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Curriculum Cooker
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7182019 Curriculum Cooker
httpslidepdfcomreaderfullcurriculum-cooker 179
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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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
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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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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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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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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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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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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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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
7182019 Curriculum Cooker
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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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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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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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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
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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
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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
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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
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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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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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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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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60
The course structure describes the learning outcomes for each learning unit These learning outcomes are the essential skills and knowledge to
be acquired The contents to be covered for each learning outcome 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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61
- 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
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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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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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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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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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62
- 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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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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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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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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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
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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
7182019 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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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
7182019 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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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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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
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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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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
7182019 Curriculum Cooker
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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
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
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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
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
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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
7182019 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
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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
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
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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
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
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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
7182019 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
httpslidepdfcomreaderfullcurriculum-cooker 6779
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
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
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
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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
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
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
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
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
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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
7182019 Curriculum Cooker
httpslidepdfcomreaderfullcurriculum-cooker 6879
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
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
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
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
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
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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
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
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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
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
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
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
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
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
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
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
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
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
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
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
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