Learning hours 10

Learning outcomes Content Leaning activities Resources41 Store stocks sauces andsoups

bull Storage techniques andprocedures

bull Labelling

o Demonstrationo Explanationo Individual practice

983085 Pots983085 Fridge983085 Freezer983085 Labelling cards

42 Reconstitute stockssauces and soups

bull Reheating techniquesbull Principles of hygiene

983085 Equipment

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MODULE 11 Meat poultry and fish

Competence Select prepare and cook meat poultry and fish

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safety

Module 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unit Performance criteria

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gBy the end of the module the trainee will be able to

1 Select and purchase poultry meat and fish11 Poultry is selected and purchased according to quantity and quality required

12 Primary secondary and portioned cuts of pork goat beef and veal are selectedaccording to quantity and quality required

13 Fish is selected according to quality according to quantity and quality required

14 Low-cost cuts and meat products are selected when and where appropriate

15 The best supplier for quality and price is selected

2 Handle and store meat poultry and fish 21 Suitable knives and equipment for poultry meat and fish handling is selected andused

22 Poultry meat and fish are handled and portioned according to menu requirementsand hygienically to minimise risk of food spoilage or cross-contamination

23 Poultry meat and fish are stored hygienically ensuring optimal storage conditions andappropriate temperature are maintained

24 Frozen poultry meat and fish are thawed correctly to ensure maximum qualityhygiene and nutrition

3 Cook basic poultry meat and fish dishes 31 Suitable equipment for poultry meat and fish preparation and cooking is selected andused

32 Suitable marinades are prepared and used where appropriate for a variety of poultrymeat and fish cuts

33 A variety of appropriate cooking methods are used for basic poultry meat and fishdishes

34 A variety basic poultry meat and fish dishes are cooked and presented to standardrecipe specifications

35 Poultry meat and fish dishes are presented using suitable sauces garnishes andaccompaniments

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and purchase poultry meat and fish Learning hours 10

Learning outcomes Content Leaning activities Resources

11 Identify different types of

poultry meat and fish

bull Types of poultry

Chicken Turkey Duck

bull Types of meat Beef Veal Lamb Goat

Porkbull Types of fish

White fish Oily fish Shellfish

o Research

o Brainstormingo Group worko Presentationo

983085 Resource books

12 Select poultry meat andfish

bull Chicken meat and fish cutsbull Processed productsbull Quality criteria for selecting

fresh and healthy chicken meatand fish Quality points for poultry- Smell- Skin- Colour

o Visit of butcheryo Group worko Researcho Presentation

983085 Resource books

- Flexible breastboneUnbroken bones

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- Unbroken bones

Quality points for meat

- Smell- Colour- Compact structure- Texture and colour of fat- Kidney covered with fat

Quality points for Fish- Eyes- Gills- Fresh

- Scales- Skin- Smell- Guts

Learning unit 2 Handle and store meat poultry and fish Learning hours 40

Learning outcomes Content Leaning activities Resources

11 Handle and portionchickenbull

Techniques De-boning Filleting

bull Appropriate equipment andknives

o

Explanation-Demonstrationo Group discussiono Individual Practice

983085

Knife set983085 Cutting Board983085 Reference books983085 Flip chart983085 Markers983085 Board983085 Meat Tag983085 Weighing

983085 Scales

12 Handle and portion meat bull Preparation of butcherrsquos meatDeboning

o Demonstrationindividual practice

983085 Weighing scaleKnife Set

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- Deboning- Portioning

- Cutting- Trimming

- Mincing bull Appropriate equipment and

knives

o individual practice 983085 Knife Set983085 Cutting boards

983085 Slicing machine

983085 Flip Chart983085 Boards983085 Markers

13 Handle and portion fish bull Preparation of fish Gutting portioning Scaling Filleting Skinning

o Demonstrationo Individual practice

983085 Flip chat983085 Markers983085 Board983085

Laptop983085 Projector983085 Cutting board983085 Knife set983085 weighing scale

14 Store chicken meat andfish

bull Storage standards Chemical Store Dry Store

Perishable Freezer Quality and Quantity

bull Preservation methods Salting Smoking Drying Canning

Freezing Marinating

bull Orderingbull Receivingbull Issuing

o Demonstrationo Individual practice

983085 Freezer983085 Fridge983085 Reference Books

983085 Flip chart

983085 Markers983085 Board983085 Scale983085 Shelves983085 Containers983085 Trolley983085 Probe Thermometer

983085 Purchasing order

983085 Receiving form983085 Requisition form

15 Thaw chicken meat andfish

bull Defrosting techniquesbull Health and hygiene regulations

o Demonstrationo Individual practice

983085 drip tray

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Learning unit 3 Cook and present basic poultry meat and fish dishes Learning hours 70

Learning outcomes Content Leaning activities Resources

21 Cook and present basicpoultry dishes

bull Marinating Herbs Oil spices

bull Cooking method

steaming grilling roasting boiling baking broiling smoking poaching

bull Seasoning salt black pepper or white

pepper

bull Presentation techniques

o Demonstrationo Individual practice

983085 Recipes983085 Heavy pans983085 Frying pans983085 Chopping board983085 Knives

983085 Flip chat

983085 Markers983085 Board983085 Laptop983085 Projector983085 Cutting board983085 Knife set983085 Weighing scale

983085 Oil

983085 Onions983085 Garlic983085 Rose mary983085 Salt983085 Light soya sauce

22 Cook and present basicmeat dishes 23 Cook and present basic

fish dishes

MODULE 12 Basic pastries and cakes

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MODULE 12 Basic pastries and cakes

Competence Make basic pastries and cakes

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

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

1 Prepare basic pastries and cakes 11 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are prepared

12 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are decorated

13 Suitable equipment safely and efficiently selected and used

2 Prepare and produce bakery products 21 A range of yeast-based doughs are prepared to standard recipes

22 Suitable equipment safely and efficiently selected and used

3 Portion and store pastries cakes and yeast goods 31 Portion control is applied to minimise wastage

32 Cakes pastry and bakery products Store to minimise spoilage and wastage

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare basic pastries and cakes Credit6

Learning Outcome Content Learning Activities Resources11 Identify different types ofpastries and cakes

bull Types of Pastry Products Sponge cakes Choux paste Sugar paste Sweet bread Cookies

o Researcho Presentationo Brainstorming

983085 Reference books

Mousses Ice cream

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doughnuts

12 Prepare basic pastryproducts

bull Sponge cakes Preparation techniques Baking techniques

bull Doughnuts Preparation techniques Baking techniques

bull Cookies Preparation techniques Baking techniques

o Demonstrationo Individual practices

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons13 Decorate pastries and

cakesbull Fillings

Butter cream Fruit Jam

bull Sauces Chocolate sauce Custard Sauce Strawberry Vanilla

o Demonstrationo Individual practiceso

Learning Unit 2 Prepare and produce bakery products

Learning outcomes Content Leaning activities Resources21 Identify different types ofbakery products

bull Types of bakery Products Yeast products

White Bread French Bread Croissant Rolls

o Researcho Presentationo Brainstorming

983085 Reference books

Chapatti Samosa dough

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Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

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MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

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bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

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Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

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Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

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76

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

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Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

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Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 52: Curriculum Cooker

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52

MODULE 10 Stocks sauces and soups

Competence Prepare stocks sauces and soups

RTQF LEVEL CREDITS 10 LEARNING HOURS 100

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare different types of stocks soups and sauces

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplace

Module 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

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53

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare stocks required for menu items 11 Ingredients and flavouring agents are uses according to standard recipes

12 A variety of stocks are produced

2 Prepare sauces required for menu items 21 A variety of hot and cold sauces are produced from classical andcontemporary recipes

22 A variety of thickening agents and convenience products are usedappropriately

23 Sauces are evaluated for flavour colour and consistency and any problemsare rectified

3 Prepare soups 31 The correct ingredients are selected and assembled to produce soupsincluding stocks and prepared garnishes

32 A variety of soups is produced

33Clarifying and thickening agents and methods are used where appropriate

34 Soups are evaluated for flavour colour consistency and temperature and anyproblems are rectified

35 Soups are presented at the right temperature in clean serviceware withoutdrips and spills using suitable garnishes and accompaniments

4 St d tit t t k d 4 1

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4 Store and reconstitute stocks sauces and soups 41 Store stocks sauces and soups to maintain optimum freshness and quality

42 Reconstitute stocks sauces and soups to appropriate standards ofconsistency

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Prepare stocks required for menu items Learning hours 30

Learning outcomes Content Learning activities Resources

11 Identify the ingredients

for different types of stocks

bull Types of stocks

Vegetable stock Beef stock Chicken stock Fish stock

bull Ingredients

o Group discussion

o Presentationo research

983085 reference books

983085 recipes

12 Cook various stocks bull Cooking methods Boiling Simmering Skimming Cooling Straining

o Applicationo Exerciseo Demonstration

983085 Equipments983085 Tools

983085 CLeaning products

983085 Cleaning materials983085 Stock pots983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

Learning unit 2 Prepare sauces required for menu items Learning hours 30

Learning outcomes Content Leaning activities Resources

21 Identify the ingredientsfor different types of sauces

bull Types of sauces Cold sauces Hot sauces

o Demonstrationo Individual practiceo Presentation

983085 Books983085 Flipchart983085 Markers Projectors

Mother sauces 983085 White board Laptops

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Mother sauces Basic Derivations Special sauces

White board Laptops983085 Recipe books

22 Identify equipments bull Identification of Tools andequipments sauce pots blender strainer sauce ladles knife set spatulas

cutting boards lighter stove

o Explanationo Demonstrationo Individual practice

983085 Books

983085 Flipchart Markers983085 Projectors983085 White board983085 Laptops983085 Recipe books983085 Menu

23 Prepare sauces bull Methods of cooking Boiling Simmering

bull Thickening agents Roux Cornflour Modified starch Liaison

o Explanationo Demonstrationo Individual practice

983085 Equipments983085 Tools983085 Cleaning products983085 Cleaning materials

983085 Stock pots

983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

24 Evaluate the quality ofsauces and rectify thembull Common problems in saucesbull Techniques to rectify sauces

o Observationo Group worko Individual practice

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Learning unit 3 Prepare soup Learning hours 30

Learning outcomes Content Leaning activities Resources

31 Identify the ingredientsfor different types of sauces

bull Types of soup Clear soups Pureacutee soups Cream soups

bull Ingredients

o Researcho Brainstorming

983085 Recipe guide983085 Cooking books

32 Prepare different types of

soup

bull Method of cooking Boiling

bull Thickening agents

o Demonstrationo Individual practiceo Presentation

983085 Note book

983085 pens

983085 Board983085 Markers983085 Fish stock983085 Beef stock983085 Vegetable stock983085 Strainers

33 Evaluate the quality ofsoups and rectify them

bull Common problems in soupsbull Techniques to rectify soups

o Observationo Group worko Individual practice

34 Present soup bull Presentation techniquesbull Garnishing techniquesbull Soup accompaniments

o Observationo Individual practice

983085 Plates983085 Bowls

Learning unit 4 Store and reconstitute stocks sauces and soups Learning hours 10

Learning outcomes Content Leaning activities Resources41 Store stocks sauces andsoups

bull Storage techniques andprocedures

bull Labelling

o Demonstrationo Explanationo Individual practice

983085 Pots983085 Fridge983085 Freezer983085 Labelling cards

42 Reconstitute stockssauces and soups

bull Reheating techniquesbull Principles of hygiene

983085 Equipment

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MODULE 11 Meat poultry and fish

Competence Select prepare and cook meat poultry and fish

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safety

Module 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unit Performance criteria

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gBy the end of the module the trainee will be able to

1 Select and purchase poultry meat and fish11 Poultry is selected and purchased according to quantity and quality required

12 Primary secondary and portioned cuts of pork goat beef and veal are selectedaccording to quantity and quality required

13 Fish is selected according to quality according to quantity and quality required

14 Low-cost cuts and meat products are selected when and where appropriate

15 The best supplier for quality and price is selected

2 Handle and store meat poultry and fish 21 Suitable knives and equipment for poultry meat and fish handling is selected andused

22 Poultry meat and fish are handled and portioned according to menu requirementsand hygienically to minimise risk of food spoilage or cross-contamination

23 Poultry meat and fish are stored hygienically ensuring optimal storage conditions andappropriate temperature are maintained

24 Frozen poultry meat and fish are thawed correctly to ensure maximum qualityhygiene and nutrition

3 Cook basic poultry meat and fish dishes 31 Suitable equipment for poultry meat and fish preparation and cooking is selected andused

32 Suitable marinades are prepared and used where appropriate for a variety of poultrymeat and fish cuts

33 A variety of appropriate cooking methods are used for basic poultry meat and fishdishes

34 A variety basic poultry meat and fish dishes are cooked and presented to standardrecipe specifications

35 Poultry meat and fish dishes are presented using suitable sauces garnishes andaccompaniments

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and purchase poultry meat and fish Learning hours 10

Learning outcomes Content Leaning activities Resources

11 Identify different types of

poultry meat and fish

bull Types of poultry

Chicken Turkey Duck

bull Types of meat Beef Veal Lamb Goat

Porkbull Types of fish

White fish Oily fish Shellfish

o Research

o Brainstormingo Group worko Presentationo

983085 Resource books

12 Select poultry meat andfish

bull Chicken meat and fish cutsbull Processed productsbull Quality criteria for selecting

fresh and healthy chicken meatand fish Quality points for poultry- Smell- Skin- Colour

o Visit of butcheryo Group worko Researcho Presentation

983085 Resource books

- Flexible breastboneUnbroken bones

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- Unbroken bones

Quality points for meat

- Smell- Colour- Compact structure- Texture and colour of fat- Kidney covered with fat

Quality points for Fish- Eyes- Gills- Fresh

- Scales- Skin- Smell- Guts

Learning unit 2 Handle and store meat poultry and fish Learning hours 40

Learning outcomes Content Leaning activities Resources

11 Handle and portionchickenbull

Techniques De-boning Filleting

bull Appropriate equipment andknives

o

Explanation-Demonstrationo Group discussiono Individual Practice

983085

Knife set983085 Cutting Board983085 Reference books983085 Flip chart983085 Markers983085 Board983085 Meat Tag983085 Weighing

983085 Scales

12 Handle and portion meat bull Preparation of butcherrsquos meatDeboning

o Demonstrationindividual practice

983085 Weighing scaleKnife Set

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- Deboning- Portioning

- Cutting- Trimming

- Mincing bull Appropriate equipment and

knives

o individual practice 983085 Knife Set983085 Cutting boards

983085 Slicing machine

983085 Flip Chart983085 Boards983085 Markers

13 Handle and portion fish bull Preparation of fish Gutting portioning Scaling Filleting Skinning

o Demonstrationo Individual practice

983085 Flip chat983085 Markers983085 Board983085

Laptop983085 Projector983085 Cutting board983085 Knife set983085 weighing scale

14 Store chicken meat andfish

bull Storage standards Chemical Store Dry Store

Perishable Freezer Quality and Quantity

bull Preservation methods Salting Smoking Drying Canning

Freezing Marinating

bull Orderingbull Receivingbull Issuing

o Demonstrationo Individual practice

983085 Freezer983085 Fridge983085 Reference Books

983085 Flip chart

983085 Markers983085 Board983085 Scale983085 Shelves983085 Containers983085 Trolley983085 Probe Thermometer

983085 Purchasing order

983085 Receiving form983085 Requisition form

15 Thaw chicken meat andfish

bull Defrosting techniquesbull Health and hygiene regulations

o Demonstrationo Individual practice

983085 drip tray

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Learning unit 3 Cook and present basic poultry meat and fish dishes Learning hours 70

Learning outcomes Content Leaning activities Resources

21 Cook and present basicpoultry dishes

bull Marinating Herbs Oil spices

bull Cooking method

steaming grilling roasting boiling baking broiling smoking poaching

bull Seasoning salt black pepper or white

pepper

bull Presentation techniques

o Demonstrationo Individual practice

983085 Recipes983085 Heavy pans983085 Frying pans983085 Chopping board983085 Knives

983085 Flip chat

983085 Markers983085 Board983085 Laptop983085 Projector983085 Cutting board983085 Knife set983085 Weighing scale

983085 Oil

983085 Onions983085 Garlic983085 Rose mary983085 Salt983085 Light soya sauce

22 Cook and present basicmeat dishes 23 Cook and present basic

fish dishes

MODULE 12 Basic pastries and cakes

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MODULE 12 Basic pastries and cakes

Competence Make basic pastries and cakes

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

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

1 Prepare basic pastries and cakes 11 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are prepared

12 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are decorated

13 Suitable equipment safely and efficiently selected and used

2 Prepare and produce bakery products 21 A range of yeast-based doughs are prepared to standard recipes

22 Suitable equipment safely and efficiently selected and used

3 Portion and store pastries cakes and yeast goods 31 Portion control is applied to minimise wastage

32 Cakes pastry and bakery products Store to minimise spoilage and wastage

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare basic pastries and cakes Credit6

Learning Outcome Content Learning Activities Resources11 Identify different types ofpastries and cakes

bull Types of Pastry Products Sponge cakes Choux paste Sugar paste Sweet bread Cookies

o Researcho Presentationo Brainstorming

983085 Reference books

Mousses Ice cream

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doughnuts

12 Prepare basic pastryproducts

bull Sponge cakes Preparation techniques Baking techniques

bull Doughnuts Preparation techniques Baking techniques

bull Cookies Preparation techniques Baking techniques

o Demonstrationo Individual practices

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons13 Decorate pastries and

cakesbull Fillings

Butter cream Fruit Jam

bull Sauces Chocolate sauce Custard Sauce Strawberry Vanilla

o Demonstrationo Individual practiceso

Learning Unit 2 Prepare and produce bakery products

Learning outcomes Content Leaning activities Resources21 Identify different types ofbakery products

bull Types of bakery Products Yeast products

White Bread French Bread Croissant Rolls

o Researcho Presentationo Brainstorming

983085 Reference books

Chapatti Samosa dough

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Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

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MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

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bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

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Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

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Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

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76

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

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Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

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78

Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 53: Curriculum Cooker

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53

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Prepare stocks required for menu items 11 Ingredients and flavouring agents are uses according to standard recipes

12 A variety of stocks are produced

2 Prepare sauces required for menu items 21 A variety of hot and cold sauces are produced from classical andcontemporary recipes

22 A variety of thickening agents and convenience products are usedappropriately

23 Sauces are evaluated for flavour colour and consistency and any problemsare rectified

3 Prepare soups 31 The correct ingredients are selected and assembled to produce soupsincluding stocks and prepared garnishes

32 A variety of soups is produced

33Clarifying and thickening agents and methods are used where appropriate

34 Soups are evaluated for flavour colour consistency and temperature and anyproblems are rectified

35 Soups are presented at the right temperature in clean serviceware withoutdrips and spills using suitable garnishes and accompaniments

4 St d tit t t k d 4 1

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4 Store and reconstitute stocks sauces and soups 41 Store stocks sauces and soups to maintain optimum freshness and quality

42 Reconstitute stocks sauces and soups to appropriate standards ofconsistency

COURSE STRUCTURE

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55

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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Prepare stocks required for menu items Learning hours 30

Learning outcomes Content Learning activities Resources

11 Identify the ingredients

for different types of stocks

bull Types of stocks

Vegetable stock Beef stock Chicken stock Fish stock

bull Ingredients

o Group discussion

o Presentationo research

983085 reference books

983085 recipes

12 Cook various stocks bull Cooking methods Boiling Simmering Skimming Cooling Straining

o Applicationo Exerciseo Demonstration

983085 Equipments983085 Tools

983085 CLeaning products

983085 Cleaning materials983085 Stock pots983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

Learning unit 2 Prepare sauces required for menu items Learning hours 30

Learning outcomes Content Leaning activities Resources

21 Identify the ingredientsfor different types of sauces

bull Types of sauces Cold sauces Hot sauces

o Demonstrationo Individual practiceo Presentation

983085 Books983085 Flipchart983085 Markers Projectors

Mother sauces 983085 White board Laptops

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Mother sauces Basic Derivations Special sauces

White board Laptops983085 Recipe books

22 Identify equipments bull Identification of Tools andequipments sauce pots blender strainer sauce ladles knife set spatulas

cutting boards lighter stove

o Explanationo Demonstrationo Individual practice

983085 Books

983085 Flipchart Markers983085 Projectors983085 White board983085 Laptops983085 Recipe books983085 Menu

23 Prepare sauces bull Methods of cooking Boiling Simmering

bull Thickening agents Roux Cornflour Modified starch Liaison

o Explanationo Demonstrationo Individual practice

983085 Equipments983085 Tools983085 Cleaning products983085 Cleaning materials

983085 Stock pots

983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

24 Evaluate the quality ofsauces and rectify thembull Common problems in saucesbull Techniques to rectify sauces

o Observationo Group worko Individual practice

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Learning unit 3 Prepare soup Learning hours 30

Learning outcomes Content Leaning activities Resources

31 Identify the ingredientsfor different types of sauces

bull Types of soup Clear soups Pureacutee soups Cream soups

bull Ingredients

o Researcho Brainstorming

983085 Recipe guide983085 Cooking books

32 Prepare different types of

soup

bull Method of cooking Boiling

bull Thickening agents

o Demonstrationo Individual practiceo Presentation

983085 Note book

983085 pens

983085 Board983085 Markers983085 Fish stock983085 Beef stock983085 Vegetable stock983085 Strainers

33 Evaluate the quality ofsoups and rectify them

bull Common problems in soupsbull Techniques to rectify soups

o Observationo Group worko Individual practice

34 Present soup bull Presentation techniquesbull Garnishing techniquesbull Soup accompaniments

o Observationo Individual practice

983085 Plates983085 Bowls

Learning unit 4 Store and reconstitute stocks sauces and soups Learning hours 10

Learning outcomes Content Leaning activities Resources41 Store stocks sauces andsoups

bull Storage techniques andprocedures

bull Labelling

o Demonstrationo Explanationo Individual practice

983085 Pots983085 Fridge983085 Freezer983085 Labelling cards

42 Reconstitute stockssauces and soups

bull Reheating techniquesbull Principles of hygiene

983085 Equipment

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MODULE 11 Meat poultry and fish

Competence Select prepare and cook meat poultry and fish

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safety

Module 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unit Performance criteria

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gBy the end of the module the trainee will be able to

1 Select and purchase poultry meat and fish11 Poultry is selected and purchased according to quantity and quality required

12 Primary secondary and portioned cuts of pork goat beef and veal are selectedaccording to quantity and quality required

13 Fish is selected according to quality according to quantity and quality required

14 Low-cost cuts and meat products are selected when and where appropriate

15 The best supplier for quality and price is selected

2 Handle and store meat poultry and fish 21 Suitable knives and equipment for poultry meat and fish handling is selected andused

22 Poultry meat and fish are handled and portioned according to menu requirementsand hygienically to minimise risk of food spoilage or cross-contamination

23 Poultry meat and fish are stored hygienically ensuring optimal storage conditions andappropriate temperature are maintained

24 Frozen poultry meat and fish are thawed correctly to ensure maximum qualityhygiene and nutrition

3 Cook basic poultry meat and fish dishes 31 Suitable equipment for poultry meat and fish preparation and cooking is selected andused

32 Suitable marinades are prepared and used where appropriate for a variety of poultrymeat and fish cuts

33 A variety of appropriate cooking methods are used for basic poultry meat and fishdishes

34 A variety basic poultry meat and fish dishes are cooked and presented to standardrecipe specifications

35 Poultry meat and fish dishes are presented using suitable sauces garnishes andaccompaniments

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and purchase poultry meat and fish Learning hours 10

Learning outcomes Content Leaning activities Resources

11 Identify different types of

poultry meat and fish

bull Types of poultry

Chicken Turkey Duck

bull Types of meat Beef Veal Lamb Goat

Porkbull Types of fish

White fish Oily fish Shellfish

o Research

o Brainstormingo Group worko Presentationo

983085 Resource books

12 Select poultry meat andfish

bull Chicken meat and fish cutsbull Processed productsbull Quality criteria for selecting

fresh and healthy chicken meatand fish Quality points for poultry- Smell- Skin- Colour

o Visit of butcheryo Group worko Researcho Presentation

983085 Resource books

- Flexible breastboneUnbroken bones

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- Unbroken bones

Quality points for meat

- Smell- Colour- Compact structure- Texture and colour of fat- Kidney covered with fat

Quality points for Fish- Eyes- Gills- Fresh

- Scales- Skin- Smell- Guts

Learning unit 2 Handle and store meat poultry and fish Learning hours 40

Learning outcomes Content Leaning activities Resources

11 Handle and portionchickenbull

Techniques De-boning Filleting

bull Appropriate equipment andknives

o

Explanation-Demonstrationo Group discussiono Individual Practice

983085

Knife set983085 Cutting Board983085 Reference books983085 Flip chart983085 Markers983085 Board983085 Meat Tag983085 Weighing

983085 Scales

12 Handle and portion meat bull Preparation of butcherrsquos meatDeboning

o Demonstrationindividual practice

983085 Weighing scaleKnife Set

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- Deboning- Portioning

- Cutting- Trimming

- Mincing bull Appropriate equipment and

knives

o individual practice 983085 Knife Set983085 Cutting boards

983085 Slicing machine

983085 Flip Chart983085 Boards983085 Markers

13 Handle and portion fish bull Preparation of fish Gutting portioning Scaling Filleting Skinning

o Demonstrationo Individual practice

983085 Flip chat983085 Markers983085 Board983085

Laptop983085 Projector983085 Cutting board983085 Knife set983085 weighing scale

14 Store chicken meat andfish

bull Storage standards Chemical Store Dry Store

Perishable Freezer Quality and Quantity

bull Preservation methods Salting Smoking Drying Canning

Freezing Marinating

bull Orderingbull Receivingbull Issuing

o Demonstrationo Individual practice

983085 Freezer983085 Fridge983085 Reference Books

983085 Flip chart

983085 Markers983085 Board983085 Scale983085 Shelves983085 Containers983085 Trolley983085 Probe Thermometer

983085 Purchasing order

983085 Receiving form983085 Requisition form

15 Thaw chicken meat andfish

bull Defrosting techniquesbull Health and hygiene regulations

o Demonstrationo Individual practice

983085 drip tray

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Learning unit 3 Cook and present basic poultry meat and fish dishes Learning hours 70

Learning outcomes Content Leaning activities Resources

21 Cook and present basicpoultry dishes

bull Marinating Herbs Oil spices

bull Cooking method

steaming grilling roasting boiling baking broiling smoking poaching

bull Seasoning salt black pepper or white

pepper

bull Presentation techniques

o Demonstrationo Individual practice

983085 Recipes983085 Heavy pans983085 Frying pans983085 Chopping board983085 Knives

983085 Flip chat

983085 Markers983085 Board983085 Laptop983085 Projector983085 Cutting board983085 Knife set983085 Weighing scale

983085 Oil

983085 Onions983085 Garlic983085 Rose mary983085 Salt983085 Light soya sauce

22 Cook and present basicmeat dishes 23 Cook and present basic

fish dishes

MODULE 12 Basic pastries and cakes

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MODULE 12 Basic pastries and cakes

Competence Make basic pastries and cakes

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

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

1 Prepare basic pastries and cakes 11 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are prepared

12 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are decorated

13 Suitable equipment safely and efficiently selected and used

2 Prepare and produce bakery products 21 A range of yeast-based doughs are prepared to standard recipes

22 Suitable equipment safely and efficiently selected and used

3 Portion and store pastries cakes and yeast goods 31 Portion control is applied to minimise wastage

32 Cakes pastry and bakery products Store to minimise spoilage and wastage

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare basic pastries and cakes Credit6

Learning Outcome Content Learning Activities Resources11 Identify different types ofpastries and cakes

bull Types of Pastry Products Sponge cakes Choux paste Sugar paste Sweet bread Cookies

o Researcho Presentationo Brainstorming

983085 Reference books

Mousses Ice cream

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doughnuts

12 Prepare basic pastryproducts

bull Sponge cakes Preparation techniques Baking techniques

bull Doughnuts Preparation techniques Baking techniques

bull Cookies Preparation techniques Baking techniques

o Demonstrationo Individual practices

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons13 Decorate pastries and

cakesbull Fillings

Butter cream Fruit Jam

bull Sauces Chocolate sauce Custard Sauce Strawberry Vanilla

o Demonstrationo Individual practiceso

Learning Unit 2 Prepare and produce bakery products

Learning outcomes Content Leaning activities Resources21 Identify different types ofbakery products

bull Types of bakery Products Yeast products

White Bread French Bread Croissant Rolls

o Researcho Presentationo Brainstorming

983085 Reference books

Chapatti Samosa dough

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Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

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MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

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bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

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Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

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Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

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76

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

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Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

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78

Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 54: Curriculum Cooker

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4 Store and reconstitute stocks sauces and soups 41 Store stocks sauces and soups to maintain optimum freshness and quality

42 Reconstitute stocks sauces and soups to appropriate standards ofconsistency

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Prepare stocks required for menu items Learning hours 30

Learning outcomes Content Learning activities Resources

11 Identify the ingredients

for different types of stocks

bull Types of stocks

Vegetable stock Beef stock Chicken stock Fish stock

bull Ingredients

o Group discussion

o Presentationo research

983085 reference books

983085 recipes

12 Cook various stocks bull Cooking methods Boiling Simmering Skimming Cooling Straining

o Applicationo Exerciseo Demonstration

983085 Equipments983085 Tools

983085 CLeaning products

983085 Cleaning materials983085 Stock pots983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

Learning unit 2 Prepare sauces required for menu items Learning hours 30

Learning outcomes Content Leaning activities Resources

21 Identify the ingredientsfor different types of sauces

bull Types of sauces Cold sauces Hot sauces

o Demonstrationo Individual practiceo Presentation

983085 Books983085 Flipchart983085 Markers Projectors

Mother sauces 983085 White board Laptops

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56

Mother sauces Basic Derivations Special sauces

White board Laptops983085 Recipe books

22 Identify equipments bull Identification of Tools andequipments sauce pots blender strainer sauce ladles knife set spatulas

cutting boards lighter stove

o Explanationo Demonstrationo Individual practice

983085 Books

983085 Flipchart Markers983085 Projectors983085 White board983085 Laptops983085 Recipe books983085 Menu

23 Prepare sauces bull Methods of cooking Boiling Simmering

bull Thickening agents Roux Cornflour Modified starch Liaison

o Explanationo Demonstrationo Individual practice

983085 Equipments983085 Tools983085 Cleaning products983085 Cleaning materials

983085 Stock pots

983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

24 Evaluate the quality ofsauces and rectify thembull Common problems in saucesbull Techniques to rectify sauces

o Observationo Group worko Individual practice

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Learning unit 3 Prepare soup Learning hours 30

Learning outcomes Content Leaning activities Resources

31 Identify the ingredientsfor different types of sauces

bull Types of soup Clear soups Pureacutee soups Cream soups

bull Ingredients

o Researcho Brainstorming

983085 Recipe guide983085 Cooking books

32 Prepare different types of

soup

bull Method of cooking Boiling

bull Thickening agents

o Demonstrationo Individual practiceo Presentation

983085 Note book

983085 pens

983085 Board983085 Markers983085 Fish stock983085 Beef stock983085 Vegetable stock983085 Strainers

33 Evaluate the quality ofsoups and rectify them

bull Common problems in soupsbull Techniques to rectify soups

o Observationo Group worko Individual practice

34 Present soup bull Presentation techniquesbull Garnishing techniquesbull Soup accompaniments

o Observationo Individual practice

983085 Plates983085 Bowls

Learning unit 4 Store and reconstitute stocks sauces and soups Learning hours 10

Learning outcomes Content Leaning activities Resources41 Store stocks sauces andsoups

bull Storage techniques andprocedures

bull Labelling

o Demonstrationo Explanationo Individual practice

983085 Pots983085 Fridge983085 Freezer983085 Labelling cards

42 Reconstitute stockssauces and soups

bull Reheating techniquesbull Principles of hygiene

983085 Equipment

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MODULE 11 Meat poultry and fish

Competence Select prepare and cook meat poultry and fish

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safety

Module 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unit Performance criteria

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gBy the end of the module the trainee will be able to

1 Select and purchase poultry meat and fish11 Poultry is selected and purchased according to quantity and quality required

12 Primary secondary and portioned cuts of pork goat beef and veal are selectedaccording to quantity and quality required

13 Fish is selected according to quality according to quantity and quality required

14 Low-cost cuts and meat products are selected when and where appropriate

15 The best supplier for quality and price is selected

2 Handle and store meat poultry and fish 21 Suitable knives and equipment for poultry meat and fish handling is selected andused

22 Poultry meat and fish are handled and portioned according to menu requirementsand hygienically to minimise risk of food spoilage or cross-contamination

23 Poultry meat and fish are stored hygienically ensuring optimal storage conditions andappropriate temperature are maintained

24 Frozen poultry meat and fish are thawed correctly to ensure maximum qualityhygiene and nutrition

3 Cook basic poultry meat and fish dishes 31 Suitable equipment for poultry meat and fish preparation and cooking is selected andused

32 Suitable marinades are prepared and used where appropriate for a variety of poultrymeat and fish cuts

33 A variety of appropriate cooking methods are used for basic poultry meat and fishdishes

34 A variety basic poultry meat and fish dishes are cooked and presented to standardrecipe specifications

35 Poultry meat and fish dishes are presented using suitable sauces garnishes andaccompaniments

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and purchase poultry meat and fish Learning hours 10

Learning outcomes Content Leaning activities Resources

11 Identify different types of

poultry meat and fish

bull Types of poultry

Chicken Turkey Duck

bull Types of meat Beef Veal Lamb Goat

Porkbull Types of fish

White fish Oily fish Shellfish

o Research

o Brainstormingo Group worko Presentationo

983085 Resource books

12 Select poultry meat andfish

bull Chicken meat and fish cutsbull Processed productsbull Quality criteria for selecting

fresh and healthy chicken meatand fish Quality points for poultry- Smell- Skin- Colour

o Visit of butcheryo Group worko Researcho Presentation

983085 Resource books

- Flexible breastboneUnbroken bones

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- Unbroken bones

Quality points for meat

- Smell- Colour- Compact structure- Texture and colour of fat- Kidney covered with fat

Quality points for Fish- Eyes- Gills- Fresh

- Scales- Skin- Smell- Guts

Learning unit 2 Handle and store meat poultry and fish Learning hours 40

Learning outcomes Content Leaning activities Resources

11 Handle and portionchickenbull

Techniques De-boning Filleting

bull Appropriate equipment andknives

o

Explanation-Demonstrationo Group discussiono Individual Practice

983085

Knife set983085 Cutting Board983085 Reference books983085 Flip chart983085 Markers983085 Board983085 Meat Tag983085 Weighing

983085 Scales

12 Handle and portion meat bull Preparation of butcherrsquos meatDeboning

o Demonstrationindividual practice

983085 Weighing scaleKnife Set

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- Deboning- Portioning

- Cutting- Trimming

- Mincing bull Appropriate equipment and

knives

o individual practice 983085 Knife Set983085 Cutting boards

983085 Slicing machine

983085 Flip Chart983085 Boards983085 Markers

13 Handle and portion fish bull Preparation of fish Gutting portioning Scaling Filleting Skinning

o Demonstrationo Individual practice

983085 Flip chat983085 Markers983085 Board983085

Laptop983085 Projector983085 Cutting board983085 Knife set983085 weighing scale

14 Store chicken meat andfish

bull Storage standards Chemical Store Dry Store

Perishable Freezer Quality and Quantity

bull Preservation methods Salting Smoking Drying Canning

Freezing Marinating

bull Orderingbull Receivingbull Issuing

o Demonstrationo Individual practice

983085 Freezer983085 Fridge983085 Reference Books

983085 Flip chart

983085 Markers983085 Board983085 Scale983085 Shelves983085 Containers983085 Trolley983085 Probe Thermometer

983085 Purchasing order

983085 Receiving form983085 Requisition form

15 Thaw chicken meat andfish

bull Defrosting techniquesbull Health and hygiene regulations

o Demonstrationo Individual practice

983085 drip tray

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Learning unit 3 Cook and present basic poultry meat and fish dishes Learning hours 70

Learning outcomes Content Leaning activities Resources

21 Cook and present basicpoultry dishes

bull Marinating Herbs Oil spices

bull Cooking method

steaming grilling roasting boiling baking broiling smoking poaching

bull Seasoning salt black pepper or white

pepper

bull Presentation techniques

o Demonstrationo Individual practice

983085 Recipes983085 Heavy pans983085 Frying pans983085 Chopping board983085 Knives

983085 Flip chat

983085 Markers983085 Board983085 Laptop983085 Projector983085 Cutting board983085 Knife set983085 Weighing scale

983085 Oil

983085 Onions983085 Garlic983085 Rose mary983085 Salt983085 Light soya sauce

22 Cook and present basicmeat dishes 23 Cook and present basic

fish dishes

MODULE 12 Basic pastries and cakes

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MODULE 12 Basic pastries and cakes

Competence Make basic pastries and cakes

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

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

1 Prepare basic pastries and cakes 11 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are prepared

12 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are decorated

13 Suitable equipment safely and efficiently selected and used

2 Prepare and produce bakery products 21 A range of yeast-based doughs are prepared to standard recipes

22 Suitable equipment safely and efficiently selected and used

3 Portion and store pastries cakes and yeast goods 31 Portion control is applied to minimise wastage

32 Cakes pastry and bakery products Store to minimise spoilage and wastage

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare basic pastries and cakes Credit6

Learning Outcome Content Learning Activities Resources11 Identify different types ofpastries and cakes

bull Types of Pastry Products Sponge cakes Choux paste Sugar paste Sweet bread Cookies

o Researcho Presentationo Brainstorming

983085 Reference books

Mousses Ice cream

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doughnuts

12 Prepare basic pastryproducts

bull Sponge cakes Preparation techniques Baking techniques

bull Doughnuts Preparation techniques Baking techniques

bull Cookies Preparation techniques Baking techniques

o Demonstrationo Individual practices

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons13 Decorate pastries and

cakesbull Fillings

Butter cream Fruit Jam

bull Sauces Chocolate sauce Custard Sauce Strawberry Vanilla

o Demonstrationo Individual practiceso

Learning Unit 2 Prepare and produce bakery products

Learning outcomes Content Leaning activities Resources21 Identify different types ofbakery products

bull Types of bakery Products Yeast products

White Bread French Bread Croissant Rolls

o Researcho Presentationo Brainstorming

983085 Reference books

Chapatti Samosa dough

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Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

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MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

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bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

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Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

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Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

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76

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

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Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

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Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 55: Curriculum Cooker

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Prepare stocks required for menu items Learning hours 30

Learning outcomes Content Learning activities Resources

11 Identify the ingredients

for different types of stocks

bull Types of stocks

Vegetable stock Beef stock Chicken stock Fish stock

bull Ingredients

o Group discussion

o Presentationo research

983085 reference books

983085 recipes

12 Cook various stocks bull Cooking methods Boiling Simmering Skimming Cooling Straining

o Applicationo Exerciseo Demonstration

983085 Equipments983085 Tools

983085 CLeaning products

983085 Cleaning materials983085 Stock pots983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

Learning unit 2 Prepare sauces required for menu items Learning hours 30

Learning outcomes Content Leaning activities Resources

21 Identify the ingredientsfor different types of sauces

bull Types of sauces Cold sauces Hot sauces

o Demonstrationo Individual practiceo Presentation

983085 Books983085 Flipchart983085 Markers Projectors

Mother sauces 983085 White board Laptops

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Mother sauces Basic Derivations Special sauces

White board Laptops983085 Recipe books

22 Identify equipments bull Identification of Tools andequipments sauce pots blender strainer sauce ladles knife set spatulas

cutting boards lighter stove

o Explanationo Demonstrationo Individual practice

983085 Books

983085 Flipchart Markers983085 Projectors983085 White board983085 Laptops983085 Recipe books983085 Menu

23 Prepare sauces bull Methods of cooking Boiling Simmering

bull Thickening agents Roux Cornflour Modified starch Liaison

o Explanationo Demonstrationo Individual practice

983085 Equipments983085 Tools983085 Cleaning products983085 Cleaning materials

983085 Stock pots

983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

24 Evaluate the quality ofsauces and rectify thembull Common problems in saucesbull Techniques to rectify sauces

o Observationo Group worko Individual practice

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Learning unit 3 Prepare soup Learning hours 30

Learning outcomes Content Leaning activities Resources

31 Identify the ingredientsfor different types of sauces

bull Types of soup Clear soups Pureacutee soups Cream soups

bull Ingredients

o Researcho Brainstorming

983085 Recipe guide983085 Cooking books

32 Prepare different types of

soup

bull Method of cooking Boiling

bull Thickening agents

o Demonstrationo Individual practiceo Presentation

983085 Note book

983085 pens

983085 Board983085 Markers983085 Fish stock983085 Beef stock983085 Vegetable stock983085 Strainers

33 Evaluate the quality ofsoups and rectify them

bull Common problems in soupsbull Techniques to rectify soups

o Observationo Group worko Individual practice

34 Present soup bull Presentation techniquesbull Garnishing techniquesbull Soup accompaniments

o Observationo Individual practice

983085 Plates983085 Bowls

Learning unit 4 Store and reconstitute stocks sauces and soups Learning hours 10

Learning outcomes Content Leaning activities Resources41 Store stocks sauces andsoups

bull Storage techniques andprocedures

bull Labelling

o Demonstrationo Explanationo Individual practice

983085 Pots983085 Fridge983085 Freezer983085 Labelling cards

42 Reconstitute stockssauces and soups

bull Reheating techniquesbull Principles of hygiene

983085 Equipment

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MODULE 11 Meat poultry and fish

Competence Select prepare and cook meat poultry and fish

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safety

Module 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unit Performance criteria

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59

gBy the end of the module the trainee will be able to

1 Select and purchase poultry meat and fish11 Poultry is selected and purchased according to quantity and quality required

12 Primary secondary and portioned cuts of pork goat beef and veal are selectedaccording to quantity and quality required

13 Fish is selected according to quality according to quantity and quality required

14 Low-cost cuts and meat products are selected when and where appropriate

15 The best supplier for quality and price is selected

2 Handle and store meat poultry and fish 21 Suitable knives and equipment for poultry meat and fish handling is selected andused

22 Poultry meat and fish are handled and portioned according to menu requirementsand hygienically to minimise risk of food spoilage or cross-contamination

23 Poultry meat and fish are stored hygienically ensuring optimal storage conditions andappropriate temperature are maintained

24 Frozen poultry meat and fish are thawed correctly to ensure maximum qualityhygiene and nutrition

3 Cook basic poultry meat and fish dishes 31 Suitable equipment for poultry meat and fish preparation and cooking is selected andused

32 Suitable marinades are prepared and used where appropriate for a variety of poultrymeat and fish cuts

33 A variety of appropriate cooking methods are used for basic poultry meat and fishdishes

34 A variety basic poultry meat and fish dishes are cooked and presented to standardrecipe specifications

35 Poultry meat and fish dishes are presented using suitable sauces garnishes andaccompaniments

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and purchase poultry meat and fish Learning hours 10

Learning outcomes Content Leaning activities Resources

11 Identify different types of

poultry meat and fish

bull Types of poultry

Chicken Turkey Duck

bull Types of meat Beef Veal Lamb Goat

Porkbull Types of fish

White fish Oily fish Shellfish

o Research

o Brainstormingo Group worko Presentationo

983085 Resource books

12 Select poultry meat andfish

bull Chicken meat and fish cutsbull Processed productsbull Quality criteria for selecting

fresh and healthy chicken meatand fish Quality points for poultry- Smell- Skin- Colour

o Visit of butcheryo Group worko Researcho Presentation

983085 Resource books

- Flexible breastboneUnbroken bones

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- Unbroken bones

Quality points for meat

- Smell- Colour- Compact structure- Texture and colour of fat- Kidney covered with fat

Quality points for Fish- Eyes- Gills- Fresh

- Scales- Skin- Smell- Guts

Learning unit 2 Handle and store meat poultry and fish Learning hours 40

Learning outcomes Content Leaning activities Resources

11 Handle and portionchickenbull

Techniques De-boning Filleting

bull Appropriate equipment andknives

o

Explanation-Demonstrationo Group discussiono Individual Practice

983085

Knife set983085 Cutting Board983085 Reference books983085 Flip chart983085 Markers983085 Board983085 Meat Tag983085 Weighing

983085 Scales

12 Handle and portion meat bull Preparation of butcherrsquos meatDeboning

o Demonstrationindividual practice

983085 Weighing scaleKnife Set

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- Deboning- Portioning

- Cutting- Trimming

- Mincing bull Appropriate equipment and

knives

o individual practice 983085 Knife Set983085 Cutting boards

983085 Slicing machine

983085 Flip Chart983085 Boards983085 Markers

13 Handle and portion fish bull Preparation of fish Gutting portioning Scaling Filleting Skinning

o Demonstrationo Individual practice

983085 Flip chat983085 Markers983085 Board983085

Laptop983085 Projector983085 Cutting board983085 Knife set983085 weighing scale

14 Store chicken meat andfish

bull Storage standards Chemical Store Dry Store

Perishable Freezer Quality and Quantity

bull Preservation methods Salting Smoking Drying Canning

Freezing Marinating

bull Orderingbull Receivingbull Issuing

o Demonstrationo Individual practice

983085 Freezer983085 Fridge983085 Reference Books

983085 Flip chart

983085 Markers983085 Board983085 Scale983085 Shelves983085 Containers983085 Trolley983085 Probe Thermometer

983085 Purchasing order

983085 Receiving form983085 Requisition form

15 Thaw chicken meat andfish

bull Defrosting techniquesbull Health and hygiene regulations

o Demonstrationo Individual practice

983085 drip tray

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Learning unit 3 Cook and present basic poultry meat and fish dishes Learning hours 70

Learning outcomes Content Leaning activities Resources

21 Cook and present basicpoultry dishes

bull Marinating Herbs Oil spices

bull Cooking method

steaming grilling roasting boiling baking broiling smoking poaching

bull Seasoning salt black pepper or white

pepper

bull Presentation techniques

o Demonstrationo Individual practice

983085 Recipes983085 Heavy pans983085 Frying pans983085 Chopping board983085 Knives

983085 Flip chat

983085 Markers983085 Board983085 Laptop983085 Projector983085 Cutting board983085 Knife set983085 Weighing scale

983085 Oil

983085 Onions983085 Garlic983085 Rose mary983085 Salt983085 Light soya sauce

22 Cook and present basicmeat dishes 23 Cook and present basic

fish dishes

MODULE 12 Basic pastries and cakes

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MODULE 12 Basic pastries and cakes

Competence Make basic pastries and cakes

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

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

1 Prepare basic pastries and cakes 11 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are prepared

12 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are decorated

13 Suitable equipment safely and efficiently selected and used

2 Prepare and produce bakery products 21 A range of yeast-based doughs are prepared to standard recipes

22 Suitable equipment safely and efficiently selected and used

3 Portion and store pastries cakes and yeast goods 31 Portion control is applied to minimise wastage

32 Cakes pastry and bakery products Store to minimise spoilage and wastage

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare basic pastries and cakes Credit6

Learning Outcome Content Learning Activities Resources11 Identify different types ofpastries and cakes

bull Types of Pastry Products Sponge cakes Choux paste Sugar paste Sweet bread Cookies

o Researcho Presentationo Brainstorming

983085 Reference books

Mousses Ice cream

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doughnuts

12 Prepare basic pastryproducts

bull Sponge cakes Preparation techniques Baking techniques

bull Doughnuts Preparation techniques Baking techniques

bull Cookies Preparation techniques Baking techniques

o Demonstrationo Individual practices

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons13 Decorate pastries and

cakesbull Fillings

Butter cream Fruit Jam

bull Sauces Chocolate sauce Custard Sauce Strawberry Vanilla

o Demonstrationo Individual practiceso

Learning Unit 2 Prepare and produce bakery products

Learning outcomes Content Leaning activities Resources21 Identify different types ofbakery products

bull Types of bakery Products Yeast products

White Bread French Bread Croissant Rolls

o Researcho Presentationo Brainstorming

983085 Reference books

Chapatti Samosa dough

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Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

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MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

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bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

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Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

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Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

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Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

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Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 56: Curriculum Cooker

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Mother sauces Basic Derivations Special sauces

White board Laptops983085 Recipe books

22 Identify equipments bull Identification of Tools andequipments sauce pots blender strainer sauce ladles knife set spatulas

cutting boards lighter stove

o Explanationo Demonstrationo Individual practice

983085 Books

983085 Flipchart Markers983085 Projectors983085 White board983085 Laptops983085 Recipe books983085 Menu

23 Prepare sauces bull Methods of cooking Boiling Simmering

bull Thickening agents Roux Cornflour Modified starch Liaison

o Explanationo Demonstrationo Individual practice

983085 Equipments983085 Tools983085 Cleaning products983085 Cleaning materials

983085 Stock pots

983085 Butcherrsquos knife983085 Chefrsquos knife983085 Strainers983085 Ladles

24 Evaluate the quality ofsauces and rectify thembull Common problems in saucesbull Techniques to rectify sauces

o Observationo Group worko Individual practice

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Learning unit 3 Prepare soup Learning hours 30

Learning outcomes Content Leaning activities Resources

31 Identify the ingredientsfor different types of sauces

bull Types of soup Clear soups Pureacutee soups Cream soups

bull Ingredients

o Researcho Brainstorming

983085 Recipe guide983085 Cooking books

32 Prepare different types of

soup

bull Method of cooking Boiling

bull Thickening agents

o Demonstrationo Individual practiceo Presentation

983085 Note book

983085 pens

983085 Board983085 Markers983085 Fish stock983085 Beef stock983085 Vegetable stock983085 Strainers

33 Evaluate the quality ofsoups and rectify them

bull Common problems in soupsbull Techniques to rectify soups

o Observationo Group worko Individual practice

34 Present soup bull Presentation techniquesbull Garnishing techniquesbull Soup accompaniments

o Observationo Individual practice

983085 Plates983085 Bowls

Learning unit 4 Store and reconstitute stocks sauces and soups Learning hours 10

Learning outcomes Content Leaning activities Resources41 Store stocks sauces andsoups

bull Storage techniques andprocedures

bull Labelling

o Demonstrationo Explanationo Individual practice

983085 Pots983085 Fridge983085 Freezer983085 Labelling cards

42 Reconstitute stockssauces and soups

bull Reheating techniquesbull Principles of hygiene

983085 Equipment

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MODULE 11 Meat poultry and fish

Competence Select prepare and cook meat poultry and fish

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safety

Module 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unit Performance criteria

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gBy the end of the module the trainee will be able to

1 Select and purchase poultry meat and fish11 Poultry is selected and purchased according to quantity and quality required

12 Primary secondary and portioned cuts of pork goat beef and veal are selectedaccording to quantity and quality required

13 Fish is selected according to quality according to quantity and quality required

14 Low-cost cuts and meat products are selected when and where appropriate

15 The best supplier for quality and price is selected

2 Handle and store meat poultry and fish 21 Suitable knives and equipment for poultry meat and fish handling is selected andused

22 Poultry meat and fish are handled and portioned according to menu requirementsand hygienically to minimise risk of food spoilage or cross-contamination

23 Poultry meat and fish are stored hygienically ensuring optimal storage conditions andappropriate temperature are maintained

24 Frozen poultry meat and fish are thawed correctly to ensure maximum qualityhygiene and nutrition

3 Cook basic poultry meat and fish dishes 31 Suitable equipment for poultry meat and fish preparation and cooking is selected andused

32 Suitable marinades are prepared and used where appropriate for a variety of poultrymeat and fish cuts

33 A variety of appropriate cooking methods are used for basic poultry meat and fishdishes

34 A variety basic poultry meat and fish dishes are cooked and presented to standardrecipe specifications

35 Poultry meat and fish dishes are presented using suitable sauces garnishes andaccompaniments

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and purchase poultry meat and fish Learning hours 10

Learning outcomes Content Leaning activities Resources

11 Identify different types of

poultry meat and fish

bull Types of poultry

Chicken Turkey Duck

bull Types of meat Beef Veal Lamb Goat

Porkbull Types of fish

White fish Oily fish Shellfish

o Research

o Brainstormingo Group worko Presentationo

983085 Resource books

12 Select poultry meat andfish

bull Chicken meat and fish cutsbull Processed productsbull Quality criteria for selecting

fresh and healthy chicken meatand fish Quality points for poultry- Smell- Skin- Colour

o Visit of butcheryo Group worko Researcho Presentation

983085 Resource books

- Flexible breastboneUnbroken bones

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- Unbroken bones

Quality points for meat

- Smell- Colour- Compact structure- Texture and colour of fat- Kidney covered with fat

Quality points for Fish- Eyes- Gills- Fresh

- Scales- Skin- Smell- Guts

Learning unit 2 Handle and store meat poultry and fish Learning hours 40

Learning outcomes Content Leaning activities Resources

11 Handle and portionchickenbull

Techniques De-boning Filleting

bull Appropriate equipment andknives

o

Explanation-Demonstrationo Group discussiono Individual Practice

983085

Knife set983085 Cutting Board983085 Reference books983085 Flip chart983085 Markers983085 Board983085 Meat Tag983085 Weighing

983085 Scales

12 Handle and portion meat bull Preparation of butcherrsquos meatDeboning

o Demonstrationindividual practice

983085 Weighing scaleKnife Set

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- Deboning- Portioning

- Cutting- Trimming

- Mincing bull Appropriate equipment and

knives

o individual practice 983085 Knife Set983085 Cutting boards

983085 Slicing machine

983085 Flip Chart983085 Boards983085 Markers

13 Handle and portion fish bull Preparation of fish Gutting portioning Scaling Filleting Skinning

o Demonstrationo Individual practice

983085 Flip chat983085 Markers983085 Board983085

Laptop983085 Projector983085 Cutting board983085 Knife set983085 weighing scale

14 Store chicken meat andfish

bull Storage standards Chemical Store Dry Store

Perishable Freezer Quality and Quantity

bull Preservation methods Salting Smoking Drying Canning

Freezing Marinating

bull Orderingbull Receivingbull Issuing

o Demonstrationo Individual practice

983085 Freezer983085 Fridge983085 Reference Books

983085 Flip chart

983085 Markers983085 Board983085 Scale983085 Shelves983085 Containers983085 Trolley983085 Probe Thermometer

983085 Purchasing order

983085 Receiving form983085 Requisition form

15 Thaw chicken meat andfish

bull Defrosting techniquesbull Health and hygiene regulations

o Demonstrationo Individual practice

983085 drip tray

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Learning unit 3 Cook and present basic poultry meat and fish dishes Learning hours 70

Learning outcomes Content Leaning activities Resources

21 Cook and present basicpoultry dishes

bull Marinating Herbs Oil spices

bull Cooking method

steaming grilling roasting boiling baking broiling smoking poaching

bull Seasoning salt black pepper or white

pepper

bull Presentation techniques

o Demonstrationo Individual practice

983085 Recipes983085 Heavy pans983085 Frying pans983085 Chopping board983085 Knives

983085 Flip chat

983085 Markers983085 Board983085 Laptop983085 Projector983085 Cutting board983085 Knife set983085 Weighing scale

983085 Oil

983085 Onions983085 Garlic983085 Rose mary983085 Salt983085 Light soya sauce

22 Cook and present basicmeat dishes 23 Cook and present basic

fish dishes

MODULE 12 Basic pastries and cakes

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MODULE 12 Basic pastries and cakes

Competence Make basic pastries and cakes

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

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

1 Prepare basic pastries and cakes 11 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are prepared

12 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are decorated

13 Suitable equipment safely and efficiently selected and used

2 Prepare and produce bakery products 21 A range of yeast-based doughs are prepared to standard recipes

22 Suitable equipment safely and efficiently selected and used

3 Portion and store pastries cakes and yeast goods 31 Portion control is applied to minimise wastage

32 Cakes pastry and bakery products Store to minimise spoilage and wastage

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare basic pastries and cakes Credit6

Learning Outcome Content Learning Activities Resources11 Identify different types ofpastries and cakes

bull Types of Pastry Products Sponge cakes Choux paste Sugar paste Sweet bread Cookies

o Researcho Presentationo Brainstorming

983085 Reference books

Mousses Ice cream

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doughnuts

12 Prepare basic pastryproducts

bull Sponge cakes Preparation techniques Baking techniques

bull Doughnuts Preparation techniques Baking techniques

bull Cookies Preparation techniques Baking techniques

o Demonstrationo Individual practices

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons13 Decorate pastries and

cakesbull Fillings

Butter cream Fruit Jam

bull Sauces Chocolate sauce Custard Sauce Strawberry Vanilla

o Demonstrationo Individual practiceso

Learning Unit 2 Prepare and produce bakery products

Learning outcomes Content Leaning activities Resources21 Identify different types ofbakery products

bull Types of bakery Products Yeast products

White Bread French Bread Croissant Rolls

o Researcho Presentationo Brainstorming

983085 Reference books

Chapatti Samosa dough

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Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

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MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

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bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

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Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

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Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

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Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

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Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 57: Curriculum Cooker

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Learning unit 3 Prepare soup Learning hours 30

Learning outcomes Content Leaning activities Resources

31 Identify the ingredientsfor different types of sauces

bull Types of soup Clear soups Pureacutee soups Cream soups

bull Ingredients

o Researcho Brainstorming

983085 Recipe guide983085 Cooking books

32 Prepare different types of

soup

bull Method of cooking Boiling

bull Thickening agents

o Demonstrationo Individual practiceo Presentation

983085 Note book

983085 pens

983085 Board983085 Markers983085 Fish stock983085 Beef stock983085 Vegetable stock983085 Strainers

33 Evaluate the quality ofsoups and rectify them

bull Common problems in soupsbull Techniques to rectify soups

o Observationo Group worko Individual practice

34 Present soup bull Presentation techniquesbull Garnishing techniquesbull Soup accompaniments

o Observationo Individual practice

983085 Plates983085 Bowls

Learning unit 4 Store and reconstitute stocks sauces and soups Learning hours 10

Learning outcomes Content Leaning activities Resources41 Store stocks sauces andsoups

bull Storage techniques andprocedures

bull Labelling

o Demonstrationo Explanationo Individual practice

983085 Pots983085 Fridge983085 Freezer983085 Labelling cards

42 Reconstitute stockssauces and soups

bull Reheating techniquesbull Principles of hygiene

983085 Equipment

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MODULE 11 Meat poultry and fish

Competence Select prepare and cook meat poultry and fish

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safety

Module 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unit Performance criteria

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gBy the end of the module the trainee will be able to

1 Select and purchase poultry meat and fish11 Poultry is selected and purchased according to quantity and quality required

12 Primary secondary and portioned cuts of pork goat beef and veal are selectedaccording to quantity and quality required

13 Fish is selected according to quality according to quantity and quality required

14 Low-cost cuts and meat products are selected when and where appropriate

15 The best supplier for quality and price is selected

2 Handle and store meat poultry and fish 21 Suitable knives and equipment for poultry meat and fish handling is selected andused

22 Poultry meat and fish are handled and portioned according to menu requirementsand hygienically to minimise risk of food spoilage or cross-contamination

23 Poultry meat and fish are stored hygienically ensuring optimal storage conditions andappropriate temperature are maintained

24 Frozen poultry meat and fish are thawed correctly to ensure maximum qualityhygiene and nutrition

3 Cook basic poultry meat and fish dishes 31 Suitable equipment for poultry meat and fish preparation and cooking is selected andused

32 Suitable marinades are prepared and used where appropriate for a variety of poultrymeat and fish cuts

33 A variety of appropriate cooking methods are used for basic poultry meat and fishdishes

34 A variety basic poultry meat and fish dishes are cooked and presented to standardrecipe specifications

35 Poultry meat and fish dishes are presented using suitable sauces garnishes andaccompaniments

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and purchase poultry meat and fish Learning hours 10

Learning outcomes Content Leaning activities Resources

11 Identify different types of

poultry meat and fish

bull Types of poultry

Chicken Turkey Duck

bull Types of meat Beef Veal Lamb Goat

Porkbull Types of fish

White fish Oily fish Shellfish

o Research

o Brainstormingo Group worko Presentationo

983085 Resource books

12 Select poultry meat andfish

bull Chicken meat and fish cutsbull Processed productsbull Quality criteria for selecting

fresh and healthy chicken meatand fish Quality points for poultry- Smell- Skin- Colour

o Visit of butcheryo Group worko Researcho Presentation

983085 Resource books

- Flexible breastboneUnbroken bones

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- Unbroken bones

Quality points for meat

- Smell- Colour- Compact structure- Texture and colour of fat- Kidney covered with fat

Quality points for Fish- Eyes- Gills- Fresh

- Scales- Skin- Smell- Guts

Learning unit 2 Handle and store meat poultry and fish Learning hours 40

Learning outcomes Content Leaning activities Resources

11 Handle and portionchickenbull

Techniques De-boning Filleting

bull Appropriate equipment andknives

o

Explanation-Demonstrationo Group discussiono Individual Practice

983085

Knife set983085 Cutting Board983085 Reference books983085 Flip chart983085 Markers983085 Board983085 Meat Tag983085 Weighing

983085 Scales

12 Handle and portion meat bull Preparation of butcherrsquos meatDeboning

o Demonstrationindividual practice

983085 Weighing scaleKnife Set

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- Deboning- Portioning

- Cutting- Trimming

- Mincing bull Appropriate equipment and

knives

o individual practice 983085 Knife Set983085 Cutting boards

983085 Slicing machine

983085 Flip Chart983085 Boards983085 Markers

13 Handle and portion fish bull Preparation of fish Gutting portioning Scaling Filleting Skinning

o Demonstrationo Individual practice

983085 Flip chat983085 Markers983085 Board983085

Laptop983085 Projector983085 Cutting board983085 Knife set983085 weighing scale

14 Store chicken meat andfish

bull Storage standards Chemical Store Dry Store

Perishable Freezer Quality and Quantity

bull Preservation methods Salting Smoking Drying Canning

Freezing Marinating

bull Orderingbull Receivingbull Issuing

o Demonstrationo Individual practice

983085 Freezer983085 Fridge983085 Reference Books

983085 Flip chart

983085 Markers983085 Board983085 Scale983085 Shelves983085 Containers983085 Trolley983085 Probe Thermometer

983085 Purchasing order

983085 Receiving form983085 Requisition form

15 Thaw chicken meat andfish

bull Defrosting techniquesbull Health and hygiene regulations

o Demonstrationo Individual practice

983085 drip tray

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Learning unit 3 Cook and present basic poultry meat and fish dishes Learning hours 70

Learning outcomes Content Leaning activities Resources

21 Cook and present basicpoultry dishes

bull Marinating Herbs Oil spices

bull Cooking method

steaming grilling roasting boiling baking broiling smoking poaching

bull Seasoning salt black pepper or white

pepper

bull Presentation techniques

o Demonstrationo Individual practice

983085 Recipes983085 Heavy pans983085 Frying pans983085 Chopping board983085 Knives

983085 Flip chat

983085 Markers983085 Board983085 Laptop983085 Projector983085 Cutting board983085 Knife set983085 Weighing scale

983085 Oil

983085 Onions983085 Garlic983085 Rose mary983085 Salt983085 Light soya sauce

22 Cook and present basicmeat dishes 23 Cook and present basic

fish dishes

MODULE 12 Basic pastries and cakes

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MODULE 12 Basic pastries and cakes

Competence Make basic pastries and cakes

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

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

1 Prepare basic pastries and cakes 11 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are prepared

12 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are decorated

13 Suitable equipment safely and efficiently selected and used

2 Prepare and produce bakery products 21 A range of yeast-based doughs are prepared to standard recipes

22 Suitable equipment safely and efficiently selected and used

3 Portion and store pastries cakes and yeast goods 31 Portion control is applied to minimise wastage

32 Cakes pastry and bakery products Store to minimise spoilage and wastage

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare basic pastries and cakes Credit6

Learning Outcome Content Learning Activities Resources11 Identify different types ofpastries and cakes

bull Types of Pastry Products Sponge cakes Choux paste Sugar paste Sweet bread Cookies

o Researcho Presentationo Brainstorming

983085 Reference books

Mousses Ice cream

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doughnuts

12 Prepare basic pastryproducts

bull Sponge cakes Preparation techniques Baking techniques

bull Doughnuts Preparation techniques Baking techniques

bull Cookies Preparation techniques Baking techniques

o Demonstrationo Individual practices

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons13 Decorate pastries and

cakesbull Fillings

Butter cream Fruit Jam

bull Sauces Chocolate sauce Custard Sauce Strawberry Vanilla

o Demonstrationo Individual practiceso

Learning Unit 2 Prepare and produce bakery products

Learning outcomes Content Leaning activities Resources21 Identify different types ofbakery products

bull Types of bakery Products Yeast products

White Bread French Bread Croissant Rolls

o Researcho Presentationo Brainstorming

983085 Reference books

Chapatti Samosa dough

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Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

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MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

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bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

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Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

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Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

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Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

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Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 58: Curriculum Cooker

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MODULE 11 Meat poultry and fish

Competence Select prepare and cook meat poultry and fish

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safety

Module 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unit Performance criteria

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gBy the end of the module the trainee will be able to

1 Select and purchase poultry meat and fish11 Poultry is selected and purchased according to quantity and quality required

12 Primary secondary and portioned cuts of pork goat beef and veal are selectedaccording to quantity and quality required

13 Fish is selected according to quality according to quantity and quality required

14 Low-cost cuts and meat products are selected when and where appropriate

15 The best supplier for quality and price is selected

2 Handle and store meat poultry and fish 21 Suitable knives and equipment for poultry meat and fish handling is selected andused

22 Poultry meat and fish are handled and portioned according to menu requirementsand hygienically to minimise risk of food spoilage or cross-contamination

23 Poultry meat and fish are stored hygienically ensuring optimal storage conditions andappropriate temperature are maintained

24 Frozen poultry meat and fish are thawed correctly to ensure maximum qualityhygiene and nutrition

3 Cook basic poultry meat and fish dishes 31 Suitable equipment for poultry meat and fish preparation and cooking is selected andused

32 Suitable marinades are prepared and used where appropriate for a variety of poultrymeat and fish cuts

33 A variety of appropriate cooking methods are used for basic poultry meat and fishdishes

34 A variety basic poultry meat and fish dishes are cooked and presented to standardrecipe specifications

35 Poultry meat and fish dishes are presented using suitable sauces garnishes andaccompaniments

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and purchase poultry meat and fish Learning hours 10

Learning outcomes Content Leaning activities Resources

11 Identify different types of

poultry meat and fish

bull Types of poultry

Chicken Turkey Duck

bull Types of meat Beef Veal Lamb Goat

Porkbull Types of fish

White fish Oily fish Shellfish

o Research

o Brainstormingo Group worko Presentationo

983085 Resource books

12 Select poultry meat andfish

bull Chicken meat and fish cutsbull Processed productsbull Quality criteria for selecting

fresh and healthy chicken meatand fish Quality points for poultry- Smell- Skin- Colour

o Visit of butcheryo Group worko Researcho Presentation

983085 Resource books

- Flexible breastboneUnbroken bones

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- Unbroken bones

Quality points for meat

- Smell- Colour- Compact structure- Texture and colour of fat- Kidney covered with fat

Quality points for Fish- Eyes- Gills- Fresh

- Scales- Skin- Smell- Guts

Learning unit 2 Handle and store meat poultry and fish Learning hours 40

Learning outcomes Content Leaning activities Resources

11 Handle and portionchickenbull

Techniques De-boning Filleting

bull Appropriate equipment andknives

o

Explanation-Demonstrationo Group discussiono Individual Practice

983085

Knife set983085 Cutting Board983085 Reference books983085 Flip chart983085 Markers983085 Board983085 Meat Tag983085 Weighing

983085 Scales

12 Handle and portion meat bull Preparation of butcherrsquos meatDeboning

o Demonstrationindividual practice

983085 Weighing scaleKnife Set

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- Deboning- Portioning

- Cutting- Trimming

- Mincing bull Appropriate equipment and

knives

o individual practice 983085 Knife Set983085 Cutting boards

983085 Slicing machine

983085 Flip Chart983085 Boards983085 Markers

13 Handle and portion fish bull Preparation of fish Gutting portioning Scaling Filleting Skinning

o Demonstrationo Individual practice

983085 Flip chat983085 Markers983085 Board983085

Laptop983085 Projector983085 Cutting board983085 Knife set983085 weighing scale

14 Store chicken meat andfish

bull Storage standards Chemical Store Dry Store

Perishable Freezer Quality and Quantity

bull Preservation methods Salting Smoking Drying Canning

Freezing Marinating

bull Orderingbull Receivingbull Issuing

o Demonstrationo Individual practice

983085 Freezer983085 Fridge983085 Reference Books

983085 Flip chart

983085 Markers983085 Board983085 Scale983085 Shelves983085 Containers983085 Trolley983085 Probe Thermometer

983085 Purchasing order

983085 Receiving form983085 Requisition form

15 Thaw chicken meat andfish

bull Defrosting techniquesbull Health and hygiene regulations

o Demonstrationo Individual practice

983085 drip tray

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Learning unit 3 Cook and present basic poultry meat and fish dishes Learning hours 70

Learning outcomes Content Leaning activities Resources

21 Cook and present basicpoultry dishes

bull Marinating Herbs Oil spices

bull Cooking method

steaming grilling roasting boiling baking broiling smoking poaching

bull Seasoning salt black pepper or white

pepper

bull Presentation techniques

o Demonstrationo Individual practice

983085 Recipes983085 Heavy pans983085 Frying pans983085 Chopping board983085 Knives

983085 Flip chat

983085 Markers983085 Board983085 Laptop983085 Projector983085 Cutting board983085 Knife set983085 Weighing scale

983085 Oil

983085 Onions983085 Garlic983085 Rose mary983085 Salt983085 Light soya sauce

22 Cook and present basicmeat dishes 23 Cook and present basic

fish dishes

MODULE 12 Basic pastries and cakes

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MODULE 12 Basic pastries and cakes

Competence Make basic pastries and cakes

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

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

1 Prepare basic pastries and cakes 11 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are prepared

12 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are decorated

13 Suitable equipment safely and efficiently selected and used

2 Prepare and produce bakery products 21 A range of yeast-based doughs are prepared to standard recipes

22 Suitable equipment safely and efficiently selected and used

3 Portion and store pastries cakes and yeast goods 31 Portion control is applied to minimise wastage

32 Cakes pastry and bakery products Store to minimise spoilage and wastage

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare basic pastries and cakes Credit6

Learning Outcome Content Learning Activities Resources11 Identify different types ofpastries and cakes

bull Types of Pastry Products Sponge cakes Choux paste Sugar paste Sweet bread Cookies

o Researcho Presentationo Brainstorming

983085 Reference books

Mousses Ice cream

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doughnuts

12 Prepare basic pastryproducts

bull Sponge cakes Preparation techniques Baking techniques

bull Doughnuts Preparation techniques Baking techniques

bull Cookies Preparation techniques Baking techniques

o Demonstrationo Individual practices

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons13 Decorate pastries and

cakesbull Fillings

Butter cream Fruit Jam

bull Sauces Chocolate sauce Custard Sauce Strawberry Vanilla

o Demonstrationo Individual practiceso

Learning Unit 2 Prepare and produce bakery products

Learning outcomes Content Leaning activities Resources21 Identify different types ofbakery products

bull Types of bakery Products Yeast products

White Bread French Bread Croissant Rolls

o Researcho Presentationo Brainstorming

983085 Reference books

Chapatti Samosa dough

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Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

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MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

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bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

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Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

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Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

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Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

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78

Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 59: Curriculum Cooker

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gBy the end of the module the trainee will be able to

1 Select and purchase poultry meat and fish11 Poultry is selected and purchased according to quantity and quality required

12 Primary secondary and portioned cuts of pork goat beef and veal are selectedaccording to quantity and quality required

13 Fish is selected according to quality according to quantity and quality required

14 Low-cost cuts and meat products are selected when and where appropriate

15 The best supplier for quality and price is selected

2 Handle and store meat poultry and fish 21 Suitable knives and equipment for poultry meat and fish handling is selected andused

22 Poultry meat and fish are handled and portioned according to menu requirementsand hygienically to minimise risk of food spoilage or cross-contamination

23 Poultry meat and fish are stored hygienically ensuring optimal storage conditions andappropriate temperature are maintained

24 Frozen poultry meat and fish are thawed correctly to ensure maximum qualityhygiene and nutrition

3 Cook basic poultry meat and fish dishes 31 Suitable equipment for poultry meat and fish preparation and cooking is selected andused

32 Suitable marinades are prepared and used where appropriate for a variety of poultrymeat and fish cuts

33 A variety of appropriate cooking methods are used for basic poultry meat and fishdishes

34 A variety basic poultry meat and fish dishes are cooked and presented to standardrecipe specifications

35 Poultry meat and fish dishes are presented using suitable sauces garnishes andaccompaniments

COURSE STRUCTURE

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and purchase poultry meat and fish Learning hours 10

Learning outcomes Content Leaning activities Resources

11 Identify different types of

poultry meat and fish

bull Types of poultry

Chicken Turkey Duck

bull Types of meat Beef Veal Lamb Goat

Porkbull Types of fish

White fish Oily fish Shellfish

o Research

o Brainstormingo Group worko Presentationo

983085 Resource books

12 Select poultry meat andfish

bull Chicken meat and fish cutsbull Processed productsbull Quality criteria for selecting

fresh and healthy chicken meatand fish Quality points for poultry- Smell- Skin- Colour

o Visit of butcheryo Group worko Researcho Presentation

983085 Resource books

- Flexible breastboneUnbroken bones

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- Unbroken bones

Quality points for meat

- Smell- Colour- Compact structure- Texture and colour of fat- Kidney covered with fat

Quality points for Fish- Eyes- Gills- Fresh

- Scales- Skin- Smell- Guts

Learning unit 2 Handle and store meat poultry and fish Learning hours 40

Learning outcomes Content Leaning activities Resources

11 Handle and portionchickenbull

Techniques De-boning Filleting

bull Appropriate equipment andknives

o

Explanation-Demonstrationo Group discussiono Individual Practice

983085

Knife set983085 Cutting Board983085 Reference books983085 Flip chart983085 Markers983085 Board983085 Meat Tag983085 Weighing

983085 Scales

12 Handle and portion meat bull Preparation of butcherrsquos meatDeboning

o Demonstrationindividual practice

983085 Weighing scaleKnife Set

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- Deboning- Portioning

- Cutting- Trimming

- Mincing bull Appropriate equipment and

knives

o individual practice 983085 Knife Set983085 Cutting boards

983085 Slicing machine

983085 Flip Chart983085 Boards983085 Markers

13 Handle and portion fish bull Preparation of fish Gutting portioning Scaling Filleting Skinning

o Demonstrationo Individual practice

983085 Flip chat983085 Markers983085 Board983085

Laptop983085 Projector983085 Cutting board983085 Knife set983085 weighing scale

14 Store chicken meat andfish

bull Storage standards Chemical Store Dry Store

Perishable Freezer Quality and Quantity

bull Preservation methods Salting Smoking Drying Canning

Freezing Marinating

bull Orderingbull Receivingbull Issuing

o Demonstrationo Individual practice

983085 Freezer983085 Fridge983085 Reference Books

983085 Flip chart

983085 Markers983085 Board983085 Scale983085 Shelves983085 Containers983085 Trolley983085 Probe Thermometer

983085 Purchasing order

983085 Receiving form983085 Requisition form

15 Thaw chicken meat andfish

bull Defrosting techniquesbull Health and hygiene regulations

o Demonstrationo Individual practice

983085 drip tray

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Learning unit 3 Cook and present basic poultry meat and fish dishes Learning hours 70

Learning outcomes Content Leaning activities Resources

21 Cook and present basicpoultry dishes

bull Marinating Herbs Oil spices

bull Cooking method

steaming grilling roasting boiling baking broiling smoking poaching

bull Seasoning salt black pepper or white

pepper

bull Presentation techniques

o Demonstrationo Individual practice

983085 Recipes983085 Heavy pans983085 Frying pans983085 Chopping board983085 Knives

983085 Flip chat

983085 Markers983085 Board983085 Laptop983085 Projector983085 Cutting board983085 Knife set983085 Weighing scale

983085 Oil

983085 Onions983085 Garlic983085 Rose mary983085 Salt983085 Light soya sauce

22 Cook and present basicmeat dishes 23 Cook and present basic

fish dishes

MODULE 12 Basic pastries and cakes

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MODULE 12 Basic pastries and cakes

Competence Make basic pastries and cakes

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

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

1 Prepare basic pastries and cakes 11 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are prepared

12 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are decorated

13 Suitable equipment safely and efficiently selected and used

2 Prepare and produce bakery products 21 A range of yeast-based doughs are prepared to standard recipes

22 Suitable equipment safely and efficiently selected and used

3 Portion and store pastries cakes and yeast goods 31 Portion control is applied to minimise wastage

32 Cakes pastry and bakery products Store to minimise spoilage and wastage

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare basic pastries and cakes Credit6

Learning Outcome Content Learning Activities Resources11 Identify different types ofpastries and cakes

bull Types of Pastry Products Sponge cakes Choux paste Sugar paste Sweet bread Cookies

o Researcho Presentationo Brainstorming

983085 Reference books

Mousses Ice cream

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doughnuts

12 Prepare basic pastryproducts

bull Sponge cakes Preparation techniques Baking techniques

bull Doughnuts Preparation techniques Baking techniques

bull Cookies Preparation techniques Baking techniques

o Demonstrationo Individual practices

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons13 Decorate pastries and

cakesbull Fillings

Butter cream Fruit Jam

bull Sauces Chocolate sauce Custard Sauce Strawberry Vanilla

o Demonstrationo Individual practiceso

Learning Unit 2 Prepare and produce bakery products

Learning outcomes Content Leaning activities Resources21 Identify different types ofbakery products

bull Types of bakery Products Yeast products

White Bread French Bread Croissant Rolls

o Researcho Presentationo Brainstorming

983085 Reference books

Chapatti Samosa dough

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Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

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MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

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bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

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Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

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Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

7182019 Curriculum Cooker

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76

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

7182019 Curriculum Cooker

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77

Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

7182019 Curriculum Cooker

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78

Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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79

Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 60: Curriculum Cooker

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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 suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Select and purchase poultry meat and fish Learning hours 10

Learning outcomes Content Leaning activities Resources

11 Identify different types of

poultry meat and fish

bull Types of poultry

Chicken Turkey Duck

bull Types of meat Beef Veal Lamb Goat

Porkbull Types of fish

White fish Oily fish Shellfish

o Research

o Brainstormingo Group worko Presentationo

983085 Resource books

12 Select poultry meat andfish

bull Chicken meat and fish cutsbull Processed productsbull Quality criteria for selecting

fresh and healthy chicken meatand fish Quality points for poultry- Smell- Skin- Colour

o Visit of butcheryo Group worko Researcho Presentation

983085 Resource books

- Flexible breastboneUnbroken bones

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- Unbroken bones

Quality points for meat

- Smell- Colour- Compact structure- Texture and colour of fat- Kidney covered with fat

Quality points for Fish- Eyes- Gills- Fresh

- Scales- Skin- Smell- Guts

Learning unit 2 Handle and store meat poultry and fish Learning hours 40

Learning outcomes Content Leaning activities Resources

11 Handle and portionchickenbull

Techniques De-boning Filleting

bull Appropriate equipment andknives

o

Explanation-Demonstrationo Group discussiono Individual Practice

983085

Knife set983085 Cutting Board983085 Reference books983085 Flip chart983085 Markers983085 Board983085 Meat Tag983085 Weighing

983085 Scales

12 Handle and portion meat bull Preparation of butcherrsquos meatDeboning

o Demonstrationindividual practice

983085 Weighing scaleKnife Set

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- Deboning- Portioning

- Cutting- Trimming

- Mincing bull Appropriate equipment and

knives

o individual practice 983085 Knife Set983085 Cutting boards

983085 Slicing machine

983085 Flip Chart983085 Boards983085 Markers

13 Handle and portion fish bull Preparation of fish Gutting portioning Scaling Filleting Skinning

o Demonstrationo Individual practice

983085 Flip chat983085 Markers983085 Board983085

Laptop983085 Projector983085 Cutting board983085 Knife set983085 weighing scale

14 Store chicken meat andfish

bull Storage standards Chemical Store Dry Store

Perishable Freezer Quality and Quantity

bull Preservation methods Salting Smoking Drying Canning

Freezing Marinating

bull Orderingbull Receivingbull Issuing

o Demonstrationo Individual practice

983085 Freezer983085 Fridge983085 Reference Books

983085 Flip chart

983085 Markers983085 Board983085 Scale983085 Shelves983085 Containers983085 Trolley983085 Probe Thermometer

983085 Purchasing order

983085 Receiving form983085 Requisition form

15 Thaw chicken meat andfish

bull Defrosting techniquesbull Health and hygiene regulations

o Demonstrationo Individual practice

983085 drip tray

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Learning unit 3 Cook and present basic poultry meat and fish dishes Learning hours 70

Learning outcomes Content Leaning activities Resources

21 Cook and present basicpoultry dishes

bull Marinating Herbs Oil spices

bull Cooking method

steaming grilling roasting boiling baking broiling smoking poaching

bull Seasoning salt black pepper or white

pepper

bull Presentation techniques

o Demonstrationo Individual practice

983085 Recipes983085 Heavy pans983085 Frying pans983085 Chopping board983085 Knives

983085 Flip chat

983085 Markers983085 Board983085 Laptop983085 Projector983085 Cutting board983085 Knife set983085 Weighing scale

983085 Oil

983085 Onions983085 Garlic983085 Rose mary983085 Salt983085 Light soya sauce

22 Cook and present basicmeat dishes 23 Cook and present basic

fish dishes

MODULE 12 Basic pastries and cakes

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MODULE 12 Basic pastries and cakes

Competence Make basic pastries and cakes

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

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

1 Prepare basic pastries and cakes 11 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are prepared

12 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are decorated

13 Suitable equipment safely and efficiently selected and used

2 Prepare and produce bakery products 21 A range of yeast-based doughs are prepared to standard recipes

22 Suitable equipment safely and efficiently selected and used

3 Portion and store pastries cakes and yeast goods 31 Portion control is applied to minimise wastage

32 Cakes pastry and bakery products Store to minimise spoilage and wastage

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare basic pastries and cakes Credit6

Learning Outcome Content Learning Activities Resources11 Identify different types ofpastries and cakes

bull Types of Pastry Products Sponge cakes Choux paste Sugar paste Sweet bread Cookies

o Researcho Presentationo Brainstorming

983085 Reference books

Mousses Ice cream

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doughnuts

12 Prepare basic pastryproducts

bull Sponge cakes Preparation techniques Baking techniques

bull Doughnuts Preparation techniques Baking techniques

bull Cookies Preparation techniques Baking techniques

o Demonstrationo Individual practices

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons13 Decorate pastries and

cakesbull Fillings

Butter cream Fruit Jam

bull Sauces Chocolate sauce Custard Sauce Strawberry Vanilla

o Demonstrationo Individual practiceso

Learning Unit 2 Prepare and produce bakery products

Learning outcomes Content Leaning activities Resources21 Identify different types ofbakery products

bull Types of bakery Products Yeast products

White Bread French Bread Croissant Rolls

o Researcho Presentationo Brainstorming

983085 Reference books

Chapatti Samosa dough

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Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

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MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

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bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

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Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

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Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

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Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

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Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 61: Curriculum Cooker

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- Unbroken bones

Quality points for meat

- Smell- Colour- Compact structure- Texture and colour of fat- Kidney covered with fat

Quality points for Fish- Eyes- Gills- Fresh

- Scales- Skin- Smell- Guts

Learning unit 2 Handle and store meat poultry and fish Learning hours 40

Learning outcomes Content Leaning activities Resources

11 Handle and portionchickenbull

Techniques De-boning Filleting

bull Appropriate equipment andknives

o

Explanation-Demonstrationo Group discussiono Individual Practice

983085

Knife set983085 Cutting Board983085 Reference books983085 Flip chart983085 Markers983085 Board983085 Meat Tag983085 Weighing

983085 Scales

12 Handle and portion meat bull Preparation of butcherrsquos meatDeboning

o Demonstrationindividual practice

983085 Weighing scaleKnife Set

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- Deboning- Portioning

- Cutting- Trimming

- Mincing bull Appropriate equipment and

knives

o individual practice 983085 Knife Set983085 Cutting boards

983085 Slicing machine

983085 Flip Chart983085 Boards983085 Markers

13 Handle and portion fish bull Preparation of fish Gutting portioning Scaling Filleting Skinning

o Demonstrationo Individual practice

983085 Flip chat983085 Markers983085 Board983085

Laptop983085 Projector983085 Cutting board983085 Knife set983085 weighing scale

14 Store chicken meat andfish

bull Storage standards Chemical Store Dry Store

Perishable Freezer Quality and Quantity

bull Preservation methods Salting Smoking Drying Canning

Freezing Marinating

bull Orderingbull Receivingbull Issuing

o Demonstrationo Individual practice

983085 Freezer983085 Fridge983085 Reference Books

983085 Flip chart

983085 Markers983085 Board983085 Scale983085 Shelves983085 Containers983085 Trolley983085 Probe Thermometer

983085 Purchasing order

983085 Receiving form983085 Requisition form

15 Thaw chicken meat andfish

bull Defrosting techniquesbull Health and hygiene regulations

o Demonstrationo Individual practice

983085 drip tray

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Learning unit 3 Cook and present basic poultry meat and fish dishes Learning hours 70

Learning outcomes Content Leaning activities Resources

21 Cook and present basicpoultry dishes

bull Marinating Herbs Oil spices

bull Cooking method

steaming grilling roasting boiling baking broiling smoking poaching

bull Seasoning salt black pepper or white

pepper

bull Presentation techniques

o Demonstrationo Individual practice

983085 Recipes983085 Heavy pans983085 Frying pans983085 Chopping board983085 Knives

983085 Flip chat

983085 Markers983085 Board983085 Laptop983085 Projector983085 Cutting board983085 Knife set983085 Weighing scale

983085 Oil

983085 Onions983085 Garlic983085 Rose mary983085 Salt983085 Light soya sauce

22 Cook and present basicmeat dishes 23 Cook and present basic

fish dishes

MODULE 12 Basic pastries and cakes

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MODULE 12 Basic pastries and cakes

Competence Make basic pastries and cakes

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

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

1 Prepare basic pastries and cakes 11 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are prepared

12 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are decorated

13 Suitable equipment safely and efficiently selected and used

2 Prepare and produce bakery products 21 A range of yeast-based doughs are prepared to standard recipes

22 Suitable equipment safely and efficiently selected and used

3 Portion and store pastries cakes and yeast goods 31 Portion control is applied to minimise wastage

32 Cakes pastry and bakery products Store to minimise spoilage and wastage

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare basic pastries and cakes Credit6

Learning Outcome Content Learning Activities Resources11 Identify different types ofpastries and cakes

bull Types of Pastry Products Sponge cakes Choux paste Sugar paste Sweet bread Cookies

o Researcho Presentationo Brainstorming

983085 Reference books

Mousses Ice cream

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66

doughnuts

12 Prepare basic pastryproducts

bull Sponge cakes Preparation techniques Baking techniques

bull Doughnuts Preparation techniques Baking techniques

bull Cookies Preparation techniques Baking techniques

o Demonstrationo Individual practices

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons13 Decorate pastries and

cakesbull Fillings

Butter cream Fruit Jam

bull Sauces Chocolate sauce Custard Sauce Strawberry Vanilla

o Demonstrationo Individual practiceso

Learning Unit 2 Prepare and produce bakery products

Learning outcomes Content Leaning activities Resources21 Identify different types ofbakery products

bull Types of bakery Products Yeast products

White Bread French Bread Croissant Rolls

o Researcho Presentationo Brainstorming

983085 Reference books

Chapatti Samosa dough

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67

Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

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MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

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bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

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Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

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Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

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Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

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Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 62: Curriculum Cooker

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- Deboning- Portioning

- Cutting- Trimming

- Mincing bull Appropriate equipment and

knives

o individual practice 983085 Knife Set983085 Cutting boards

983085 Slicing machine

983085 Flip Chart983085 Boards983085 Markers

13 Handle and portion fish bull Preparation of fish Gutting portioning Scaling Filleting Skinning

o Demonstrationo Individual practice

983085 Flip chat983085 Markers983085 Board983085

Laptop983085 Projector983085 Cutting board983085 Knife set983085 weighing scale

14 Store chicken meat andfish

bull Storage standards Chemical Store Dry Store

Perishable Freezer Quality and Quantity

bull Preservation methods Salting Smoking Drying Canning

Freezing Marinating

bull Orderingbull Receivingbull Issuing

o Demonstrationo Individual practice

983085 Freezer983085 Fridge983085 Reference Books

983085 Flip chart

983085 Markers983085 Board983085 Scale983085 Shelves983085 Containers983085 Trolley983085 Probe Thermometer

983085 Purchasing order

983085 Receiving form983085 Requisition form

15 Thaw chicken meat andfish

bull Defrosting techniquesbull Health and hygiene regulations

o Demonstrationo Individual practice

983085 drip tray

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Learning unit 3 Cook and present basic poultry meat and fish dishes Learning hours 70

Learning outcomes Content Leaning activities Resources

21 Cook and present basicpoultry dishes

bull Marinating Herbs Oil spices

bull Cooking method

steaming grilling roasting boiling baking broiling smoking poaching

bull Seasoning salt black pepper or white

pepper

bull Presentation techniques

o Demonstrationo Individual practice

983085 Recipes983085 Heavy pans983085 Frying pans983085 Chopping board983085 Knives

983085 Flip chat

983085 Markers983085 Board983085 Laptop983085 Projector983085 Cutting board983085 Knife set983085 Weighing scale

983085 Oil

983085 Onions983085 Garlic983085 Rose mary983085 Salt983085 Light soya sauce

22 Cook and present basicmeat dishes 23 Cook and present basic

fish dishes

MODULE 12 Basic pastries and cakes

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MODULE 12 Basic pastries and cakes

Competence Make basic pastries and cakes

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

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

1 Prepare basic pastries and cakes 11 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are prepared

12 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are decorated

13 Suitable equipment safely and efficiently selected and used

2 Prepare and produce bakery products 21 A range of yeast-based doughs are prepared to standard recipes

22 Suitable equipment safely and efficiently selected and used

3 Portion and store pastries cakes and yeast goods 31 Portion control is applied to minimise wastage

32 Cakes pastry and bakery products Store to minimise spoilage and wastage

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare basic pastries and cakes Credit6

Learning Outcome Content Learning Activities Resources11 Identify different types ofpastries and cakes

bull Types of Pastry Products Sponge cakes Choux paste Sugar paste Sweet bread Cookies

o Researcho Presentationo Brainstorming

983085 Reference books

Mousses Ice cream

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doughnuts

12 Prepare basic pastryproducts

bull Sponge cakes Preparation techniques Baking techniques

bull Doughnuts Preparation techniques Baking techniques

bull Cookies Preparation techniques Baking techniques

o Demonstrationo Individual practices

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons13 Decorate pastries and

cakesbull Fillings

Butter cream Fruit Jam

bull Sauces Chocolate sauce Custard Sauce Strawberry Vanilla

o Demonstrationo Individual practiceso

Learning Unit 2 Prepare and produce bakery products

Learning outcomes Content Leaning activities Resources21 Identify different types ofbakery products

bull Types of bakery Products Yeast products

White Bread French Bread Croissant Rolls

o Researcho Presentationo Brainstorming

983085 Reference books

Chapatti Samosa dough

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Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

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MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

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71

bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

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Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

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Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

7182019 Curriculum Cooker

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76

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

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77

Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

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Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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79

Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 63: Curriculum Cooker

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Learning unit 3 Cook and present basic poultry meat and fish dishes Learning hours 70

Learning outcomes Content Leaning activities Resources

21 Cook and present basicpoultry dishes

bull Marinating Herbs Oil spices

bull Cooking method

steaming grilling roasting boiling baking broiling smoking poaching

bull Seasoning salt black pepper or white

pepper

bull Presentation techniques

o Demonstrationo Individual practice

983085 Recipes983085 Heavy pans983085 Frying pans983085 Chopping board983085 Knives

983085 Flip chat

983085 Markers983085 Board983085 Laptop983085 Projector983085 Cutting board983085 Knife set983085 Weighing scale

983085 Oil

983085 Onions983085 Garlic983085 Rose mary983085 Salt983085 Light soya sauce

22 Cook and present basicmeat dishes 23 Cook and present basic

fish dishes

MODULE 12 Basic pastries and cakes

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MODULE 12 Basic pastries and cakes

Competence Make basic pastries and cakes

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

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

1 Prepare basic pastries and cakes 11 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are prepared

12 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are decorated

13 Suitable equipment safely and efficiently selected and used

2 Prepare and produce bakery products 21 A range of yeast-based doughs are prepared to standard recipes

22 Suitable equipment safely and efficiently selected and used

3 Portion and store pastries cakes and yeast goods 31 Portion control is applied to minimise wastage

32 Cakes pastry and bakery products Store to minimise spoilage and wastage

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare basic pastries and cakes Credit6

Learning Outcome Content Learning Activities Resources11 Identify different types ofpastries and cakes

bull Types of Pastry Products Sponge cakes Choux paste Sugar paste Sweet bread Cookies

o Researcho Presentationo Brainstorming

983085 Reference books

Mousses Ice cream

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66

doughnuts

12 Prepare basic pastryproducts

bull Sponge cakes Preparation techniques Baking techniques

bull Doughnuts Preparation techniques Baking techniques

bull Cookies Preparation techniques Baking techniques

o Demonstrationo Individual practices

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons13 Decorate pastries and

cakesbull Fillings

Butter cream Fruit Jam

bull Sauces Chocolate sauce Custard Sauce Strawberry Vanilla

o Demonstrationo Individual practiceso

Learning Unit 2 Prepare and produce bakery products

Learning outcomes Content Leaning activities Resources21 Identify different types ofbakery products

bull Types of bakery Products Yeast products

White Bread French Bread Croissant Rolls

o Researcho Presentationo Brainstorming

983085 Reference books

Chapatti Samosa dough

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Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

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MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

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bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

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Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

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Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

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Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

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Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 64: Curriculum Cooker

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MODULE 12 Basic pastries and cakes

Competence Make basic pastries and cakes

RTQF LEVEL CREDITS 12 LEARNING HOURS 120

SECTOR Hospitality and Tourism SUB-SECTOR Hospitality

ISSUE DATE February 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to select butcher and cook meat poultry and fish

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules

Module 2 Health safety and security on the workplaceModule 3 Hygiene and food safetyModule 6 Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement ofthe learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

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

1 Prepare basic pastries and cakes 11 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are prepared

12 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are decorated

13 Suitable equipment safely and efficiently selected and used

2 Prepare and produce bakery products 21 A range of yeast-based doughs are prepared to standard recipes

22 Suitable equipment safely and efficiently selected and used

3 Portion and store pastries cakes and yeast goods 31 Portion control is applied to minimise wastage

32 Cakes pastry and bakery products Store to minimise spoilage and wastage

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare basic pastries and cakes Credit6

Learning Outcome Content Learning Activities Resources11 Identify different types ofpastries and cakes

bull Types of Pastry Products Sponge cakes Choux paste Sugar paste Sweet bread Cookies

o Researcho Presentationo Brainstorming

983085 Reference books

Mousses Ice cream

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66

doughnuts

12 Prepare basic pastryproducts

bull Sponge cakes Preparation techniques Baking techniques

bull Doughnuts Preparation techniques Baking techniques

bull Cookies Preparation techniques Baking techniques

o Demonstrationo Individual practices

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons13 Decorate pastries and

cakesbull Fillings

Butter cream Fruit Jam

bull Sauces Chocolate sauce Custard Sauce Strawberry Vanilla

o Demonstrationo Individual practiceso

Learning Unit 2 Prepare and produce bakery products

Learning outcomes Content Leaning activities Resources21 Identify different types ofbakery products

bull Types of bakery Products Yeast products

White Bread French Bread Croissant Rolls

o Researcho Presentationo Brainstorming

983085 Reference books

Chapatti Samosa dough

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67

Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

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MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

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71

bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

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72

Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

7182019 Curriculum Cooker

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Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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75

1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

7182019 Curriculum Cooker

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76

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

7182019 Curriculum Cooker

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77

Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

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78

Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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79

Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

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65

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

1 Prepare basic pastries and cakes 11 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are prepared

12 A variety of basic pastries and cakes including sponge cake cookies anddoughnuts are decorated

13 Suitable equipment safely and efficiently selected and used

2 Prepare and produce bakery products 21 A range of yeast-based doughs are prepared to standard recipes

22 Suitable equipment safely and efficiently selected and used

3 Portion and store pastries cakes and yeast goods 31 Portion control is applied to minimise wastage

32 Cakes pastry and bakery products Store to minimise spoilage and wastage

COURSE STRUCTURE

The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning Unit 1 Prepare basic pastries and cakes Credit6

Learning Outcome Content Learning Activities Resources11 Identify different types ofpastries and cakes

bull Types of Pastry Products Sponge cakes Choux paste Sugar paste Sweet bread Cookies

o Researcho Presentationo Brainstorming

983085 Reference books

Mousses Ice cream

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66

doughnuts

12 Prepare basic pastryproducts

bull Sponge cakes Preparation techniques Baking techniques

bull Doughnuts Preparation techniques Baking techniques

bull Cookies Preparation techniques Baking techniques

o Demonstrationo Individual practices

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons13 Decorate pastries and

cakesbull Fillings

Butter cream Fruit Jam

bull Sauces Chocolate sauce Custard Sauce Strawberry Vanilla

o Demonstrationo Individual practiceso

Learning Unit 2 Prepare and produce bakery products

Learning outcomes Content Leaning activities Resources21 Identify different types ofbakery products

bull Types of bakery Products Yeast products

White Bread French Bread Croissant Rolls

o Researcho Presentationo Brainstorming

983085 Reference books

Chapatti Samosa dough

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67

Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

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68

MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

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71

bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

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72

Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

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73

Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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74

Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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75

1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

7182019 Curriculum Cooker

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76

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

7182019 Curriculum Cooker

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77

Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

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78

Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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79

Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 66: Curriculum Cooker

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66

doughnuts

12 Prepare basic pastryproducts

bull Sponge cakes Preparation techniques Baking techniques

bull Doughnuts Preparation techniques Baking techniques

bull Cookies Preparation techniques Baking techniques

o Demonstrationo Individual practices

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons13 Decorate pastries and

cakesbull Fillings

Butter cream Fruit Jam

bull Sauces Chocolate sauce Custard Sauce Strawberry Vanilla

o Demonstrationo Individual practiceso

Learning Unit 2 Prepare and produce bakery products

Learning outcomes Content Leaning activities Resources21 Identify different types ofbakery products

bull Types of bakery Products Yeast products

White Bread French Bread Croissant Rolls

o Researcho Presentationo Brainstorming

983085 Reference books

Chapatti Samosa dough

7182019 Curriculum Cooker

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67

Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

7182019 Curriculum Cooker

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68

MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

7182019 Curriculum Cooker

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69

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

7182019 Curriculum Cooker

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70

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

7182019 Curriculum Cooker

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71

bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

7182019 Curriculum Cooker

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72

Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

7182019 Curriculum Cooker

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73

Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

7182019 Curriculum Cooker

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74

Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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75

1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

7182019 Curriculum Cooker

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76

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

7182019 Curriculum Cooker

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77

Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

7182019 Curriculum Cooker

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78

Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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79

Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 67: Curriculum Cooker

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67

Non Yeast products Puff paste

22 Prepare basic bakeryProducts

bull White Breadbull French Breadbull Rollsbull Chapattibull Samosa

o Demonstrationo Researcho Individual practiceso Presentation

983085 Rolling pins983085 Baking trays983085 Baking Ovens983085 Baking Moulds983085 Required ingredients983085 Cooking pans983085 Mixing machine983085

Flip chart983085 Markers983085 Boards983085 Spoons983085 Baking ovens

Learning unit 3 Portion and store pastries cakes and yeast goods

Learning Outcome Content Learning Activities Resources31 Portion a cake Cutting techniques

32 Store pastries cakesand yeast goods

Storing methodsHealth regulations

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68

MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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69

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

7182019 Curriculum Cooker

httpslidepdfcomreaderfullcurriculum-cooker 7179

71

bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

7182019 Curriculum Cooker

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72

Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

7182019 Curriculum Cooker

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73

Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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74

Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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75

1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

7182019 Curriculum Cooker

httpslidepdfcomreaderfullcurriculum-cooker 7679

76

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

7182019 Curriculum Cooker

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77

Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

7182019 Curriculum Cooker

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78

Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

7182019 Curriculum Cooker

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79

Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 68: Curriculum Cooker

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68

MODULE 13 Entrepreneurship

Competence Create and manage a small business

RTQF LEVEL CREDITS 3 LEARNING HOURS 30

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare a business plan for a small business and operate a small business At the endof this module the participants understand the principles and tools behind personal and family money-management They are able tounderstand the importance of saving and reducing expenses They are able to organize and manage personal and household finances Theycan create a personal budget and think strategically about their finances They can evaluate their options for earning money and arefamiliar with ways to establish and maintain personal credit They are aware of the risks associated with credit The participants simulateincome-generating activities after which they are familiar with the basic cycles of business They can plan for income-generating activityexpenses and loan repayments They can keep basic business financial records They are able to evaluate the risks and opportunities ofusing credit in income generating contexts They are able to distinguish between money to be used for investment into their income-generating activities for their family expenses and for savings They learn about different market actors

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

7182019 Curriculum Cooker

httpslidepdfcomreaderfullcurriculum-cooker 6979

69

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

7182019 Curriculum Cooker

httpslidepdfcomreaderfullcurriculum-cooker 7079

70

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

7182019 Curriculum Cooker

httpslidepdfcomreaderfullcurriculum-cooker 7179

71

bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

7182019 Curriculum Cooker

httpslidepdfcomreaderfullcurriculum-cooker 7279

72

Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

7182019 Curriculum Cooker

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73

Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

7182019 Curriculum Cooker

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74

Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

7182019 Curriculum Cooker

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75

1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

7182019 Curriculum Cooker

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76

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

7182019 Curriculum Cooker

httpslidepdfcomreaderfullcurriculum-cooker 7779

77

Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

7182019 Curriculum Cooker

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78

Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

7182019 Curriculum Cooker

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79

Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 69: Curriculum Cooker

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69

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 Manage money 11 Personal financial needs in different life situations are identified

12 The required amount of money for different needs is acquired

13 Money is managed effectively and waste of money is avoided

14 Money is saved in the appropriate manner and within appropriate institution

15 Debts are managed effectively

2 Keep record and budget 21 Basic record-keeping is performed adequately

22 A financial plan over a defined period of time is developed

3 Manage a small business 31 The basic business cycle is understood

32 Credit risks and unexpected costs are dealt with appropriately

33 Record-keeping is done on time and adequately

4 Prepare a business plan for a micro business 41 The objectives of the small business are realistic clearly stated andmeasurable

42 The business plan template is filled in appropriately

43 The simulated small business has brought benefits

COURSE STRUCTURE

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70

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

7182019 Curriculum Cooker

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71

bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

7182019 Curriculum Cooker

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72

Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

7182019 Curriculum Cooker

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73

Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

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74

Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

7182019 Curriculum Cooker

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75

1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

7182019 Curriculum Cooker

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76

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

7182019 Curriculum Cooker

httpslidepdfcomreaderfullcurriculum-cooker 7779

77

Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

7182019 Curriculum Cooker

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78

Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

7182019 Curriculum Cooker

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79

Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 70: Curriculum Cooker

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70

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestionsusually with several options that will guide the learner and the trainer

Learning unit 1 Manage money Learning hours 10

Learning outcomes Contents Learning activities Resources

11 Analyse financial needsbull Identify things they need

money forbull Identify how the things they

need money for change as theirlife situations change

o small group discussiono brainstormingo large group discussion

12 Access money bull Plan how to get moneybull Ways to access money

(borrowing saving and workingto earn money)

o small group discussiono brainstorming

o prioritizingo role-playo large group discussion

983085 Role play scenarios

13 Manage money effectively bull Good ways to manage moneybull Ways that they waste moneybull Ways to cut costs through

reducing recycling repairingand reusing

o exerciseo role-playo large group discussion

983085 Role play scenarios

14 Save money bull Definition of the concept ofsaving

bull Recognize that not only richpeople can save

o Brainstormingo large group discussiono role-playo individual goal setting

bull Reasons for saving (unexpectedevents and specific needs)

bull Savings goals

o guest speakers

7182019 Curriculum Cooker

httpslidepdfcomreaderfullcurriculum-cooker 7179

71

bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

7182019 Curriculum Cooker

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72

Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

7182019 Curriculum Cooker

httpslidepdfcomreaderfullcurriculum-cooker 7379

73

Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

7182019 Curriculum Cooker

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74

Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

7182019 Curriculum Cooker

httpslidepdfcomreaderfullcurriculum-cooker 7579

75

1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

7182019 Curriculum Cooker

httpslidepdfcomreaderfullcurriculum-cooker 7679

76

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

7182019 Curriculum Cooker

httpslidepdfcomreaderfullcurriculum-cooker 7779

77

Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

7182019 Curriculum Cooker

httpslidepdfcomreaderfullcurriculum-cooker 7879

78

Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

7182019 Curriculum Cooker

httpslidepdfcomreaderfullcurriculum-cooker 7979

79

Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 71: Curriculum Cooker

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71

bull Savings goalsbull

Saving possibilities andinstitutions

15 Manage debts bull Definition of the concept ofdebt

bull Risks of getting into debtbull Strategies to avoid debtbull Strategies to get out of debt

o large group discussiono group worko prioritizing

983085 Role play scenarios

Learning unit 2 Keep record and budget Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Keep basic personalfinancial records

bull Incomebull Expensesbull Balance calculations

o group worko case study

22 Perform basic budgeting bull Definition of budgetbull Definition of the concept of

budgetingbull Principle of budgeting

o group worko case studyo individual work

23 Develop a financialstrategic plan

bull structure of a financial plan o Brainstormingo large group discussion

o individual work

983085 Financial fitness plan

7182019 Curriculum Cooker

httpslidepdfcomreaderfullcurriculum-cooker 7279

72

Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

7182019 Curriculum Cooker

httpslidepdfcomreaderfullcurriculum-cooker 7379

73

Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

7182019 Curriculum Cooker

httpslidepdfcomreaderfullcurriculum-cooker 7479

74

Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

7182019 Curriculum Cooker

httpslidepdfcomreaderfullcurriculum-cooker 7579

75

1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

7182019 Curriculum Cooker

httpslidepdfcomreaderfullcurriculum-cooker 7679

76

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

7182019 Curriculum Cooker

httpslidepdfcomreaderfullcurriculum-cooker 7779

77

Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

7182019 Curriculum Cooker

httpslidepdfcomreaderfullcurriculum-cooker 7879

78

Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

7182019 Curriculum Cooker

httpslidepdfcomreaderfullcurriculum-cooker 7979

79

Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 72: Curriculum Cooker

7182019 Curriculum Cooker

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72

Learning unit 3 Manage a small business Learning hours 5

Learning outcomes Contents Learning activities Resources

31 Understand the businesscycle

bull Basic cycle of business buyingadding value selling for profit

bull Allocation of income between

the business personalexpenses and savings

bull Importance of maintainingpositive cash flow

o simulation gameo large group discussion

983085 Entrepreneursrsquo profiles983085 Entrepreneurrsquos Cycle Chart

32 Deal with unexpectedcosts

bull List of possible unexpectedexpenses or financial events

bull Plan for and deal withunexpected financial events

o simulation gameo large group discussion

983085 Life cards for simulationgame

33 Identify the risks ofcredits

bull Risks and potential benefits ofselling to customers on credit

bull Financial risks involved with

extending credit to friends andfamily members

o simulation gameo large group discussion

983085 Life cards for simulationgame

34 Fill in a record-keepingsheet

bull Value of keeping recordsbull Sections of a record-keeping

sheet

o simulation gameo large group discussion

983085 Record-keeping template

7182019 Curriculum Cooker

httpslidepdfcomreaderfullcurriculum-cooker 7379

73

Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

7182019 Curriculum Cooker

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74

Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

7182019 Curriculum Cooker

httpslidepdfcomreaderfullcurriculum-cooker 7579

75

1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

7182019 Curriculum Cooker

httpslidepdfcomreaderfullcurriculum-cooker 7679

76

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

7182019 Curriculum Cooker

httpslidepdfcomreaderfullcurriculum-cooker 7779

77

Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

7182019 Curriculum Cooker

httpslidepdfcomreaderfullcurriculum-cooker 7879

78

Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

7182019 Curriculum Cooker

httpslidepdfcomreaderfullcurriculum-cooker 7979

79

Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 73: Curriculum Cooker

7182019 Curriculum Cooker

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73

Learning unit 4 Prepare a business plan for a micro business Learning hours 10

Learning outcomes Contents Learning activities Resources

41 Understand the value of abusiness plan

bull Value of a business planbull Flexibility of a business planbull Importance of realistic goalsbull Sections of a business plan

o simulation gameo large group discussion

983085 Entrepreneurrsquos Cycle Chart983085 Record-keeping template983085 Business plan template42 Identify the profit to

achieve

43 Prepare a business plan

44 Operate a businessaccording to the plan

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

MODULE 14 INTERNSHIP

7182019 Curriculum Cooker

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74

Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

7182019 Curriculum Cooker

httpslidepdfcomreaderfullcurriculum-cooker 7579

75

1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

7182019 Curriculum Cooker

httpslidepdfcomreaderfullcurriculum-cooker 7679

76

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

7182019 Curriculum Cooker

httpslidepdfcomreaderfullcurriculum-cooker 7779

77

Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

7182019 Curriculum Cooker

httpslidepdfcomreaderfullcurriculum-cooker 7879

78

Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

7182019 Curriculum Cooker

httpslidepdfcomreaderfullcurriculum-cooker 7979

79

Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 74: Curriculum Cooker

7182019 Curriculum Cooker

httpslidepdfcomreaderfullcurriculum-cooker 7479

74

Competence Integrate the workplace

RTQF LEVEL CREDITS 30 LEARNING HOURS 300

SECTOR All SUB-SECTOR All

ISSUE DATE January 2012 REVIEW DATE

PURPOSE STATEMENT

This module describes the skills and knowledge required to integrate the workplace for an internship or employment At the end of thismodule participants know how to apply for and present themselves for employment They demonstrate good time management and

show up for work on time They demonstrate behavior and attitudes that are appropriate for the workplace and understand thatworkplaces have policies and procedures that need to be followed They take initiative and responsibility for their own work and knowhow to work under and respect supervision Participants are familiar with the rights and responsibilities of workers and employers andhave explored ways to exercise rights in the workplace

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

Learning units describe the essential outcomes of a competencePerformance criteria describe the required performance needed to demonstrate achievement of the learning unit

Learning unitBy the end of the module the trainee will be able to

Performance criteria

1 A l f i t hi l t 1 1 A i t i th it ti id d t fi d

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1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

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76

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

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77

Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

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78

Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

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79

Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 75: Curriculum Cooker

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75

1 Apply for internship employment 11 Appropriate resources in the community or nationwide are used to find

employment information

12 A basic CV that is accurate and neat is written

13 Application letters that target specific jobs or types of jobs are written

14 Effective interviewing skills are demonstrated

2 Demonstrate appropriate workplace behaviour andattitudes

21 Appropriate workplace habits and attitudes are observed

22 Strategies to manage time effectively are implemented

23 Personal and work lives are managed efficiently

3 Have a good understanding of workerrsquos andemployerrsquos rights and responsibilities

31 Workerrsquos and employerrsquos obligations according to the Rwandan Labourcode are understood

32 The workerrsquos responsibilities are performed on the workplace

33 Exercise rights on the workplace

4 Organise and evaluate onersquos internship 41 The internship agreement is concluded with the enterprise

42 The internship report contains all the required elements as well as onersquosown findings and experience

43 Active participation in the assessment of onersquos internship

5 Develop onersquos competences on the workplace 51 The tasks assigned according the agreement with the enterprise areperformed adequately

52 Positive response and active participation in meetings with the ldquomaicirctre destagerdquo

53 Adequate work behaviour and attitudes are demonstrated

COURSE STRUCTUREThe course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge tobe acquired The contents to be covered for each learning outcome are prescriptive The Learning Activities contain a series of suggestions

7182019 Curriculum Cooker

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76

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

7182019 Curriculum Cooker

httpslidepdfcomreaderfullcurriculum-cooker 7779

77

Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

7182019 Curriculum Cooker

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78

Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

7182019 Curriculum Cooker

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79

Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 76: Curriculum Cooker

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76

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

Learning unit 1 Apply for internship employment Learning hours 8

Learning outcomes Contents Learning activities Resources

11 Identify and useresources to find a job

bull Resources to find employmentin the community and at

national levelbull Identify contact persons

o small group worko panel discussion

o large group discussiono speakers

983085 job announcements andinformation newspaper

advertisements informationfrom recruitment agenciesyouth organizations such as YES Rwanda andgovernment agencies suchas the RDB WDA sampleadvertisements posted onbusiness walls or bulletin

boards internet websitesthrough cooperativeshellip

12 Write a Curriculum Vitae(CV) and an application letter

bull Differences between a CV andan application letter

bull Types of application lettersbull Elements of a well written CVbull Elements of an application

letter

o large group discussiono individual worko pair work

983085 sample CVs and applicationletters

983085 format of an applicationletter

13 Take part in an interview bull Main parts of an interviewbull Interviewing tips what to do

before during and after theinterview

bull Typical questions asked during

o small group worko interview role playso large group discussion

983085 Interview Observation Tool

an interview

7182019 Curriculum Cooker

httpslidepdfcomreaderfullcurriculum-cooker 7779

77

Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

7182019 Curriculum Cooker

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78

Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

7182019 Curriculum Cooker

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79

Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 77: Curriculum Cooker

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77

Learning unit 2 Demonstrate appropriate workplace behaviour and attitudes Learning hours 5

Learning outcomes Contents Learning activities Resources

21 Identify appropriateworkplace behaviours andattitudes

bull Appropriate workplacebehaviours and attitudes (dresscode time management

respect honesty integritywork as a team member)

bull Work habits (cooperationinitiative courtesy constructivecriticism supervision accuracypace of work time usageadaptability personalappearance attendance

punctuality)

o small group worko large group discussiono brainstorming

983085 Workplace behaviourscenarios

983085 Work habits inventory

22 Manage time bull Importance of task planningand managing time

bull Strategies to better managetime

o large group discussiono small group activity (tower

building)o reflectiono pair sharing

23 Balance work andpersonal life

bull Common situations that make itchallenging to balance work amppersonal life

bull Tips to manage personal andwork lives

o large group discussiono individual worko self assessmento pair sharing

983085 Scenarios ldquoDid She Dothe Right Thingrdquo

7182019 Curriculum Cooker

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78

Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

7182019 Curriculum Cooker

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79

Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 78: Curriculum Cooker

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78

Learning unit 3 Have a good understanding of workerrsquos and employerrsquos rights and responsibilities Learning hours 8

Learning outcomes Contents Learning activities Resources

31 Be familiar with theuniversal human rights

bull Definition of ldquorightrdquo and ldquohumanrightrdquo

bull Universal Declaration of HumanRights

o small group worko large group discussion

Universal Declaration ofHuman Rights ndash plainlanguage version

32 Explore onersquos personal

rights and responsibilities

bull Definition of ldquoresponsibilityrdquobull Relationship between rights and

responsibilities

o individual worko pair shareo large group brainstorming and

discussion

33 Identify onersquos rights andresponsibilities at work

bull lsquorightsrsquo (what you can expectyour employer to provide)

bull lsquoresponsibilitiesrsquo (what your

employer can expect that youwill do)

o large group discussiono small group worko skits

983085 Worksheet on Rights andResponsibilities at Work

34 Become familiar withsome of the provisions of theRwandan Labour Law

bull legal obligations of employersbull legal obligations of workers

o large group activityo discussiono small group worko observation

983085 Statements and Answers for AgreeDisagree Game onRwandan Labour Law

983085 Articles 47 and 48 of theLabour Code

35 React appropriately when

the Labour Code is broken

bull Possible solutions or

responses in case the LabourCode is broken

o small group work

o scenario analysiso large group discussion

983085 Labour Code Scenarios

983085 Labour Code Excerpts

Learning unit 4 Organise and evaluate onersquos internship Learning hours 9

Learning outcomes Contents Learning activities Resources

7182019 Curriculum Cooker

httpslidepdfcomreaderfullcurriculum-cooker 7979

79

Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project

Page 79: Curriculum Cooker

7182019 Curriculum Cooker

httpslidepdfcomreaderfullcurriculum-cooker 7979

79

Learning outcomes Contents Learning activities Resources

41 Conclude an internshipagreement

bull Definition of the concept ldquointernshiprdquo

bull Objectives of the internshipbull Presentation of internship

agreement

o Brainstormingo Group discussiono Presentation by the trainer

983085 Sample internshipagreement

42 Outline onersquos findings

and experience

bull Presentation of the logbookbull

Tips to fill in the logbook

o Presentation by the trainer 983085 Logbook

43 Write and present thereport of the internship

bull Contents of the internshipreport

bull Presentation techniques

o Group discussiono Role play

983085 Sample internship report

44 Participate actively to theassessment of onersquosinternship

bull Internship assessment and self-assessment guidelines

o Group discussiono Presentation by the trainer

Learning unit 5 Develop onersquos competences on the workplace Learning hours 270

Reference books 1 Work Readiness Training Programme ndash Trainerrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project2 Work Readiness Training Programme ndash Participantrsquos Manual Akazi Kanoze ndash Youth Livelihoods Project