TVET CERTIFICATE IV in MULTIMEDIA

4

TVET CERTIFICATE IV in

MULTIMEDIA

CODE

ICTMMD4001

Kigali December, 2014

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ICTMMD4001-TVET CERTIFICATE IV

Multimedia

REQF Level 4 CURRICULUM

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© Workforce Development Authority, 2014

Copies available from:

Workforce Development Authority (WDA)

P. O. BOX 2707 Kigali

Tel: (+250) 255113365

Fax: (+250) 255113365

Email: [email protected]

Web: www.wda.gov.rw

Original published version updated:

December, 2014

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Copyright

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

(WDA). Reproduced with permission.

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

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

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

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

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

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

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

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

accept any liability.

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

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

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

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

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

© Workforce Development Authority (WDA) 2014

Published by

Workforce Development Authority (WDA)

P. O. BOX 2707 Kigali

Tel: (+250) 255113365

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

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

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Table of Contents

C o p y r i g h t i i

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

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

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

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

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

2.1 Description 2

2.2 Minimum entry requirements 2

2.3 Information about pathways 2

2.4 Job related information 2

2.5 Employability skills and life skills 2

2.6 Information about competencies 5

3 . T R A I N I N G P A C K A G E 7

3.1 Course structure 7

3.2 Competencies chart 7

3.3 Flowchart 9

4 . A S S E S S M E N T G U I D E L I N E S 1 0

4.1 Assessment Methodology 10

4.2 Portfolio 10

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

LU 1: Participate as part of a team and respect the rules of the training environment. 15

LU 2: Explain the occupation and learning process 19

LU 3: Respect the facilitation and apply learning methods. 22

LU 4: Develop personal plans based on self-assessment practices 25

C C M C S 4 0 1 - C O M P U T E R S K I L L S 3 1

LU 1: Protect computer system 33

LU 2: Use Spreadsheet. 39

LU 3: Use Presentation 48

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C C M Q S 4 0 1 - P R O V I D I N G Q U A L I T Y C U S T O M E R S E R V I C E 5 4

LU 1: Develop and maintain product, service and market knowledge. 57

LU 2: Provide a quality service experience to customers. 64

LU 3: Deal with complaints and difficult customer service situations. 71

LU 4: Manage and use information about clients and customers. 79

C C M H E 4 0 1 - I M P L E M E N T I N G S . H . E . P O L I C I E S A N D P R O C E D U R E S 8 3

LU 1: Identify hazardous areas to be improved. 85

LU 2: Apply SHE practices. 91

LU 3: Assess and control risks. 99

LU 4: Awareness of SHE in working place. 104

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

LU 1: Write factual, descriptive, and explanatory texts. 113

LU 2: Apply a range of listening strategies to understand predictable messages. 121

LU 3: Discuss general and trade-related topics. 126

LU 4: Read medium texts on general and trade-related topics. 131

C C M K N 4 0 1 - I K I N Y A R W A N D A C Y ’ U M U N Y A M W U G A 1 3 6

LU 1: Gukoresha ubuvanganzo gakondo bufatiye ku mwuga ashyikirana n’abandi. 139

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

ry’umwuga no kugaragaza intêgo y’izina mbonera. 145

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

kugaragaza amategeko y’igenamajwi mu izina mbonera. 152

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

ibidukikije. 159

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

kwandika yubahiriza imyandikire y’Ikinyarwanda. 165

C C M B P 4 0 1 - B U S I N E S S P L A N D E V E L O P M E N T 1 7 2

LU 1: Identify elements of business plan. 174

LU 2: Write a business plan in line with the identified elements 180

LU 3: Establish strategies to monitor evaluate and update the business plan (Contingency plan). 191

LU 4: Present a business plan 197

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C C M I A 4 0 1 - I N D U S T R I A L A T T A C H M E N T P R O G R A M ( I A P ) 2 0 2

LU 1: Investigate and secure industrial attachment place. 204

LU 2: Deal with workplace challenges. 211

LU 3: Get briefed on industrial attachment program. 215

LU 4: Develop one’s competencies on the workplace. 219

M M D D P 4 0 1 - D E S I G N I N G A N D A P P L Y I N G M A K E - U P F O R P H O T O G R A P H Y 2 2 3

LU 1: Prepare client 225

LU 2:Cleanse face and neck 231

LU 3: Analyze face 235

LU 4: Apply make-up 239

M M D S C 4 0 1 - S E T T I N G U P D I G I T A L C A M E R A K I T 2 4 6

LU 1: Select and prepare digital camera Equipment and accessories 249

LU 2: Charge and maintain batteries throughout shoot 255

LU 3: Install or check digital camera support equipment 259

LU 4: Install digital camera, lenses and other accessories 263

LU 5: Disassemble digital camera, accessories and support equipment 269

M M D C S 4 0 1 - D E V E L O P I N G D O C U M E N T C O N T E N T A N D S T R U C T U R E 2 7 4

LU 1: Identify document requirements 277

LU 2: Plan content structure 283

LU 3: Develop information architecture 288

LU 4: Design information layout 293

LU 5: Test the document 298

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

LU 1: Source information on 2D design 305

LU 2: Explore the creative design process for 2D forms 309

LU 3: Communicate concepts or ideas through application of design processes to 2-D forms 316

M M D M D 4 0 1 - C R E A T I N G , M A N I P U L A T I N G A N D I N C O R P O R A T I N G 2 D G R A P H I C S 3 2 9

LU 1: Work with digital imaging 332

LU 2: Use 2D multimedia graphics software 338

LU 3: Create 2D multimedia graphic designs 341

Summative Assessment 347

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M M D P I 4 0 1 - C A P T U R I N G P H O T O G R A P H I C I M A G E S 3 5 1

LU 1:Prepare to capture digital images 354

LU 2: Preview and experiment with image capture 361

LU 3: Review images 364

LU 4: Enhance images 370

LU 5: Finalize image capture process 373

M M D P L 4 0 1 - P R O D U C I N G P A G E S U S I N G A P A G E L A Y O U T A P P L I C A T I O N 3 7 7

LU 1: Arrange elements on page 380

LU 2: Check for Quality 389

M M D V C 4 0 1 - O P E R A T I N G A V I D E O C A M E R A 3 9 3

LU 1:Test all operational aspects of the camera 395

LU 2:Prepare and load storage devices 401

LU 3:Operate the camera 406

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

LU 1:Identify animation requirements 419

LU 2:Generate and assess ideas 424

LU 3:Plan approach 428

LU 4:Produce Animation 434

LU 5:Finalize animations 447

Summative Assessment 451

M M D E I 4 0 1 - E D I T I N G D I G I T A L I M A G E S 4 5 7

LU 1:Assess digital image 459

LU 2: Edit digital image 465

M M D M C 4 0 1 - M A N A G I N G A N D E X P L O I T I N G C O P Y R I G H T 4 8 1

LU 1: Identify exploitation opportunities for original works 485

LU 2: Protect original works locally and internationally 487

LU 3: Assign copyright of original works 490

LU4: License rights to original works 493

LU 5: Maintain copyright documentation 496

G L O S S A R Y

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List of abbreviations

AQA Accreditation and quality assurance unit

CDU Curriculum Development Unit

CMM Complementary Competencies

ICT Information Communication Technology

ICTMMD Information Communication Technology Sector/ Multimedia Sub-sector

ILO International labour organization

IPRC Integrated Polytechnics Regional Centers

ISCO International standard classification of occupations

RBS Rwanda Bureau of Standards

RDB Rwanda Development board

REQF Rwanda Education Qualification Framework

TSS Technical Secondary Schools

TVET Technical and Vocational Education and Training

VTC Vocational Education Center

WDA Workforce Development Authority

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Acknowledgments

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

the development of this curriculum:

Coordination

HABIMANA Théodore

MUHIRE JMV

Facilitators

NTAHONTUYE Felix

Curriculum Development Team

HABIMANA Aimable

MUTAMBO Jean

KWITONDA Lambert

NYIRAKURADUSENGE Ianne Dianne

HABARUGIRA Valens

BYIRINGIRO M. Clement

ASOKA NIYONSABA Jean Claude

TUYISHIME Jean Claude

SHEMA Yves

NIYIGENA Oscar

HABIMANA Seth

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1. GENERAL INTRODUCTION

The curriculum presents a coherent and significant set of competencies to

acquire to perform the occupation of a Photographer, 2D animator and

camera operator. It is designed with an approach that takes into account the

training needs, the work situation, as well as the goals and the means to implement training.

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

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

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

certification.

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

learning are developed on the basis of this document.

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

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

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

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

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

and the course structure.

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

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

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

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

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

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

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

Section

1

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Section

2

2. QUALIFICATION DETAILS

2.1 Description

This qualification provides the skills,

knowledge and attitudes for a learner to be

competent in a range of routine Multimedia

industry tasks and activities that require the

application of a limited range of basic

practical skills in a defined context. Work

would be undertaken in various areas

where multimedia activities are recorded,

produced and presented including

Multimedia Studio, Public area, wedding

ceremonies, shooting area film production

houses. Learners may take responsibility for

carrying out a range of defined activities

with minimum supervision.

At the end of this qualification, qualified

learners will be able to:

Describe the occupation and learning process

Develop business plan

Provide quality customer service

Apply Computer Skills

Use Intermediate English at workplace

Gukoresha i Kinyarwanda cy’ umunyamwuga

Describe the occupation and learning process

Implement safety, health and environmental policies and procedures

Design and apply make-up for photography

Set up Digital camera Kit

Manage and exploit copyright

Develop document content and structure

Explore and apply the creative design process to 2D forms

Produce pages using a page layout application

Create, manipulate and incorporate 2D graphics

Capture photographic images

Operate a video camera

Create 2D digital animation

Edit digital images

Manipulate and incorporate audio into multimedia presentation

Integrate the workplace

2.2 Minimum entry requirements

The minimum entry requirement to this

qualification is to be mentally fit with broad

knowledge, skills and attitude of ICT

background.

Title: TVET Certificate IV in Multimedia

Level: REQF Level 4

Credits: 114

Sector: Information Communication and

Technology

Sub-sector: Multimedia

Issue date: December, 2014

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2.3 Information about pathways

2.4 Job related information

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

Photographer; this qualification again offers the opportunity to execute the works as Animator or

Camera operator while ensuring that safety, security and environmental regulations are respected.

2.5 Employability skills and life skills

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

employability skills to meet the following industry or enterprise requirements:

Personal development

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

are able to effectively use or address them

Develop, implement and evaluate progress toward personal goals;

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

how to monitor own learning progress.

Possible jobs related to this qualification

Photographer

Animator and

Camera operator

Preferred pathways for candidates entering

this qualification include:

TVET Certificate III in Computer

applications

Recognition of prior learning related

to this qualification

Progression route of candidates achieving

this qualification include:

TVET Certificate V in Multimedia

A range of other related TVET

Certificate V qualifications.

Pathways into the qualification

Pathways from the qualification

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Interpersonal communication

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

purposes;

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

Cooperate and work effectively within a group;

Provide good customer service.

Health, hygiene and safety

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

Maintain hygiene and personal grooming;

Identify unsafe situations;

Respond to emergencies and accidents at work;

Prevent HIV/Aids and sexual violence.

Environment sustainability

Know the environmental regulations in Rwanda;

Dispose of waste ;

Recycle waste ;

Report environmental hazards to appropriate person.

Integration of the workplace

Know how to apply for and present themselves for employment;

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

Demonstrate behaviour and attitudes that are appropriate for the workplace and

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

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

respect supervision;

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

exercise rights in the workplace.

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Financial fitness

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

Understand the importance of saving and reducing expenses;

Organize and manage personal and household finances;

Create a personal budget and think strategically about their finances;

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

personal credit;

Be aware of the risks associated with credit.

Management of a small business

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

Plan for income-generating activity expenses and loan repayments;

Keep basic business financial records;

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

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

for family expenses, and for savings;

Know the different market actors.

Computer skills

Operate a computer

Use word processing applications in the production of workplace or personal

documents

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

Design electronic presentations

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

chat rooms, intranets and instant messaging.

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2.6 Information about competencies

No Code Complementary competencies Credit

1 CCMOL001 Describe the occupation and learning process 3

2 CCMCS401 Apply Computer skills 3

3 CCMQS401 Provide quality customer service 3

4 CCMHE401 Implement SHE policies and procedures 3

5 CCMEN401 Use intermediate English at workplace 3

6 CCMKN401 Gukoresha I Kinyarwanda cy’umunyamwuga 3

7 CCMDB401 Develop business plan 3

8 CCMIA401 Integrate the workplace 30

Total 51

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Number of competencies: 20 Core competencies : 12 Complementary competencies : 8 The total number of Credits: 114

No Code Core competencies Credit

GEN

ERA

L

1 MMDDP401 Designing and applying make-up for photography 9

2 MMDSC401 Setting up Digital camera Kit 5

3 MMDMC401 Managing and exploiting copyright 6

SPEC

IFIC

4 MMDCS401 Developing document content and structure 3

5 MMDCD401 Exploring and applying the creative design process to 2D forms 5

6 MMDPL401 Producing pages using a page layout application 4

7 MMDMD401 Creating, manipulating and incorporating 2D graphics 6

8 MMDPI401 Capturing photographic images 3

9 MMDVC401 Operating a video camera 6

10 MMDDA401 Creating 2D digital animation 6

11 MMDEI401 Editing digital images 4

12 MMDAP401 Manipulating and incorporating audio into multimedia

presentation 6

Total 63

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3. TRAINING PACKAGE

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

modules, the course structure, and the assessment guidelines.

3.1 Course structure

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

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

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

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

3.2 Competencies chart

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

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

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

of the logical sequence of the learning of these competencies.

The competencies chart shows the relationship between general competencies and specific

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

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

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

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

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

account in the description of the specific competency.

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

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

competencies in the order they should be acquired.

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

the following pages.

Section

3

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Figure 1: Competencies chart

Between the process and particular competencies | Between general and particular

competencies

▲: Functional link application ●: Functional link application

∆: Functional link existence ο: Functional link existence

Dur

atio

n (

470

Hrs

)

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1 2 3 4 5 6 7 8 9 10 11

Duration (730 Hrs) 30 30 30 30 30 30 30 300

90 50 60

1Develop document content and

s tructure30 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ● ● ○ ○ ● ○ ○ ○

2Explore and apply the creative

des ign process to 2D forms50 ∆ ∆ ∆ ▲ ∆ ▲ ○ ○ ○ ● ○ ○ ○ ● ○ ○ ○

3Produce pages us ing a page

layout appl ication40 ▲ ▲ ∆ ∆ ∆ ∆ ○ ○ ○ ● ● ○ ○ ● ○ ○ ○

4Create, manipulate and

incorporate 2D graphics60 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ● ○ ○ ○ ● ○ ○ ○

5 Capture photographic images 30 ▲ ▲ ∆ ▲ ∆ ▲ ○ ○ ○ ● ○ ● ○ ● ● ○ ○

6 Operate a video camera 60 ∆ ∆ ∆ ∆ ∆ ▲ ○ ○ ○ ● ○ ○ ○ ● ● ● ○

7 Create 2D digi ta l animation 60 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ● ○ ○ ○ ● ○ ○ ○

8 Edit digi ta l images 40 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ● ○ ○ ○ ● ○ ○ ●

9Manipulate and incorporate

audio into multimedia

presentation

60 ∆ ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ● ○ ○ ○ ● ○ ○ ●

PROCESS GENERAL AND COMPLEMENTARY COMPETENCIES

Photographer,

Animator and

Camera operator

SPECIFIC COMPETENCIES

#

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3.3 Flowchart

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

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

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

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

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

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

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

Figure 2: Flowchart

Occupation and learning process 3

Computer skills 3 Providing quality customer service 3

Implementing S.H.E. Policies and procedures 3 Intermediate workplace english 3

Ikinyarwanda cy’umunyamwuga 3

Setting up Digital camera Kit 5 Managing and exploiting copyright 6

Designing and applying make-up for

photography9

Developing document content and

structure3

Exploring and applying the creative

design process to 2D forms5

Producing pages using a page layout

application4

Creating, manipulating and

incorporating 2D graphics6

Capturing photographic images 3 Operating a video camera 6

Creating 2D digital animation 6 Editing digital images 4

Manipulating and incorporating audio

into multimedia presentation6

Business plan development 3

Industrial attachment program (IAP) 30

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4. ASSESSMENT GUIDELINES

4.1 Assessment Methodology

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

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

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

4.2 Portfolio

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

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

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

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

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

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

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

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

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

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

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

assessment for specific modules.

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

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

Formative Assessment

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

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

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

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

on that module

All formative assessment should be declared competent before taking the

summative/integrated assessment

Section

4

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Summative/Integrated Assessment

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

curriculum.

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

assessment is not acceptable.

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

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

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

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

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

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

can be declared competent by the following rules:

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

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

assessment indicators

Assessment Criteria Passing Line in the

assessment indicators

Quality of Process 90%

Quality of Product 100%

Relevance 90%

Rest of Criteria/ any other criteria

(example: Safety)

100%

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

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

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

poorly where there is room for improvement.

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

assisted accordingly.

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

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

with pre-requisites.

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

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

otherwise other modules can be given anytime.

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

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

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

certification.

5. Industrial Attachment Program (IAP)

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

module.

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

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

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

confirm and assist IAP especially in filling up the logbook.

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

been completed and should be documented in the trainee portfolio.

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

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C C M O L 0 0 1 - OCCUPATION AND LEARNING PROCESS

CCMOL001 Describe the occupation and learning process

REQF Level: All Learning hours

Credits: 3 30

Sector: All

Sub-sector: All

Issue date: November, 2017

Purpose statement

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

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

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

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

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

methods are presented to the learner. This approach encourages greater motivation and,

subsequently, a better integration of various learning.

14 | P a g e

Learning assumed to be in place

Not applicable

Elements of competency and performance criteria

Learning units describe the essential outcomes of a competency.

Performance criteria describe the required performance needed to demonstrate achievement

of the learning unit.

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

Elements of competency Performance criteria

1. Participate as part of a team

and respect the rules of the

training environment

1.1 Proper introduction of oneself

1.2 Appropriate integration in team

1.3 Appropriate participation in setting rules and adhere

to them

2. Explain the occupation and

learning process

2.1 Proper description of the main/major elements of

occupation

2.2 Adequate explanation about the one’s qualification

3. Respect the facilitation and

apply learning methods

3.1 Proper engagement in active and participatory

learning methods

3.2 Adequate description of the assessment procedures

4. Develop personal plans

based on self-assessment

practices

4.1 Proper identification of values, skills and interests

4.2 Proper assessment of values, skills and interests

4.3 Correct Setting of goals

4.4 Proper development of plans in order to reach the

set goals

4.5 Proper assessment of one’s learning style

4.6 Adequate identification of learning strategies

15 | P a g e

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

1

Learning Outcomes:

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

6 Hours

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

Introductions

Expectations about the

training

o Introduction

o Game

Presentation of trainees’ expectations

- Trainer manual

Formative Assessment 1.1

Performance criterion

Proper introduction of one self.

Resources Learning activities Content

16 | P a g e

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

performance criterion has been achieved.

Types of evidence Portfolio assessment tools

Written or performance

Written assessment (Recommendation: ranking exercise)

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

Checklist Score

Yes No

Learner opens introduction with a greeting

Learner says their name

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

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

Learner demonstrates consistent eye contact

Learner displays appropriate body language

Speaks in at an audible level

Learner is able to express his/her expectations

Learner is able to share his/her hobbies/interests

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

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

Learner uses advanced body language techniques

Observation

Learning Outcome 1.2: Intergrate in team

Working as a team

Building trust

o Game

o Group discussions

- Trainer manual


17 | P a g e





Performance

Practical task of a team

Checklist Score

Yes No

Closeness/cohesion

Active participation

Responsibilities taker

Mutual collaboration with others

Openness/free expression

Open to criticism/flexibility

Contribution of someone

Complying with rules set

Observation

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

Rules of the classroom

Group responsibilities

o Brainstorming

o Discussions

o Assign class tasks

- Trainer manual




Appropriate integration in team.

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Written evidence


Checklist Score

Yes No

Signed commitment contract

Occupation title

Duties and responsibilities

Observation


Appropriate participation in setting rules and adhere to them.

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LU 2: Explain the occupation and learning process

2

Learning Outcomes:

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

12 Hours

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

Characteristics of the occupation

Place of the occupation in the sector

The impact/importance of the occupation in economic development

Working conditions

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

neighborhood

- Pictures of people in working situation

- Documents describing the occupation

- Documents describing the sector



Proper description of the main/major elements of occupation


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Written evidence

Oral evidence

Essay

Verbal explanation (interview)

Checklist Score

Yes No

Working conditions

Equipment tools and materials


REQF level


Award certificate

Observation

Learning Outcome 2.2: Explain about the one’s qualification

Rationale of the qualification

Content of the training programme (modules)

Duration Flowchart

Pathways (exit level & further learning)

Presentation of the timetable

Presentation of the classrooms and workshops

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

school.

- Overview of the training programme

- Testimonies of people performing the occupation

- School year calendar - Timetable


21 | P a g e





Written evidence

Oral evidence

Written exercise


Checklist Score

Yes No

Entry requirement

Pathways into the qualification

Duration

Qualification details

Pathways after the qualification

Following instructions


Social interdependence

Commitment of learners

Observation


Adequate explanation about the qualification

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LU 3: Respect the facilitation and apply learning methods.

3

Learning Outcomes:

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

2 Hours

Learning Outcome 3.1: Engage in active and participatory learning methods

Overview of the active and participatory teaching and learning methods

Experiential learning cycle

o Experience sharing. o Presentation by the trainer

- Trainer manual



Proper engagement in active and participatory learning methods


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Written evidence

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

Checklist Score

Yes No

Results of assignment

Active participation


Openness/free expression

Formative assessment

Summative assessment

Observation

Learning Outcome 3.2: Describe the assessment procedures

Assessment procedures Timing Assessors/verifiers Assessment tools

(portfolio & integrated situation)

o Presentation by the trainer - Assessment manual





Adequate description of the assessment procedures


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Written evidence

Oral evidence

written assessment


Checklist Score

Yes No

Time of assessment

Roles of Assessors

Roles of verifiers

List values

List of skills

Observation

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

4

Learning Outcomes:

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

10 Hours

Learning Outcome 4.1: Identify values, skills and interests

Values, skills and interests

Relating values, skills and interests to the workplace





Written evidence

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


Proper identification of values, skills and interests


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Checklist Score

Yes No

List of interest

List of qualities

Own strengths

areas of improvement

Observation

Learning Outcome 4.2: Assess values, skills and interests

Skills & qualities assessment

Acceptance of diversity, self-esteem & confidence

o Individual work o Exercise on we are all unique

- individual assessment checklist





Written evidence values, skills and interest self-assessment exercise

JOHARI window assessment


Proper assessment of values, skills and interests


27 | P a g e

Checklist Score

Yes No

List of interest

List of qualities

Own strengths

areas of improvement

Observation

Learning Outcome 4.3: Set goals

SMART goals

Identification of goals Short term Long term

Process for setting and achieving goals:

Identifying steps Time frame Resources

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

pictures on setting & achieving goals

o Exercises on developing SMART goals

o Practical exercises on developing personal plans

- Trainer manual





Written evidence

Written exercise

Project work


Correct Setting of goals


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Checklist (Correct Setting of goals) Score

Yes No

Medium term SMART goals set

Long term SMART goals set

Strategies to reach set goal

Roadmap/timeframe

Medium term SMART goals set

Observation

Learning Outcome 4.4: Develop plans

SMART goals

Identification of goals Short term Long term

Process for setting and achieving goals:

Identifying steps Time frame Resources

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

pictures on setting & achieving goals

o Exercises on developing SMART goals

o Practical exercises on developing personal plans

- Trainer manual


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

Yes No

Resources required

Activities to be performed

Possible obstacles

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

One's learning style type (s)

features of one's learning styles (s)

Observation


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Learning Outcome 4.5: Assess one’s learning style

Types of learning styles

Determining one’s preferred way of learning

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

o Paper folding activities o Completing self-assessment

learning style o Scenario based activities

- Trainer manual





Written evidence

VARK questionnaire

Scenario analysis

Checklist Score

Yes No

Learning style

Kinaesthetic

Observation


Proper assessment of one’s learning style


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Learning Outcome 4.6: Identification of learning strategies





Written evidence

Performance evidence

Scenario analysis

Checklist Score

Yes No

Auditory

Visual

Learning strategies for each style

Observation

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

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

Project.


Adequate identification of learning strategies


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C C M C S 4 0 1 - COMPUTER SKILLS

CCMCS401 Apply Computer Skills

REQF Level: 4 Learning hours

Credits: 3 30

Sector: All

Sub-sector: All


Purpose statement

The use of ICT in several areas has grown appreciably in recent years. ICT products are now

used by most people, ranging from mobile phones and digital TVs through to personal

computers and the World Wide Web. This qualification focuses on providing skills, experience

and confidence for those learners who struggle to make the most of technology to demonstrate

creative thinking, problem solving and knowledge construction. It focuses on completing

workplace tasks, such as creating documents with text, graphics and numerical information

using commonly used tools such as: Microsoft Office – Excel, PowerPoint. Also the leaner will

have the skills on how to protect the data in the computer systems.

32 | P a g e


Not applicable

Elements of competency and perfomance criteria






1. Participate as part of a team

and respect the rules of the

training environment

1.1 Proper introduction of oneself

1.2 Appropriate integration in team

1.3 Appropriate participation in setting rules and adhere

to them

2. Explain the occupation and

learning process

2.1 Proper description of the main/major elements of

occupation

2.2 Adequate explanation about the one’s qualification

3. Respect the facilitation and

apply learning methods

3.1 Proper engagement in active and participatory

learning methods

3.2 Adequate description of the assessment procedures

4. Develop personal plans

based on self-assessment

practices

4.1 Proper identification of values, skills and interests

4.2 Proper assessment of values, skills and interests

4.3 Correct Setting of goals

4.4 Proper development of plans in order to reach the

set goals

4.5 Proper assessment of one’s learning style

4.6 Adequate identification of learning strategies

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LU 1: Protect computer system

1

Learning Outcomes:

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

5 Hours

Learning Outcome 1.1: Install software utilities

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

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

o Brainstorming on security software

o Group discussion on computer security

o Practical exercise on antivirus

installation

- Computer Lab - Projector - Computer with OS installed - White Board - Markers - Computer Lab with

internet access - Projector - Computer with OS installed - Antivirus


34 | P a g e





Written or Oral

Multiple choice

True or false question

Matching

Sentence completion

Ticking

Expose (presentation)

Checklist Score

Yes No

Description of software tools utilities

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

Observation


Proper installation of software utilities according to the manufacturer

specifications

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Learning Outcome 1.2: Scan and Eliminate virus

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

Description of san mode Manual Automatic Scheduled

Description of virus elimination Elimination by neutralization Elimination by deleting Elimination by quarantine

o Presentation on computer virus scan types

o Brainstorming on computer virus scan

o Practical exercises on

computer virus scan

o Computer Lab with internet access

o Projector o Computer with OS

installed o Antivirus o White Board o Markers





Performance

Written

Oral

Multiple choice

Expose /presentation

Task on scanning viruses

Checklist Score

Yes No

Description of scan types and san mode

Description of virus elimination

Virus elimination Elimination by neutralization Elimination by deleting Elimination by quarantine

Observation


Regular computer scan and elimination of virus as per safety standards


36 | P a g e

Learning Outcome 1.3: Backup of computer data based on OS

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

Selection of common backup devices Tape drive Digital audio tape(DAT)

drives Auto-loader tape

systems Magnetic optical drives Removable disks Disk drives

o Brainstorming on backup types o Practical exercises on backup


o Projector o Computer with OS installed o Antivirus o White Board o Markers





Written evidence

Oral

Performance

Matching

Sentence completion

Ticking

Expose (presentation )

Task on backing up data


Accurate backup of computer data based on OS installation


37 | P a g e

Checklist Score

Yes No

Selection of backup types

Selection of common backup devices

backup on various devices Tape drive Digital audio tape(DAT) drives Auto-loader tape systems Magnetic optical drives Removable disks Disk drives

Observation

Learning Outcome 1.4: Restore computer data based on OS installed

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

o Brainstorming on backup types

o Practical exercises on data

restore


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





Appropriate restoring of computer data based on OS installed


38 | P a g e


Written evidence

Oral

Performance

Matching


Task on restoring data

Checklist Score

Yes No

Selection of restoring devices

Restoring of data on HHD/SSD USB/ Flash Driver Tapes drives Magnetic optical drives CDs DVDs Disc drives

Observation

39 | P a g e

LU 2: Use Spreadsheet.

2

Learning Outcomes:

1. Describe elements of spreadsheet application 2. Use basic spreadsheet tasks 3. Format cell and their contents 4. Manage Sheets in workbook 5. Use essential functions 6. Optimize data (sorting, filtering, contiguous data) 15 Hours

Learning Outcome 2.1: Describe elements of spreadsheet application

Description of Workbooks and

Worksheets Cells Headings Formula bar Formatting tool Formula bar Colum headers Row headers Active Cell reference status bar application bar Spreadsheets tab Horizontal scroll bar Vertical scroll bar

o Brainstorming on elements of spreadsheet application

o Demonstration on elements of spreadsheet application

o Group discussions on elements

of spreadsheet application

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


40 | P a g e





Written evidence

Oral evidence

Performance

Multiple choice


Matching

Sentence completion

Ticking


Checklist Score

Yes No

Description of Workbooks and Worksheets

Description of Cells

Description of Headings

Description of Formula bar

Description of Formatting Tools

Description of Formula bar

Description of Colum headers

Description of Row headers

Description of Active Cell reference

Description of status bar

Description of application bar

Description of Spreadsheets tab

Description of Horizontal scroll bar

Observation


Proper description of elements of spreadsheet application

41 | P a g e

Learning Outcome 2.2: Use basic spreadsheet tasks

Open

Close

New document

Undo

Save

Save as….

Sheet

Selecting a cell

Deleting Cell contents

Modifying cell contents

Selecting group of cells

Increase and reduce the cell size

Delete row and Colum

Duplicate cell

o Brainstorming on basic spreadsheet tasks

o Group discussions on opening, closing, new document, save and save us a new document.

o Practical exercises on selecting, deleting, modifying a group of cells

o Practical exercises on deleting

row ad Colum

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





Written evidence

Oral evidence

Multiple choice


Matching

Sentence completion

Ticking



Proper formatting of cells and their content


42 | P a g e

Checklist Score

Yes No

Formatting of text and cells Choice font, size, color Adjustment of Cow height Alignment of cell Formatting of Number Insertion of rows Merging cells Creating of border

Observation

Learning Outcome 2.3: Format cell and their contents

Formatting text and cells

Choosing font, size, color

Adjusting Cow height

Alignment of cell

Formatting Number

Inserting rows

Merging cells

Creating borders

Patterns

o Demonstration on formatting, text and cells

o Group discussions on choosing font, size and color.

o Practical exercises on Inserting

and formatting row ,number,

creation of border and partners

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





Proper management of sheets in workbook


43 | P a g e


Written evidence

Oral evidence

Multiple choice


Matching

Sentence completion

Ticking


Checklist Score

Yes No

Selection of Sheet Renaming of a Sheet Insertion of new sheets Moving of a Sheet in a workbook Deleting a sheet

Observation

Learning Outcome 2.4: Manage Sheets in workbook

Selecting a Sheet

Renaming a Sheet

Insert new sheets

Moving a Sheet in a workbook

Deleting a sheet

o Demonstration on selection of sheets

o Group discussions on inserting new sheet

o Practical exercises on inserting and formatting sheets

o Practical exercises on moving

sheet in workbook.

- Computer - Projector - software - Text books - Internet



Adequate using of essential functions


44 | P a g e




Written evidence

Oral evidence

Multiple choice


Matching

Sentence completion

Ticking


Checklist Score

Yes No

Use of Numbers and Mathematical calculations Use of Addition operation Use of Multiplication operation Use of Division operation Use of Subtraction operation Use of AutoSum operation Use of Function operation Use of Average operation Use of Min operation use of Max operation

Observation

45 | P a g e

Learning Outcome 2.5: Use essential functions

Use of Numbers and

Mathematical calculations

Addition Multiplication Division Subtraction AutoSum Function Average Minimum Maximum Count numbers

o Demonstration on number and mathematical calculations

o Group discussions on addition, multiplication and division operations.

o Practical exercises on number and mathematical calculations


mathematical function(average,

minimum, maximum and count

numbers

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





Written evidence

Oral evidence

Multiple choice


Matching

Sentence completion

Ticking



Proper optimization of data


46 | P a g e

Checklist Score

Yes No

Sorting of data by multiple columns at the same time Creation of customized list and performing a custom sort Automatically filter of list in place Application of filter options to a list Use of automatic sub-totaling features Expanding, collapsing outline detail levels

Observation

Learning Outcome 2.6: Optimize data (sorting, filtering, contiguous data)

Sorting data by multiple columns at the same time

Creation of customized list and performing a custom sort

Automatically filter of list in place

Application of filter options to a list

Use of automatic sub-totalling features

Expanding, collapsing outline detail levels

o Brainstorming on data optimizations(sorting, filtering, contiguous data )

o Demonstration on sorting by multiple columns and creation of customized list

o Group discussions on application of filter options to a list

o Practical exercises data

optimization

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



Proper optimization of data


47 | P a g e




Written evidence

Oral evidence

Multiple choice


Matching

Sentence completion

Ticking


Checklist Score

Yes No

Sorting of data by multiple columns at the same time Creation of customized list and performing a custom sort Automatically filter of list in place Application of filter options to a list Use of automatic sub-totaling features Expanding, collapsing outline detail levels Sorting of data by multiple columns at the same time Creation of customized list and performing a custom sort Automatically filter of list in place

Observation

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LU 3: Use Presentation

3

Learning Outcomes:

1. Describe elements of presentation application 2. Manage a slide 3. Use Templates 4. Apply Animation and sound in presentation

10 Hours

Learning Outcome 3.1: Describe elements of presentation application

Title Bar

Menu Bar

Toolbars

Formatting tool bar

Standard toolbar

Outline slides tabbed planes

View button

Status bar

Tri-panel view

Drawing toolbar

Office asset

Task pane

Help

o Brainstorming on elements of presentation application

o Group discussions on elements of presentation application

o Demonstration on elements of

presentation application

o Computer o Projector o software o Text books



Proper description of elements of presentation application


49 | P a g e




Written evidence

Oral evidence

Multiple choice


Matching

Sentence completion

Ticking

Expose (presentation

Checklist Score

Yes No

Description of Title Bar

Description of Menu Bar

Description of Toolbars

Description of Formatting tool bar

Description of Standard toolbar

Description of Outline slides tabbed planes

Description of View button

Description of Status bar

Description of Tri-panel view

Description of Drawing toolbar

Description of Office asset

Description of Task pane

Observation

Learning Outcome 3.2: Manage a slide

Creating a new slide

Modifying a slide

Duplicate selected slides

Slide from outline

Reusing slides

Entering a text

Formatting a slide

o Demonstration on creation, formatting of a new slide

o Group discussions on modification, duplication of slides

o Practical exercises on slide management

o Computer o Projector o software o Text books o Internet


50 | P a g e





Written evidence

Oral evidence

Multiple choice


Matching

Sentence completion

Ticking


Checklist Score

Yes No

Creation of a new slide

Modification of slide

Duplication of selected slides

Slide from outline

Reuse of slides

Entering a text

Formatting of slide

Observation


Proper slides formatting

51 | P a g e

Learning Outcome 3.3: Use Templates

Design new template

Insert a template

Remove a template

Editing a template

o Brainstorming on use of templates

o Demonstration on design of new slide

o Practical exercises on design template, inserting templates, removing a new template and editing a template






Written evidence

Oral evidence

Multiple choice


Matching

Sentence completion

Ticking


Checklist Score

Yes No

Design of new template

Insertion of a template

Removing a template

Editing of a template

Observation


Proper using of templates


52 | P a g e

Learning Outcome 3.4: Apply Animation and sound in presentation

Slide translation

Translation sound

Translation speed

Custom animation

o Brainstorming on slide translation

o Demonstration on translation sound

o Group discussions on elements of spreadsheet application

o Practical exercises on animation and sound in slides






Written evidence

Oral evidence

Multiple choice


Matching

Sentence completion

Ticking


Checklist Score

Yes No

Translation of Slide

Translation of sound

Translation of speed

Custom animation

Observation


Proper application of Animation and sound in presentation


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References:

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

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

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

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

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

6. http://www.ecdl.ch/

7. https://www.google.rw/search?q=spreadsheet+application+parts&dcr=0&source=lnms&tbm=is

ch&sa=X&ved=0ahUKEwjUnLiHu5_XAhXG1hQKHecWCmsQ_AUICigB&biw=1366&bih=662

8. https://www.thoughtco.com/excel-step-by-step-basic-tutorial-3123501

9. https://chandoo.org/wp/excel-basics/

10. https://www.google.rw/search?q=powerpoint+presentation+parts&dcr=0&source=lnms&tbm=i

sch&sa=X&ved=0ahUKEwin-

fHhu5_XAhWI8RQKHdqPAN4Q_AUICigB&biw=1366&bih=662#imgrc=boZUYisyVUdFkM:

11. http://emerald.tufts.edu/as/tampl/program99/workshops/ws5_components.html

http://emerald.tufts.edu/as/tampl/program99/workshops/ws5_components.html

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

CCMQS401 Provide quality customer service


Credits: 3 30

Sector: All

Sub-sector: All


Purpose statement

This module describes the skills, knowledge and attitude required to provide quality customer

service and deal with any matter related to business during, before and after a service

delivery.

The module will allow the participant to identify opportunities for products and services

delivery and reflect on information received to devise changes and suggest coping strategies.

Moreover, the trainee will also develop and use communication techniques intended for the

management of the complaints and ways of recording customer information.

55 | P a g e


Not applicable







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

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

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

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

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

2. Provide a quality service experience to customers.

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

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

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

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

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

56 | P a g e


3. Deal with complaints and difficult

customer service situations.

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

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

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

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

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

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

4. Manage and use information about

clients and customers 4.1 Proper determination and record of customer

information where appropriate to provide personalized service.

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

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

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

1

Learning Outcomes:

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

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

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

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

5 Hours

Learning Outcome 1.1: Identify opportunities and use formal and informal research to develop

and maintain knowledge of products and services.

Products and services knowledge and its importance

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

industry associations and networks

Conventional and creative sources of information

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

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


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Learning Outcome 1.1: Identify opportunities and use formal and informal research to develop

and maintain knowledge of products and services. (Cont.)

Formal and informal research techniques: o Discussions with

colleagues

Reading organization information

Research of product and service information brochures

General media Attendance at

conferences, trade shows and industry events

Distributing surveys and questionnaires







Written evidence

Multiple choice


Matching

Sentence completion

Ticking

Essay (short responses / extended responses)


Proper identification of opportunities and use of formal and informal research to

develop and maintain knowledge of products and services.


59 | P a g e

Checklist Score

Yes No

Products and services are identified

Opportunities to develop and maintain knowledge of products and services are identified

Use of formal research techniques

Use of informal research techniques

Observation

Learning Outcome 1.2: Use customer feedback and workplace observation to evaluate

products, services and promotional initiatives and identify changes in customer preferences,

needs and expectations.

Products, services and promotional initiatives Tours and transport Conferences and

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

packages.




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Learning Outcome 1.2: Use customer feedback and workplace observation to evaluate

products, services and promotional initiatives and identify changes in customer preferences,

needs and expectations. (Cont.)

Ways to determine customer preferences, needs and expectations:

Active listening Questioning Observation Recognition of non-

verbal signs

Factors influencing customer preferences, needs and expectations:

Age Gender Social and cultural

characteristics Prior knowledge Special needs

Ways to satisfy customer preferences, needs and expectations:

Friendliness

Courtesy

Value for money

Prompt or timely

service

Assistance

Empathy and support

Comfort

New experience

Basic needs for food,

shelter, transport or

other services.




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Written

Performance

Oral

Multiple choice


Matching

Ticking


Checklist Score

Yes No

Identification of promotional initiatives

Application of ways to determine customer preferences, needs and expectations

Identification of Factors influencing customer preferences, needs and expectations

Application of ways to satisfy customer preferences, needs and expectations

Observation


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

customer preferences, needs and expectations.

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Learning Outcome 1.3: Share market, product and service knowledge obtained with

colleagues to enhance the effectiveness of the team

Reasons to share knowledge

Methods and techniques of sharing knowledge at workplace

o Group discussion

o Role play

o Presentation






Written evidence


Checklist Score

Yes No

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

Application of methods and techniques of sharing knowledge at workplace

Observation


Effective sharing of market, product and service knowledge obtained with

colleagues to enhance the effectiveness of the team.


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Learning Outcome 1.4: Suggest ideas to appropriate person for product and service

adjustments to meet customer needs for future planning according to organization policy.

Product and Service adjustment procedure

Importance of Product and Service adjustment on customer satisfaction

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






Written evidence

Oral

Performance

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

Checklist Score

Yes No

Application of product and Service adjustment procedure

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

Observation


Suggestion of ideas to appropriate person for product and service adjustments

to meet customer needs for future planning according to organization policy.


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LU 2: Provide a quality service experience to customers.

2

Learning Outcomes:

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

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

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

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

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

10 Hours

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

Customer needs and preferences

The importance of researching your customers needs and preferences

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






Proper determination and clarification of customer preferences, needs and

expectations.


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Written evidence

Oral evidence

Multiple choice


Matching

Ticking


Presentation

Checklist Score

Yes No

Identification of customer needs and preferences

Clarification of customer needs and preferences

Identification of the importance of researching customers needs and preferences

Observation

Learning Outcome 2.2: Offer accurate information about appropriate products and services to

customers to meet their needs and expectations.

Needs and expectations of customers on products and services

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

order

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



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Written evidence

Oral evidence


Multiple choice


Matching

Ticking


Presentation

Role play

Checklist Score

Yes No

Information about products and services to customers

Observation

Learning Outcome 2.3: Anticipate customer preferences needs and expectations throughout

the service experience and provide products and services in a timely manner, appropriate to

individual needs and preferences, and according to organization standards.

Steps to anticipate customer needs and preferences

Timely customer service

Importance of timely customer service

o Role play o Simulation o Brainstorming

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



Proper offering of accurate information about appropriate products and services

to customers to meet their needs and expectations.

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Written evidence

Oral evidence


Multiple choice


Matching

Ticking


Presentation

Role play

Checklist Score

Yes No

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

Observation


Anticipation of customer preferences needs and expectations throughout the

service experience and provide products and services in a timely manner,

appropriate to individual needs and preferences, and according to organization

standards.

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Learning Outcome 2.4: Offer possible extras and add-ons appropriately and provide

personalized and additional services and products where appropriate.

Importance of offering extras and add-ons

Ways to improve customer service

Promoting products and services

Displays Promotions special offers and deals menus and specials word of mouth up-selling.

Selling techniques: Serving Helping Advising building rapport with

customers

arousing interest.

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

- Reference books - Online materials - Scholarly materials





Written evidence

Oral evidence

Multiple choice


Matching

Ticking


Presentation


Offering possible extras and add-ons appropriately and provision of personalized

and additional services and products where appropriate.


69 | P a g e

Checklist Score

Yes No

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

Observation

Learning Outcome 2.5: Promote products and services at appropriate opportunities according

to current organization goals and promotional focus and employ selling techniques

appropriately to encourage usage and purchase.

Importance of offering extras and add-ons

Ways to improve customer service

Promoting products and services

Displays Promotions special offers and deals menus and specials word of mouth up-selling.

Selling techniques: Serving Helping Advising building rapport with

customers arousing interest.

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

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



Proactive promotion of products and services at appropriate opportunities

according to current organization goals and promotional focus and appropriate

employment of selling


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Written evidence

Oral evidence


Multiple choice


Matching

Ticking


Presentation

Role play

Checklist Score

Yes No

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

Observation

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

3

Learning Outcomes:

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

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

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

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

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

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

9 Hours

Learning Outcome 3.1: Use questioning techniques to establish and agree on the nature,

possible cause and details of the complaint or difficult customer service situation with the

customer and assess the impact on the customer of the situation.

Questioning techniques

When and when not to use questioning techniques

Complaints or difficult customer service situations

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



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Written evidence

Oral evidence


Multiple choice


Matching

Ticking


Presentation

Role play

Checklist Score

Yes No

Identification of questioning techniques

Application of questioning techniques while dealing with difficult customer service situations

Observation


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

possible cause and details of the complaint or difficult customer service

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

the situation.

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Learning Outcome 3.2: Use communication techniques to assist in the management of the

complaint and handle the situation sensitively, courteously and discreetly.

Communication techniques Listening and active

listening Asking questions to

gain information, clarify ambiguities and adequately understand requirements

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

Empathizing with the customer's situation while upholding organisation policy

Non-verbal communication and recognition of non-verbal signs

Using communication techniques appropriate to different social and cultural groups

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

- Group work - Presentation - Brainstorming - Role play




Effective use of communication techniques to assist in the management of the

complaint and handle the situation sensitively, courteously and discreetly


74 | P a g e





Role play

Checklist Score

Yes No

Application of communication techniques while handling customer complaints

Observation

Learning Outcome 3.3: Determine possible options to resolve the complaint and promptly

analyse and decide on the best solution, taking into account any organisation constraints..

Organisation constraints

Emotional and logical aspects of complaints.

Methods to manage and reduce stress when resolving complaints

Proactive complaint handling

- Small group discussion - Individual work - Role play




Proper determination of possible options to resolve the complaint and prompt

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

constraints.


75 | P a g e




Written evidence

Oral evidence


Multiple choice


Matching

Ticking


Presentation

Role play

Checklist Score

Yes No

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

Observation

Learning Outcome 3.4: Use techniques to turn complaints into opportunities to demonstrate

high quality customer service.

Methods of transforming complaints into additional service opportunities

High quality customer service

o Individual work o Debate o Discussion o Role play

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



Where appropriate, proper use of techniques to turn complaints into

opportunities to demonstrate high quality customer service.


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Written evidence

Oral evidence


Multiple choice


Matching

Ticking


Presentation

Role play

Checklist Score

Yes No

Use of techniques of transforming complaints into opportunities

Observation

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

avoid future occurrence

The importance of feedback on customer complaints

Effective feedback giving

o Group work o Presentation o Brainstorming o Role play




Effective provision of feedback on complaints to appropriate personnel in order

to avoid future occurrence.


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Written evidence

Oral evidence


Multiple choice


Matching

Ticking


Presentation

Role play

Checklist Score

Yes No

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

Observation

Learning Outcome 3.6: Reflect on and evaluate complaint and solution to enhance response to

future complaints or difficult service situations.

Complaint analysis May include:

Tools of analyzing customer complaints

Customer complaint checklist

Customer satisfaction

o Individual work o Debate o Discussion o Pair work



78 | P a g e





Written evidence

Oral evidence

Product evidence

Multiple choice


Matching

Ticking


Presentation

Role play

Checklist Score

Yes No

Tools of analyzing customer complaints Process to solve customer complaint to enhance response to future complaints or difficult service situations

Observation

.


Reflection and evaluation of complaint and solution to enhance response to

future complaints or difficult service situations.

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

4

Learning Outcomes:

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

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

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

Learning Outcome 4.1: Determine and record customer information where appropriate to

provide personalised service.

Customer information

Collecting customer information

Storing information

Maintaining customer information

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




Proper determination and record of customer information where appropriate to

provide personalized service.


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Written evidence

Oral evidence


Multiple choice


Matching

Ticking


Presentation

Role play

Checklist Score

Yes No

Identification of types of customer information

Application of techniques of collecting customer information

Identification of means of storing and maintaining customer information

Observation

Learning Outcome 4.2: Develop and maintain knowledge of organisation promotional

initiatives and implement where appropriate.

Importance of promotional activities

Types of promotional activities

Steps to successfully implement organisation promotional initiatives

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



81 | P a g e





Written evidence

Oral evidence

Multiple choice


Matching

Ticking


Presentation

Checklist Score

Yes No

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

Observation

Learning Outcome 4.3: Proactively provide enhanced products and services to clients and

customers based on client information.

Using stored customer information

The impact of enhanced products and services

Systems and methods of providing enhanced products and services

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

- - Reference books - Online materials - Scholarly materials



Perfect development and maintaining of knowledge of organization promotional

initiatives and implementation where appropriate.

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Written evidence

Oral evidence

Multiple choice


Matching

Ticking


Presentation

Checklist Score

Yes No

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

Observation

References:

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

Profits"

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

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

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

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


Proactive provision of enhanced products and services to clients and customers

based on client information.

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

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

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

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

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

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

83 | P a g e

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

CCMHE401 Implement S.H.E. policies and procedures


Credits: 3 30

Sector: All

Sub-sector: All


Purpose statement

This module describes the outcomes required to implement safety, health and environmental

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

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

implementation of recognized environmental care principles.

84 | P a g e


Not applicable







1. Identify hazardous areas to be

improved

1.1 Proper selection of the tools and materials

1.2 Proper physical inspection of the working area

1.3 Proper marking and reporting of hazardous area

1.4 Proper reporting on the area of weakness according to

company procedure

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

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

2.3 Proper establishment and maintenance of

communication with others in line with SHE

requirements.

2.4 Proper performance of tasks in a safe manner and in

line with SHE best practices

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

identify areas for improvement in relation to SHE issues

and hazards

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

3.3 Proper control of hazard to make them less dangerous

by looking at the most effective options.

4. Promote awareness of SHE in working place

4.1 Proper implementation of environmental procedures

4.2 Adequate training of workers to operate tools and

equipment

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

85 | P a g e

LU 1: Identify hazardous areas to be improved.

1

Learning Outcomes:

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

5 Hours

Learning Outcome 1.1: Select tools and materials

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

o Presentation on types of

equipment

o Group discussion

o Practical exercises on types of

equipment

o Visual aids

o Video and audio materials on

types of equipment

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


86 | P a g e

Learning Outcome 1.1: Select tools and materials (cont.)

Types of tools ,materials and equipment used to control hazards: Hammer Brushes Crowbar Ladder Timber Nails Cement Wire mesh Marking paints Tape measure Level meter Pick Shovel Saw PPEs (nose masks,

hearing Protection, goggles, helmets , overalls, protective footwear, gloves)

o Presentation on types of

equipment

o Group discussion

o Practical exercises on types of

equipment

o Visual aids

o Video and audio materials on

types of equipment

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

Formative Assessment1.1


Proper selection of the tools and materials


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Written evidence

Oral evidence


Multiple choice


Matching

Sentence completion

Ticking Expose (presentation)

Task: Selecting tools and materials for hazardous area identification

Checklist Score

Yes No

Identification of working area

Arrangement of tools according to their types and use

Arrangement of materials according to their types and use

Arrangement of equipment according to their types and use

Observation

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

Tools and equipment checklist: Adequate supply of

tools and equipment for inspection

Appropriate PPE for inspection according to each job specification.

Work place examination for unsafe area Environment condition

Water Cracks Air Dust

o Presentation on checklists and work place examinations

o Observation o Group discussion o Practical exercises o on checklists and work place

examinations o Visual Aid materials o Video and audio aids

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


88 | P a g e





Written

Performance

Oral

Multiple choice


Matching

Ticking Sentence completion Expose (presentation) Task: Inspecting of the working place

Checklist Score

Yes No

Identification of Environment condition

Identification of Adequate supply of tools and equipment for inspection

Identification of Appropriate PPE for inspection according to each job specification

Observation


Proper physical inspection of the working area

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Learning Outcome 1.3: Mark and report on the hazardous areas

Introduction to tools and

equipment for marking

hazardous area:

Hammer Brushes Crowbar Ladder Timber Nails Barricade tap (Warning

sign) Cones

Use of tools and


hazardous area:

Reporting: Through the

administrative hierarchy

Emergency reporting

o Presentation on tools and equipment and reporting

o Group discussion on tools and equipment and reporting

o Practical exercises on marking and temporary supporting

o Visual Aid materials o Video and audio materials

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



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

according to company procedure


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Written

Performance

Oral

Multiple choice


Matching

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

Checklist Score

Yes No

Selection of tools according the hazardous area

Selection of materials according the hazardous area

Selection of equipment according the hazardous area

Appropriate use of tools and equipment for marking hazardous area:

A detailed report is produced

Observation

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LU 2: Apply SHE practices.

2

Learning Outcomes:

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

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

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

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

10 Hours

Learning Outcome 2.1: Identify and follow applicable Occupational Health Safety and

environmental (OHSE) requirements

OHS requirement:

Personal protective

equipment and clothing

safety equipment

first aid equipment

firefighting equipment

hazard and risk control

fatigue management

elimination of hazardous

materials and substances

safe forest practices

including required actions

relating to forest fire

manual handling including

shifting, lifting and carrying

machine guarding

o Research on OHS requirement,

environmental requirements,

Legislative requirements and

Organisational requirements

o Brainstorming on OHS

requirement, environmental

requirements, Legislative

requirements and


o Group discussion on OHS



requirements and


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


92 | P a g e


environmental (OHSE) requirements (Cont.)

Environmental

requirements:

legislation organisational policies

and procedures workplace practices

Legislative requirements:

award and enterprise agreements

industrial relations Australian Standards confidentiality and

privacy OHS the environment equal opportunity anti-discrimination relevant industry codes

of practice








requirements and





requirements and




93 | P a g e


environmental (OHSE) requirements (Cont.)

Organisational

requirements:

Legal

organisational and site

guidelines

policies and

procedures relating to

own role and

responsibility

quality assurance

procedural manuals

quality and continuous

improvement

processes and

standards

OHS, emergency and

evacuation procedures

ethical values

recording and

reporting requirements

equipment use,

maintenance and

storage requirements

environmental

management

requirements (waste

disposal, recycling and

re-use guidelines)








requirements and





requirements and





Proper identification of applicable Occupational Health, Safety and

Environmental (OHSE) requirements


94 | P a g e




Written evidence

Oral evidence

Performance

Multiple choice


Matching

Sentence completion

Ticking


Task: identification of applicable Occupational Health, Safety and Environmental (OHSE) requirements

Checklist Score

Yes No

Respected OHSE requirements are well identified

Respected Environmental requirements are well identified

Respected Legislative requirements are well identified

Respected Organisational requirements are well identified

Observation

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

safety regulations.

SHE standards and

regulations to be followed:

Use of PPEs

Use of inspection

checklist

Appropriate tools

,materials and

equipment to be used

o Observation o Group discussion o Practical exercises o Checklists

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


95 | P a g e





Written evidence

Oral evidence

Performance

Multiple choice


Matching

Sentence completion

Ticking


Task: Instructing SHE standards and regulations

Checklist Score

Yes No

Use of PPEs Use of inspection checklist of SHE standards and regulations Appropriate tools ,materials and equipment to be used

Observation


Appropriate instruction to workers to follow safety best practices and Enforce

health and safety regulations.

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

requirements

Communication:

verbal and non-verbal language

constructive feedback active listening questioning to clarify

and confirm understanding

use of positive, confident and cooperative language

use of language and concepts appropriate to individual social and cultural differences

control of tone of voice and body language

o Group discussion o Practical exercises

- Public Board notices

- Communication

devices/phones

- Safety signs





Written evidence

Oral evidence

Performance

Multiple choice


Matching

Sentence completion

Ticking


Task: Communicate with others in line with SHE requirements


Proper establishment and maintenance of communication with others in line

with SHE requirements.


97 | P a g e

Checklist Score

Yes No

Verbal and non-verbal language are used constructive feedback is given active listening is respected questioning to clarify and confirm understanding

verbal and non-verbal language constructive feedback active listening questioning to clarify and confirm understanding use of positive, confident and cooperative language use of language and concepts appropriate to individual social and cultural

differences control of tone of voice and body language use of language and concepts appropriate to individual social and cultural

differences control of tone of voice and body language

Observation

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

Environmental policy which

ensures:

Compliance, improvement (where required to reflect environmental policy) and prevention

Continuous cycle of planning, implementing, monitoring, reviewing and improving environmental practices and systems

o Group discussion o Practical exercises

- Registration documents

- Regulations

- Safety standards


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Written evidence

Oral evidence

Performance

Multiple choice


Matching

Sentence completion

Ticking


Task: Perform tasks in a safe manner and in line with SHE best practices ( according to their specific trade)

Checklist Score

Yes No

Compliance Improvement (where required to reflect environmental policy) Prevention Continuous cycle of planning, implementing, monitoring, reviewing and improving environmental practices and systems

Observation

.


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

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LU 3: Assess and control risks.

3

Learning Outcomes:

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

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

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

Learning Outcome 3.1: Analyse work practices and identify areas for improvement in relation

to SHE issues and hazards

Questioning techniques

When and when not to use questioning techniques

Complaints or difficult customer service situations

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




Proper analysis of work practices and processes to identify areas for

improvement in relation to SHE issues and hazards


100 | P a g e




Written evidence

Oral evidence

Performance

Multiple choice


Matching

Sentence completion

Ticking


Task: Analyze of work practices and processes to identify areas for improvement in relation to SHE issues and hazards

Checklist Score

Yes No

Analysis of work place to see if it is free from any hazard.

List of all identified risks/hazards in the working area to be improved

List of adequate measures to be used to improve unsafe area

Observation

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

appropriate personnel

Communication techniques Listening and active listening Asking questions to gain information,

clarify ambiguities and adequately understand requirements

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

Empathizing with the customer's situation while upholding organisation policy

Non-verbal communication and recognition of non-verbal signs

Using communication techniques appropriate to different social and cultural groups

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

- Group work - Presentation - Brainstorming - Role play

- Role play scenario

- Reference books - Online materials - Scholarly

materials


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Written evidence

Oral evidence

Performance

Multiple choice


Matching

Sentence completion

Ticking


Task: Detecting and assessing risks, and detailed report and investigating all

Checklist Score

Yes No

Identification of hazards. Decide who might be harmed and how Evaluation of the risks and decide on precautions. Recording of findings and its implementation Reviewing risk assessment and update if necessary. Report to the appropriate personnel

Observation


Proper detection and assessment of risk, and detailed report and investigation of

all incidents/ accidents.

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

effective options.

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

Hazard reporting procedures job procedures and safe work

instructions and allocation of responsibilities

emergency procedures accident and near miss reporting and

recording procedures Consultation on Occupational Health

and Safety issues Selection, storage and maintenance

procedures for use of personal protective equipment (PPE)

o Group discussion o Practical exercises o Brainstorming o Research

Procedural manuals

Environmental policy

Reference books

Checklist

Papers

Pens

Internet





Written evidence

Oral evidence

Performance

Multiple choice


Matching

Sentence completion

Ticking


Task: Control of hazard options in working area


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

effective options.


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Checklist Score

Yes No

Hazard control methods are applied Hazard reporting procedures are followed Job procedures and safe work instructions and allocation of responsibilities are respected Emergency procedures are planned Accident and near miss reporting and recording procedures are planned Consultation on Occupational Health and Safety issues Selection, storage and maintenance procedures for use of personal protective equipment (PPEs)

Observation

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LU 4: Awareness of SHE in working place.

4

Learning Outcomes:

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

minimize or eliminate hazards.

5 Hours

Learning Outcome 4.1: Implement environmental procedures

Environmental goals:

environmental sustainability (Afforestation, conservation)

Energy promotion (use of renewable energy and other resource such as; solar and wind energy)

Emissions control and where possible, reduction

Waste generation control and where possible, reduction

Waste management, recycling, re-use and disposal.

o Brainstorming on

Environmental goals

o Research on Environmental

goals

o Group discussion

- Procedural manuals - Organisational policies and

procedures - Environmental policy


105 | P a g e





Written evidence

Oral evidence

Performance

Multiple choice


Matching

Sentence completion

Ticking


Task: Implementing environmental procedures

Checklist Score

Yes No

Environmental sustainability is maintained

Energy promotion is encouraged/sensitized

Emissions control and where possible, reduction is encouraged/sensitized

Waste generation control and where possible, reduction

Waste management, recycling, re-use and disposal is encouraged/sensitized

Observation


Proper implementation of environmental procedures

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

Training:

in-house or external training programs

one-on-one supervision programs that maintain up-to-

date knowledge of legislative changes at the local, State, Territory and Commonwealth levels

Operational controls:

Prevention of pollution Control of air emissions Solid and hazardous wastes Contamination of land Noise, Odour, Dust, Traffic Water discharges Raw material & resource use Hazardous material storage and

handling Compliance with legislation and

regulations Electronic or mechanical

technology to reduce emissions Routine preventive maintenance

programs to reduce wear and breakdown of equipment

Monitoring and observation of equipment performance

Types of Operational Controls

Standard Operating Procedures Signage Log Books Check Lists

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

equipment and clothing

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

and procedures - Environmental policy


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Written evidence

Oral evidence

Performance

Multiple choice


Matching

Sentence completion

Ticking


Task: Training on operating tools and equipment In line with SHE requirements

Checklist Score

Yes No

Training on Operational control is provided

Observation


Adequate training of workers to operate tools and equipments

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Learning Outcome 4.3: Inspect the working area and remedial action to be taken to minimize

or eliminate hazards.

Remedial actions to be inspected in the working area; workplace waste management

systems emissions control of greenhouse

gases use of non-renewable resources

control chemical use control supply chain management

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

o Research on environmental

impact

o Group discussion

o Brainstorming

- Environmental policy - Procedural manuals - Organisational policies

and procedures





Written evidence

Oral evidence

Performance

Multiple choice


Matching

Sentence completion

Ticking


Task: Training on operating tools and equipment In line with SHE requirements


Proactive inspection of the working area and appropriate remedial action to be

taken to minimize or eliminate hazards.


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Checklist Score

Yes No

Remedial actions to be inspected in the working area are identified Identification of Environmental Impacts

Observation

References:

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

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

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

4. G:\\Basic OH&S Program Elements OSH Answers.htm 5. https://www.rospa.com/occupational-safety/advice/training-matters/ 6. https://www.3tonline.fi/incident-reporting 7. http://www.safety.uwa.edu.au/topics/plant/inspection 8. http://www.hse.gov.uk/statistics/causdis/index.htm 9. https://www.ccohs.ca/oshanswers/hsprograms/job-haz.html

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

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

https://www.rospa.com/occupational-safety/advice/training-matters/

https://www.3tonline.fi/incident-reporting

http://www.safety.uwa.edu.au/topics/plant/inspection

http://www.hse.gov.uk/statistics/causdis/index.htm

https://www.ccohs.ca/oshanswers/hsprograms/job-haz.html

110 | P a g e

C C M E N 4 0 1 - INTERMEDIATE WORKPLACE ENGLISH

CCMEN401 Use intermediate English at the workplace


Credits: 3 30

Sector: All

Sub-sector: All

Issue date: January, 2017

Purpose statement

This module describes the skills, knowledge and

attitudes to be acquired for the trainee’s. The trainee will be able to present personal ideas and

opinions, discuss selected topics of interest, build a convincing argument to support or refute

an opinion, support or refute an idea in a debate/discussion, use proper terminology to report

facts, describe, explanation and stating facts , use tenses Accurately, write structured factual,

descriptive, and explanatory texts on a range of topics, produce correspondence texts stating,

describe facts in the workplace, produce small scale-reports on trade-related issues, read

medium texts on general and trade-related topics, identify different reading techniques, select

and apply reading techniques to different texts, draw inferences from medium-length texts ,

Identify listening strategies, select appropriate listening strategy depending on the listening

purpose, Apply listening strategies while listening to audio messages, Use nonverbal clues to

detect messages implied by the speaker.

111 | P a g e


Not applicable

Elements of competency and performance criteria






1. Write factual, descriptive, and

explanatory texts

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

facts accurately 1.3 Clear distinction of factual, description and

explanatory paragraphs 1.4 Appropriate writing of well-structured factual,

descriptive, and explanatory texts on a range of topics

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

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

2. Apply a range of listening strategies

to understand predictable

messages

2.1 Accurate identification of different listening strategies

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

2.3 Active application of listening strategies while listening to audio messages

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

3. Discuss general and trade-related

topics

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

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

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

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

112 | P a g e


4. Read medium texts on general and

trade-related topics

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

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

4.3 Active application of reading techniques while reading different texts messages

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

113 | P a g e

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

1

Learning Outcomes:

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

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

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

industrial attachments)

10 Hours

Learning Outcome 1.1: Use proper terminology to report facts

Expressing facts

Expressions used in

outlining facts

The fact is that…

The (main) point is that …

This proves that …

What it comes down to is

that …

It is obvious that …

It is certain that …

One can say that …

It is clear that…

There is no doubt that …

Comparing and reporting facts

Using comparatives and

superlatives

Quantifiers and modifiers

o Group discussions

o Dialogues

o Role plays

o Short presentations

o Practical writing exercises

o Modelling

Projector

Computer

Flipcharts

Markers

Scenarios

Trainee

manuals

Stationeries

Lesson plans

Reference

books

Written

speeches

Newspaper

reports


114 | P a g e





Written evidence


Presentations

Sentence completion

Matching

Writing practice

Task: Using comparatives and superlatives, report key information

facts at your workplace.

Checklist Score

Yes No

Word choice

Comparatives and superlatives

Expression of facts

Observation


Use proper terminology to report facts

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

Using present tenses to

describe, explain and state

present facts

Using past tenses to

describe, explain and state

past facts

o Dialogues

o Storytelling


o Practical writing exercises

o Modelling

o Brainstorming

o Vocabulary Games

Audiovisual materials

Projector

Computer

Flipcharts

Markers

Lesson plans

Recordings

Reference books

Photos or pictures

Written speeches

Newspaper reports





Written

Performance

Writing practice

Discussions

Matching

Task: Describe present facts about your career using appropriate

tenses

Checklist Score

Yes No

Tense use

Description of facts

Observation


Describe, explain and state facts using tenses accurately


116 | P a g e

Learning Outcome 1.3: Distinguish factual, description and explanatory paragraphs

Introduction to tools and


hazardous area:

Hammer Brushes Crowbar Ladder Timber Nails Barricade tap (Warning

sign) Cones

Use of tools and equipment

for marking hazardous area:

Reporting: Through the

administrative hierarchy Emergency reporting

o Presentation on tools and equipment and reporting

o Group discussion on tools and equipment and reporting

o Practical exercises on marking and temporary supporting

o Visual Aid materials o Video and audio materials

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





Written

Performance

Writing practice

Discussions

Matching

True or false questions

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

to their types


Distinguish factual, description and explanatory paragraphs


117 | P a g e

Checklist Score

Yes No

Paragraph types

Elements of a paragraph

Paragraph structure

Observation

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

range of topics

Sentence structure

Compound sentences

Coordinative

conjunction

Complex sentences

Main clauses

Subordinate clause

Subordinate

conjunctions

Compound complex

sentences

Structure of narrative,

argumentative, descriptive,

and explanatory texts

Present and past tenses

o Group works

o Pair work

o Jumbled paragraphs

o Gap-fill

Audiovisual

materials

Projector

Computer

Flipcharts

Markers

Lesson plans

Recordings

Reference books

Photos or pictures



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

topics


118 | P a g e




Written

Performance

Matching

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

Checklist Score

Yes No

Text structure

Types of texts

Tense use

Observation

Learning Outcome 1.5: Production of correspondence texts (letters, emails) stating,

explaining, or describing facts at the workplace

Introduction to business

letters

Parts of a business letter

Types of business letters

Introduction to email

correspondence

Parts of an email

Strategies for writing a

good email

Types of emails

o Pair work

o Jumbled paragraphs

o Gap-fill

o Peer feedback

o Practical exercises on email

writing


business letters


Projector

Computer

Flipcharts

Markers

Lesson plans

Recordings

Reference books

Photos or pictures

Letter samples


119 | P a g e





Written

Performance

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

work.

Checklist Score

Yes No

Strategies for writing correspondence texts

Parts of an email

Parts of letters

Types of letters and emails

Observation

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

industrial attachments)

Writing small-scale reports

Structure of a formal

report

Layout

Introduction

Body

Conclusion

o Report Writing practice

o Peer feedback

o Group work


Projector

Computer

Flipcharts

Markers

Lesson plans

Reference books

Sample reports



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

facts at the workplace

120 | P a g e





Written

Performance

Writing practice

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

Checklist Score

Yes No

Structure of a report

Language use

Observation


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

attachments)

121 | P a g e

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

2

Learning Outcomes:

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

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

2 Hours

Learning Outcome 2.1: Identify different listening strategies

Listening strategies

Listening for details

listening for the gist

note taking

Active listening and

response

Listening for specific

information

predicting

drawing inferences

summarizing

recognizing cognates

recognizing word-order

patterns

Applying Listening strategies

Identifying the listening

purpose

Selecting the

appropriate listening

strategy

o Dialogues

o Role plays


o Modelling and drilling

o Listening to TV shows

o Listening to radio programs


Projector

Computer

Flipcharts

Markers

Lesson plans

Recordings

Reference books

Written speeches

Newspaper reports

Scenarios


122 | P a g e





Written evidence

Oral evidence

Performance

Discussions

Presentations

Multiple choice

Listening practice

Task: List and explain at least three listening strategies.

Checklist Score

Yes No

Understanding of Listening strategies

Observation

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

Refer to Learning Outcome 2.1 Refer to Learning Outcome 2.1 Refer to Learning Outcome 2.1



Select appropriate listening strategy depending on the listening purpose



Identify different listening strategies

123 | P a g e




Written evidence

Oral evidence

Performance

Discussions

Presentations

Multiple choice

Listening practice

Task: Which listening strategy would you use to get the main idea of a recording?

Checklist Score

Yes No

Understanding of Listening strategies Selection of listening strategies

Observation

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






Written evidence

Oral evidence

Performance

Discussions

Multiple choice

Listening practice

Task: Which listening strategy would you use to get the main idea of a recording?


Apply listening strategies while listening to audio messages


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Checklist Score

Yes No

Understanding of Listening strategies Selection of listening strategies Listening purpose

Observation

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

Understanding non-verbal

clues

Voice clues Intonation Voice tone

Body movement facial expressions gestures

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

video materials

posters/banners

wallpapers

audiovisual materials

Projector

Flipcharts

Markers

Lesson plans

Recordings

Reference books

Scenarios

Trainee manuals





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


125 | P a g e


Written evidence

Oral evidence

Performance

Multiple choice

Discussions

Audio-visual practice

Task: Watch a video shown by the teacher and say what the speaker’s gestures mean.

Checklist Score

Yes No

Understanding of body language Interpreting voice clues

Observation

.

126 | P a g e

LU 3: Discuss general and trade-related topics.

3

Learning Outcomes:

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

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

3. Detect and avoid argumentation fallacies in debates and discussions 4. Build convincing arguments to support or refute an opinion 5 Hours

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

topics of interest

Expressing opinion in English

Agreeing with an opinion

Full agreement with an

opinion

Partial agreement with an

opinion

Disagreeing with an opinion

Forms of disagreement

When to disagree

Disagreeing politely

Using functional language in

argument building

Persuasion

Asking questions

Cause and effect

Summarizing ideas to be

refuted

Sequencing ideas

Predicting ideas

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


Projector

Computer

Flipcharts

Markers

Lesson plans

Recordings

Reference books

Written speeches

Newspaper reports

Scenarios

Trainee manual


127 | P a g e





Oral evidence

Performance

Presentation practice

Writing practice

Discussions

Task: Prepare a short presentation on a topic of interest and share it with your class.

Checklist Score

Yes No

Articulation of ideas

Using functional in expressing opinions

Observation

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

discussion




Present personal ideas and opinions during discussions on selected topics of

interest

128 | P a g e





Oral evidence

Performance

Discussions

Presentations

Task: Following instructions given by your teacher, use functional language in supporting or refuting ideas in a group discussion

Checklist Score

Yes No

Observation

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

Dealing with argumentation fallacies Types of Fallacies

Formal Fallacies

Propositional fallacies

Quantification fallacies

Formal syllogistic fallacies

Informal Fallacies

Faulty generalizations

Red herring fallacies Conditional fallacies

Responding to fallacies

o Dialogues

o Role plays

o Modelling and drilling

video materials

posters/banners

wallpapers


Projector

Computer

Flipcharts

Markers

Lesson plans

Recordings

Reference books



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

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

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

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

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

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

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

129 | P a g e





Written evidence

Oral evidence

Performance

Multiple choice

Discussions

Listening practice

Note taking

Presentation

Task: Listen to the recording played to you by the teacher and tell which argumentation fallacies the speaker is using then respond to them.

Checklist Score

Yes No

Types of Argumentation fallacies Responding to fallacies

Observation

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

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

Claims Counterclaims Reasons Evidence

Types of arguments

o Debates

o Group discussions

o Brainstorming

o Presentations

o Mock speeches

video materials

posters/banners

wallpapers


Projector

Flipcharts

Lesson plans

Recordings

Reference books

Speech samples



Detect and avoid argumentation fallacies in debates and discussions

130 | P a g e





Written evidence

Oral evidence

Performance

Discussions

Writing practice

Presentation

Task: After drafting your argument on the role of TVET on Rwanda’s development, indicate all the elements of an argument in it.

Checklist Score

Yes No

Understanding of an argument Elements of an argument Types of arguments

Observation

.


Build convincing arguments to support or refute an opinion

131 | P a g e

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

4

Learning Outcomes:

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

2 Hours

Learning Outcome 4.1: Identify different reading techniques

Reading techniques

Skimming

Scanning

Deep reading

Critical reading

o Practical exercises

o Debating texts read

o Presentations on texts read

o Group discussions

Projector

Computer

Flipcharts

Markers

Lesson plans

Reference books

Written speeches

Newspaper reports

Reading materials





Identify different reading techniques


132 | P a g e


Written evidence

Performance

Reading practice

Multiple choice

True and false questions

Presentations

Task: Differentiate between different reading techniques

Checklist Score

Yes No

Reading techniques

Differentiating reading techniques

Observation

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

material




Adequate training of workers to operate tools and equipments


133 | P a g e




Written evidence

Performance

Reading practice

Multiple choice

True and false questions

Presentations

Task: Select an appropriate reading strategy based on the reading task given to you by the teacher.

Checklist Score

Yes No

Reading techniques Differentiating reading techniques

Observation

Learning Outcome 4.3: Apply reading techniques while reading different texts

Applying reading techniques to texts

General texts

Trade-related texts


o Debating texts read

o Presentations on texts

read

o Group discussions

Projector

Computer

Flipcharts

Markers

Lesson plans

Reference books

Written speeches

Newspaper reports

Reading materials

Reference books


134 | P a g e





Written evidence

Performance

Reading practice

Presentations

Task: After using different strategies to read a given text, share with the class the differences you noticed.

Checklist Score

Yes No

Reading techniques Differentiating reading techniques Application of reading techniques

Observation

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

medium length texts




Apply reading techniques while reading different texts

135 | P a g e





Written evidence

Performance

Reading practice

Presentations

Task: Read the text given by the teacher and identify what the writer implies. How did you come up with such inferences?

Checklist Score

Yes No

Understanding of inferences Justifying inferences

Observation

References: .


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

length texts

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

CCMKN401 Gukoresha Ikinyarwanda cy’umunyamwuga

Ikiciro: 4 Amasaha ateganijwe

Credits: 3 30

Ishami: Yose

Agashami: Twose

Igihe yateguriwe: Mutarama, 2017

Intego nyamukuru

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

Gukoresha ikinyarwanda cy’umwuga mu kumva, kuvuga, gusoma no kwandika, mu bikorwa bijyanye

n’umwuga we; Gukoresha ubuvanganzo gakondo mu gushyikirana n’abandi abagezaho ibitekerezo bye

kandi agaragaza uko yakira ibyabo; Kugaragaza imyumvire n’imyifatire ikwiye agenda avoma mu

myandiko n’ikinamico binyuranye; Gutandukanya ingeri zinyuranye z’ubuvanganzo nyarwanda;

Guhanga no kumurika mu rurimi rw’ikinyarwanda afatiye ku ngeri zinyuranye z’imyandiko;

Gusobanura intego n’ amategeko y’igenamajwi by’izina mbonera; Gukoresha neza indangahantu no

Kwandika yubahiriza ifatana n’itandukana ry’amagambo.

137 | P a g e

Ubushobozi fatizo

Ubushobozi mu Kinyarwanda kiboneye

Ingingo n’ibipimo by’ubushobozi

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

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

zagezweho.

Ingingo z’Ubushobozi Ibipimo by’Ubushobozi

1. Gukoresha ubuvanganzo

gakondo bufatiye ku

mwuga ashyikirana

n’abandi

1.1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko

yumva ubuvanganzo gakondo bufatiye ku mwuga abinyujije

mu ngiro zitandukanye.

1.2. Gusubiza mu mvugo iboneye ibibazo ku buvanganzo

gakondo bufatiye ku mwuga.

1.3. Gusoma neza umwandiko w’ubuvanganzo gakondo bufatiye

ku mwuga

yubahiriza utwatuzo n’isesekaza.

1.4. Guhimba ahuza n’ubuvanganzo gakondo bufatiye ku mwuga

akurikiranya neza ingingo.

1.5. Gutarama akoresheje ubuvanganzo bwizwe.

2. Gukoresha Ikinyarwanda

kiboneye agaragaza ibyiza

by’ikoranabuhanga mu

iterambere ry’umwuga no

kugaragaza intego y’izina

mbonera.

2.1. Gukoresha Ikinyarwanda kiboneye, uwiga agaragaza ko

yumva umwandiko ku nsanganyamatsiko

y’ikoranabuhanga n’iterambere ry’umwuga abinyujije mu

ngiro zinyuranye.

2.2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.

2.3. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.

2.4. Guhina no guhimba umwandiko akurikiranya neza ingingo.

2.5. Kumurika ingero zifatika zihamya uruhare

rw’ikoranabuhanga mu iterambere ry’umwuga.

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

138 | P a g e

Ingingo z’Ubushobozi Ibipimo by’Ubushobozi


kiboneye uwiga agaragaza

ububi bw’ibiyobyabwenge

mu rubyiruko no

kugaragaza amategeko

y’igenamajwi mu izina

mbonera.

3.1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko

yumva umwandiko ku nsanganyamatsiko y’ububi

bw’ibiyobyabwenge mu rubyiruko abinyujije mu ngiro

zitandukanye.

3.2. Gusubiza ibibazo mu mvugo iboneye ku mwandiko.

3.3. Gusoma umwandiko yubahiriza utwatuzo n’isesekaza.

3.4. Guhina no guhimba umwandiko akurikiranya neza ingingo.

3.5. Kumurika ingamba zifatika zo kurwanya ikoreshwa

ry’ibiyobyabwenge mu rubyiruko.

3.6. Kugaragaza amategeko y’igenamajwi mu izina mbonera.



uburyo bunyuranye bwo

gufata neza ibidukikije no

gukoresha indangahantu.


yumva umwandiko ku nsanganyamatsiko yerekeye

uburyo bunyuranye bwo gufata neza ibidukikije mu ngiro

zitandukanye.

4.2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.

4.3. Gusoma neza umwandiko yubahiriza utwatuzo

n’isesekaza.

4.4. Guhimba no kumurika umwandiko akurikiranya neza

ingingo.

4.5. Kumurika no gusobanura ibikorwa by’abanyamwuga

bishobora kwangiza ibidukikije.

4.6. Gukoresha neza indangahantu.



akamaro k’ubutabazi

bw’ibanze no kwandika

yubahiriza imyandikire

y’Ikinyarwanda.


yumva ikinamico ku nsanganyamatsiko yerekeye akamaro

k’ubutabazi bw’ibanze mu ngiro zitandukanye.

5.2. Gusubiza neza ibibazo mu mvugo iboneye ku ikinamico.

5.3. Gusoma neza ikinamico yubahiriza uturango twayo.

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

5.5. Gukoresha mu mvugo n’inyandiko amagambo akwiye

avuga ibice n’ingingo by’umubiri.

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

139 | P a g e

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

1

Umusaruro w’inyigisho:

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

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

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

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

5. Gutarama akoresheje ubuvanganzo bwizwe.

Amasaha 6

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

ubuvanganzo gakondo bufatiye ku mwuga abinyujije mu ngiro zitandukanye.

Ibimenyetso byo gutega amatwi no kutarogoya ufite ijambo

Urwenya inyunguramagambo ingingo z’umuco

n’amateka inshoza n’uturango

by’Urwenya Ihimbamwandiko

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

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

o Gusoma urwenya baranguruye

o Guhuza ibivugwa mu nshoberane n’indangagaciro

o Gusobanura ingingo z’umuco n’amateka

o Gusobanura inshoza n’uturango by’ urwenya

- Ibitabo by’ubuvanganzo gakondo (bagiramenyo)

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

n’inkoranyamuga

Imfashanyigisho Ibikorwa by’uwiga

activities

Ibyigwa

140 | P a g e


ubuvanganzo gakondo bufatiye ku mwuga abinyujije mu ngiro zitandukanye. (Ibikurikira)

Ubuvanganzo gakondo bufatiye ku mwuga

Amavumvu, Amasare, ibyidogo, amahamba,.. Isesekaza n’utwatuzo

Igitaramo gishingiye ku buvanganzo gakondo

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

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

o Gusoma ubuvanganzo gakondo bunyuranye bufatiye ku mwuga baranguruye

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

o Gukoresha Ikinyarwanda kiboneye uwiga agaragaza insanganyamatsiko z’ingenzi

o Gusobanura ingingo z’umuco n’amateka

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

o Guhina ubuvanganzo gakondo bunyuranye bufatiye ku mwuga

o Gutahura isomo ry’ingenzi o Gutarama

- Ibitabo by’ubuvanganzo gakondo (bagiramenyo)

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

n’inkoranyamuga


activities

Ibyigwa

141 | P a g e

Isuzuma Mbonezanyigisho 1.1

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

Gihamya Isuzuma

Amajwi n’amashusho by’uwiga ateze amatwi atarogoya

Urutonde rw’ibisuzumwa Arabishoboye

Yego Oya

Ibimenyetso byo gutega amatwi no kutarogoya ufite ijambo

Urwenya

Amavumvu, Amasare, Ibyidogo, Amahamba,..

Umwanzuro

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

bufatiye ku mwuga.

Reba Umusaruro w’inyigisho 1.1





activities

Ibyigwa

Ubushobozi busuzumwa

Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva ubuvanganzo

gakondo bufatiye ku mwuga abinyujije mu ngiro zitandukanye.

142 | P a g e


Gihamya Isuzuma

Amajwi n’amashusho y’ibisubizo ku kumva umwandiko


Yego Oya

Inyunguramagambo

Ingingo z’umuco n’amateka

Umwanzuro

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

mwuga yubahiriza utwatuzo n’isesekaza.





activities

Ibyigwa


Yashubije mu mvugo iboneye ibibazo ku buvanganzo gakondo bufatiye ku

mwuga.

143 | P a g e



Gihamya Isuzuma

Amajwi n’amashusho y’isomwa ry’umwandiko


Yego Oya

Isesekaza n’utwatuzo

Umwanzuro

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

akurikiranya neza ingingo.






Yahinnye anahimba umwandiko akurikiranya neza ingingo.


activities

Ibyigwa


Yasomye neza umwandiko w’ubuvanganzo gakondo bufatiye ku mwuga

yubahiriza utwatuzo n’isesekaza.

144 | P a g e


Gihamya Isuzuma

Ibihangano bishingiye ku buvanganzo gakondo mu mwuga


Yego Oya

Ihimbamwandiko

Ubuvanganzo gakondo bufatiye ku mwuga

Umwanzuro

Umusaruro w’inyigisho 1.5: Gutarama akoresheje ubuvanganzo bwizwe.






Gihamya Isuzuma

Amajwi n’amashusho ku gitaramo


Yego Oya

Igitaramo gishingiye ku buvanganzo gakondo

Umwanzuro


Yataramye akoresheje ubuvanganzo bwizwe.


activities

Ibyigwa

145 | P a g e

LU 2: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ibyiza by’ikoranabuhanga mu iterambere ry’umwuga no kugaragaza intêgo y’izina mbonera.

2


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

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

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

Amasaha 6


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

ngiro zinyuranye.

Ibimenyetso by’uteze amatwi atarogoye;

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

Inyunguramagambo; Insanganyamatsiko

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

umurimo (umurimo unoze, kubahiriza igihe…);

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

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

o Kutarogoya ufite ijambo nta mpamvu;

o Gusubiza ibibazo byo kumva umwandiko n’inyunguramagambo;

o Kuvumbura insanganyamatsiko ivugwa mu mwandiko;

o Gukoresha Ikinyarwanda kiboneye uwiga agaragaza indangagaciro zo gukunda umurimo;

o Gusoma bucece; o

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

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

n’inkoranyamuga; - Ibikoresho

by’ikoranabuhanga;


activities

Ibyigwa

146 | P a g e


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

ngiro zinyuranye. (Ibikurikira)

Isesekaza n’utwatuzo; Ihangamwandiko ku

nsanganyamatsiko y’ikoranabuhanga n’ iterambere ry’umwuga;

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

Intego y’izina mbonera.

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

o Gusoma aranguruye agaragaza isesekaza;

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

o Gukora inshamake y’umwandiko;

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

o Kugaragaza intego y’izina mbonera.

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


n’inkoranyamuga; - Ibikoresho

by’ikoranabuhanga;



Gihamya Isuzuma



Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva umwandiko

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

ngiro zinyuranye


activities

Ibyigwa

147 | P a g e


Yego Oya

Ibimenyetso by’uteze amatwi atarogoye

Umwandiko ku nsanganyamatsiko y”ikoranabuhanga niterambere ry’umwuga

Umwanzuro

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






Gihamya Isuzuma

Amajwi n’amashusho ku bibazo byo kumva umwandiko


Yego Oya

Inyunguramagambo

Insanganyamatsiko y’umwandiko

Ingingo z’umuco

ingingo z’amateka

Indangagaciro zo gukunda umurimo

Umwanzuro


Yashubije ibibazo mu mvugo iboneye ku mwandiko


activities

Ibyigwa

148 | P a g e

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






Gihamya Isuzuma

Amajwi n’amashusho ry’isomwa ry’umwandiko


Yego Oya


Umwanzuro

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





activities

Ibyigwa


Yasomye umwandiko yubahiriza utwatuzo n’isesekaza


activities

Ibyigwa

149 | P a g e



Gihamya Isuzuma

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


Yego Oya

Ihinamwandiko ku nsanganyamatsiko y’ikoranabuhanga n’ iterambere

ry’umwuga

Ihangamwandiko ku nsanganyamatsiko y’ikoranabuhanga n’ iterambere

ry’umwuga

Umwanzuro

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

iterambere ry’umwuga.





activities

Ibyigwa


Yahinnye anahimba umwandiko akurikiranya neza ingingo

150 | P a g e



Gihamya Isuzuma

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


Yego Oya

Ingero zihamya uruhare rw’ikoranabuhanga mu iterambere ry’umwuga

Umwanzuro

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






Yagaragaje intêgo y’izina mbonera


activities

Ibyigwa


Yamuritse ingero zihamya uruhare rw’ikoranabuhanga mu iterambere

ry’umwuga

151 | P a g e


Gihamya Isuzuma

Inyandiko y’ibisubizo ku ntêgo y’izina mbonera


Yego Oya

Intego y’izina mbonera

Umwanzuro

152 | P a g e

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

3


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

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

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

Amasaha 6


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

ngiro zitandukanye.

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

Ibimenyetso by’uteze amatwi atarogoya;


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

ubuzima (kwiyitaho); Ihinamwandiko ku

nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko;

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

o Kutarogoya ufite ijambo nta mpamvu.

o Gusubiza ibibazo byo kumva umwandiko n’inyunguramagambo.

o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.

o Gukoresha Ikinyarwanda kiboneye uwiga agaragaza indangagaciro zo kubaha ubuzima.

o Gusoma bucece. o

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

- Ibitabo by’ikibonezamvugo;


n’inkoranyamuga.


activities

Ibyigwa

153 | P a g e


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

ngiro zitandukanye. (Ibikurikira)

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

Ingamba zifatika zo kurwanya ikoreshwa ry’ibiyobyabwenge mu rubyiruko.

Amategeko y’igenamajwi mu izina mbonera.

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

o Gusoma aranguruye agaragaza isesekaza.

o Gukusanya, mu matsinda, ibitekerezo ku bubi bw’ibiyobyabwenge mu rubyiruko n’ingamba zo kurwanya ikoreshwa ry’ibiyobyabwenge mu rubyiruko.

o Gukora inshamake y’umwandiko.

o Kugaragaza amategeko y’igenamajwi mu izina mbonera.

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

- Ibitabo by’ikibonezamvugo; - SEDE (CD); - Disiketi ; - Ikibaho; - Marikeri; - Murandasi; - Inkoranyamagambo

n’inkoranyamuga.



Gihamya Isuzuma




ku nsanganyamatsiko ku bubi bw’ibiyobyabwenge mu rubyiruko abinyujije mu

ngiro zitandukanye


activities

Ibyigwa

154 | P a g e


Yego Oya

Umwandiko ku nsanganyamatsiko y‘ububi bw’ibiyobyabwenge mu rubyiruko


Umwanzuro

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






Gihamya Isuzuma



Yego Oya

Inyunguramagambo


Ingingo z’umuco

ingingo z’amateka

indangagaciro zo kubaha ubuzima (kwiyitaho)

Umwanzuro


Yashubije neza ibibazo mu mvugo iboneye ku mwandiko


activities

Ibyigwa

155 | P a g e

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






Gihamya Isuzuma



Yego Oya


Umwanzuro

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





activities

Ibyigwa


Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza


activities

Ibyigwa

156 | P a g e



Gihamya Isuzuma

Amajwi, amashusho n’inyandiko ku ihina n’ihimbamwandiko


Yego Oya

Ihinamwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko

Ihangamwandiko ku nsanganyamatsiko y’ ububi bw’ibiyobyabwenge mu rubyiruko

Umwanzuro

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

ry’ibiyobyabwenge mu rubyiruko.





activities

Ibyigwa


Yahinnye anahimba umwandiko akurikiranya neza ingingo

157 | P a g e



Gihamya Isuzuma

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


Yego Oya

Ingamba zifatika zo kurwanya ikoreshwa ry’ibiyobyabwenge mu rubyiruko

Umwanzuro

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







Yagaragaje amategeko y’igenamajwi mu izina mbonera


activities

Ibyigwa


Yamuritse ingamba zifatika zo kurwanya ikoreshwa ry’ibiyobyabwenge mu

rubyiruko

158 | P a g e

Gihamya Isuzuma

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


Yego Oya

Amategeko y’igenamajwi mu izina mbonera

Umwanzuro

159 | P a g e

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

4


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

Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.

Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.

Guhimba no kumurika umwandiko akurikiranya neza ingingo.

Kumurika no gusobanura ibikorwa by’abanyamwuga bishobora kwangiza ibidukikije.

Gukoresha neza indangahantu

Amasaha 6


umwandiko ku nsanganyamatsiko yerekeye uburyo bunyuranye bwo gufata neza ibidukikije mu

ngiro zitandukanye.

Umwandiko ku nsanganyamatsiko yerekeye gufata neza ibidukikije;

Ibimenyetso by’uteze amatwi atarogoye.


y’umwandiko; Ihimbamwandiko; Ibikorwa

by’abanyamwuga bishobora kwangiza ibidukikije;

Isesekaza n’utwatuzo; Indangahantu.

o Gutega amatwi umwandiko ku nsanganyamatsiko yerekeye gufata neza ibidukikije.

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

umwandiko n’ inyunguramagambo. o Kuvumbura insanganyamatsiko

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

isesekaza. o Gukorera mu matsinda, bungurana

ibitekerezo ngamba zo kurengera ibidukikije.

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

ibidukikije. o Gukoresha neza indangahantu.

- Ibitabo bikubiyemo imyandiko ku kurengera ibidukikije;

- Ibitabo by’ikibonezamvugo;


n’inkoranyamuga; - Amafoto.


activities

Ibyigwa

160 | P a g e



Gihamya Isuzuma



Yego Oya

Umwandiko ku nsanganyamatsiko yerekeye gufata neza ibidukikije


Umwanzuro

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






Yashubije neza ibibazo mu mvugo iboneye ku mwandiko


activities

Ibyigwa



ku nsanganyamatsiko yerekeye uburyo bunyuranye bwo gufata neza ibidukikije

mu ngiro zitandukanye

161 | P a g e


Gihamya Isuzuma



Yego Oya

Inyunguramagambo


Umwanzuro

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






Gihamya Isuzuma



Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza


activities

Ibyigwa

162 | P a g e


Yego Oya


Umwanzuro

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






Gihamya Isuzuma

Amajwi, amashusho n’inyandiko ku ihimba n’imurikamwandiko


Yego Oya

Ihimbamwandiko

Umwanzuro


Yahimbye anamurika umwandiko akurikiranya neza ingingo


activities

Ibyigwa

163 | P a g e

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

kwangiza ibidukikije.






Gihamya Isuzuma

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


Yego Oya

Ibikorwa by’abanyamwuga bishobora kwangiza ibidukikije

Umwanzuro


Yataramye akoresheje ubuvanganzo bwizwe.


activities

Ibyigwa

164 | P a g e

Umusaruro w’inyigisho 4.6: Gukoresha neza indangahantu.






Gihamya Isuzuma

Ibisubizo ku mikoreshereze y’indangahantu


Yego Oya

Indangahantu

Umwanzuro


Yakoresheje neza indangahantu


activities

Ibyigwa

165 | P a g e

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

5


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

Gusubiza ibibazo mu mvugo iboneye ku ikinamico.

Gusoma ikinamico yubahiriza uturango twayo.

Guhimba no gukina ikinamico ahuza imvugo n’ingiro.

Gukoresha mu mvugo n’inyandiko amagambo akwiye avuga ibice n’ingingo by’umubiri.

Kwandika yubahiriza ifatana n’itandukana ry’amagambo.

Amasaha 6


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

zitandukanye.

Ikinamico ku nsanganyamatsiko yerekeye k’ubutabazi bw’ibanze;

Ibimenyetso by’uteze amatwi atarogoye;

Inyunguramagambo ku ngeri y’ikinamico;

Amagambo akwiye avuga ibice n’ingingo z’umubiri;

Ingingo z’umuco n’amateka;

Udukino ku nsanganyamatsiko k’ubutabazi bw’ibanze.

Ifatana n’itandukana ry’amagambo.

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

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

n’inyunguramagambo. o Kuvumbura insanganyamatsiko ivugwa mu

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

abakinankuru. o Gukorera mu matsinda, bungurana

ibitekerezo ku nsanganyamatsiko ivugwa mu ikinamico.

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

o Kubahiriza ifatana n’itandukana ry’amagambo.

o Gutahura no gukosora amakosa yubahiriza itandukana n’ifatana ry’amagambo.

- Ibitabo bikubiyemo imyandiko;

- Ibitabo by’ikibonezamvugo ;

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

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


activities

Ibyigwa

166 | P a g e



Gihamya Isuzuma



Yego Oya

Ikinamico ku nsanganyamatsiko yerekeye k’ubutabazi bw’ibanze


Umwanzuro

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






Yashubije ibibazo mu mvugo iboneye ku ikinamico


activities

Ibyigwa


Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva ikinamico ku

nsanganyamatsiko yerekeye akamaro k’ubutabazi bw’ibanze mu ngiro

zitandukanye

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Gihamya Isuzuma



Yego Oya

Inyunguramagambo Inyunguramagambo ku ngeri y’ikinamico

Ingingo z’umuco n’amateka

Umwanzuro

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






Gihamya Isuzuma

Amajwi n’amashusho uwiga asoma ikinamico


Yasomye ikinamico yubahiriza uturango twayo


activities

Ibyigwa

168 | P a g e


Yego Oya


Umwanzuro

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






Gihamya Isuzuma

Amajwi n’amashusho n’inyandiko ku ikinamico


Yego Oya

Udukino ku nsanganyamatsiko y’ubutabazi bw’ibanze

Umwanzuro


Yahimbye anakina ikinamico ahuza imvugo n’ingiro


activities

Ibyigwa

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

n’ingingo by’umubiri.






Gihamya Isuzuma

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


Yego Oya

Amagambo akwiye avuga ibice n’ingingo z’umubiri

Umwanzuro

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





activities

Ibyigwa


Yakoresheje mu mvugo n’inyandiko amagambo akwiye avuga ibice n’ingingo

by’umubiri


activities

Ibyigwa

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Gihamya Isuzuma

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


Yego Oya

Ifatana n’itandukana ry’amagambo

Umwanzuro

Ibitabo n’inyandiko byifashishijwe:

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

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

Edition

CHARMEAUX, E., (1975), La lecture à l’école, Cédix, Paris.

CONFÉRENCE DES MINISTRES DE L’EDUCATION DES ETATS D’EXPRESSION FRANÇAISE, (1986),

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

Champion, Paris.

COUPEZ A. (1961) Grammaire Rwanda Simplifiée, Usumbura

Dictionnaire Rwandais-Français, Edition abrégée et adaptée par Irénée JACOB.

EDITION BAKAME (2010) Ikinyarwanda Ikibonezamvugo cy’amashuri abanza n’ayisumbuye, Kigali

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

Publishers, Kigali

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

Publishers, Kigali

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

Publishers, Kigali


Yanditse yubahiriza ifatana n’itandukana ry’amagambo

171 | P a g e

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

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

Bruxelles.

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

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

Imfashanyigisho ibanza, Kigali

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

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

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

Cyiciro cya Gatatu, Kigali

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

, Kigali.

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

172 | P a g e

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

CCMBP401 Develop a business plan


Credits: 3 30

Sector: All

Sub-sector: All


Purpose statement

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

linked to organisational strategic outcomes and facilitates the achievement of service

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

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

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

173 | P a g e


Not applicable







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

with identified business idea.

1.2 Appropriate conduct of business feasibility study in line

with business environment analysis results

1.3 Correct definition of business plan elements

2. Write a business plan in line with the

identified elements

2.1 Proper description of the business in accordance with

business environment analysis results

2.2 Proper design of business production plan in line with

results from business environment analysis

2.3 Clear design of marketing plan in line with market

feasibility study and business products

2.4 Accurate develop of business staffing requirement plan

in line with business activities

2.5 Proper design of business financial plan in line with

business needs

3. Establish strategies to monitor,

evaluate and update the business plan-

contingency plan

3.1 Clear identification of risk in accordance with business

environment

3.2 Accurate assessment of risk associated to the business

in line with the business plan developed

3.3 Clear explanation of business contingency plan

concepts

3.4 Accurate development of contingency plan in

accordance of assessed risks

4. Present a business plan

4.1 Accurate preparation of business plan presentation in

accordance with business plan Clearly explain Clear

different ways to present the business plan

4.2 Appropriate presentation of a business plan

174 | P a g e

LU 1: Identify elements of business plan.

1

Learning Outcomes:

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

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

3. Define elements of business plan 4 Hours

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

idea.

Meaning of business environment

Meaning of business situation

Types of business environment.

Internal environment

Financial resources

Assets

Human resources

Technological resources

External environment

Suppliers of Inputs

Customers

Marketing Intermediaries

Competitors

Publics

Economic environment

Social and Cultural environment

Political and Legal environment

Technical environment

Demographical environment

Natural environment

o Brainstorming

o Questions and answers

o Story telling

o Problem solving

o Role play

o Practical exercise

- Flipchart

- Marker pen

- Internet

- Reference books

- Case studies

- scenarios

- SWOT analysis

template

- Industry trends

analysis

template


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

idea. (Cont’d)

Current industrial trends analysis:

Industry rivalry (Degree of

competition among existing

firms)

Treat of substitutes (products

or services)

Bargaining power of buyers

Bargaining power of suppliers

Barriers to entry (threat of new

entrants)

SWOT analysis of the business

o Brainstorming


o Story telling

o Problem solving

o Role play


- Flipchart

- Marker pen

- Internet

- Reference books

- Case studies

- scenarios

- SWOT analysis template

- Industry trends analysis

template





Written evidence

Oral evidence

Product evidence

Multiple choice exercises

Essay& Cases study

True or false questioning

Sentence completion

Observation checklist

A produced industrial analysis


Proper analysis of business environment in accordance with identified business

idea.


176 | P a g e

Checklist Score

Yes No

Types of business environment.

Analysis of business environment

Current industrial trends analysis

SWOT analysis of the business

Observation

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

analysis results

Meaning of business feasibility study

Purpose of business feasibility study

Components of business feasibility

study

Product feasibility

Market feasibility

Organizational feasibility

Financial feasibility

Recommendations and conclusion

Steps involved in feasibility analysis

Step 1. Conduct a preliminary

analysis

Step 2. Prepare a projected income

statement

Step 3. Conduct a market survey

Step 4. Plan business organization

and operations

Step 5. Prepare an opening day

balance sheet

Step 6. Review and analyze all data

Step 7. Make "go/no go" decision

o Brainstorming


o Problem solving

o Story telling


- Flipchart

- Marker pen

- Pen

- Internet

- Reference books

- Case studies

- scenarios

- Feasibility study

template


177 | P a g e





Written

Product evidence


Essay& Cases study


Sentence completion

Problem solving

A produced business feasibility study.

Checklist Score

Yes No

Identification of purpose of business feasibility study

Identification of components of business feasibility study

Performing steps involved in feasibility analysis

Observation


Appropriately conduct business feasibility study in line with business

environment analysis results

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Learning Outcome 1.3: Define elements of business plan

Meaning of the term business plan

Difference between business plan and project plan

Importance of the business plan

The needs of the business plan Internal use External use

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

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

business activities

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

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





Written

Performance


Essay& Cases study


Sentence completion


Correctly define elements of business plan


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Checklist Score

Yes No

Difference between business plan and project plan

Importance of the business plan

The needs of the business plan

Identification of business plan elements

Observation

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

2

Learning Outcomes:

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

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

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

20 Hours

Learning Outcome 2.1: Describe the business

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

business In which month and year plan is

issued.

Executive summary the name and location of the

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

products/services and what proprietary rights of the business

the current stage of development for the venture

the legal form of the organization and why

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

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

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

Including questions that guiding trainee to write a business plan


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

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

being requested the expected benefits of this

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

loan the business financial milestones

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

(Manufacturing? Services? Construction?

Business mission Business vision Business objectives Competitive advantage of the

business


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

Including questions that guiding trainee to write a business plan





Written evidence

Oral

Product


Essay& Cases study


Sentence completion


A produced business caver page and description of the business.


Proper description of the business in accordance with business environment

analysis results


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Checklist Score

Yes No

Cover page- 1page

Executive summary-1 page

Description of the business

Reflecting business idea

Observation

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

environment analysis

Product design Branding and Packaging

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

Equipment and machinery required types, quality and quantity for the

production

Production planning process under which the production

will pass through

Raw materials The amount of raw materials

needed to produce a given quantity of product

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

Competing technologies the technology to be used during the

production process technologies that should be

developed by other and affect your business


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

template Including questions that guiding trainee to write a business plan


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

environment analysis (Cont’d)

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

Quality control and ongoing service plan to avoid defects or imperfections

of products Monitoring or inspection that you

intend to build into the production process

strategies will you use to satisfy the customer changing preferences

Labour requirements Types of workers needed during

production process the required skills of each workers

Operations The design of your production

operations

Utilities and office consumables Consumables needed in the

production

Packaging equipment required Types of materials that you will use to

package your product Source of supply and the quantity

needed The terms and conditions of suppliers

Importance of business product





184 | P a g e





Written evidence

Oral

Product


Essay& Cases study


Sentence completion


A produced production plan of the business.

Checklist Score

Yes No

Product design Identification of business premises and plant location Estimation of equipment and machinery required Designing production planning Estimation of raw materials Setting competing technologies Manufacturing and operations Quality control and ongoing service Labour requirements Operations Utilities and office consumables Packaging equipment required Importance of business product

Observation


Proper designing of business production plan in line with results from business

environment analysis

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

products

Market research (Customer description)

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

segments? The current and past trends affecting the

market you plan to enter

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

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

your business

Marketing objectives market share The level of sales Market intermediaries

Product description Product positioning the proportions of sales revenue for each

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

Price of products/services

Place Where will you locate your business and

why At which market will you sell your

product? What is channel of distribution of your

product

Promotion How will you communicate to customers

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

- Oral presentation

- Brainstorming

- Questions and answers

- Practical exercise

- Flipchart

- Marker pen

- Pen

- Internet

- Reference books

- Case studies

- Business plan

template Including

questions that

guiding trainee to

write a business

plan


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

products (Cont’d)

Market Strategies What will be the partners of your

business How will you manage your

customers How will you increase market

share

Ongoing marketing evaluation What methods will you use to

track customer satisfaction What methods will you use to

track the effectiveness of your marketing activities

What communication will you use to get feedback from customers

Marketing budget What will be the cost of

marketing activities

- Oral presentation

- Brainstorming

- Questions and answers

- Practical exercise

- Flipchart

- Marker pen

- Pen

- Internet

- Reference books

- Case studies

- Business plan

template Including

questions that guiding

trainee to write a

business plan





Written evidence

Oral

Product


Essay& Cases study


Sentence completion


A produced marketing plan of the business plan.


Clearly design marketing plan in line with market feasibility study and business

products


187 | P a g e

Checklist Score

Yes No

Market research Target market Marketing objectives Product description Price Place Promotion Market Strategies Ongoing marketing evaluation Marketing budget

Observation

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

Job analysis What are the business

activities

Job description How each task will be

performed

Job specifications What are the performance

requirements to a specific task

Organizational structure What is the hierarchy of the

staff

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




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Written evidence

Oral

Product


Essay& Cases study


Sentence completion


A produced developed business staff.

Checklist Score

Yes No

Job analysis

Job description

Job specifications

Organizational structure

Observation


Accurately develop business requirements in terms of staffing in line with

business activities

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

Total cost

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

your business will need in its first year of implementation

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

of fund: What is the share owner

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

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

term of income for 3 years

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

of your business in the first three years

Liquidity ration What is the business ability to pay

its short term obligations

Debt Equity ratio

Return of investment ratio What is profitability percentages on

business performance How efficiently the company will use

their total assets base to generate sales

Breakeven point At which point your business, product

will become financially viable

Payback period At which period the business will

cover cash invested on its asset

Projected sales plan

Loan payment plan


- Flipchart - Marker pen - Pen - Internet - Reference

books - Case studies - Business plan



190 | P a g e





Written evidence

Oral

Product


Essay& Cases study


Sentence completion


A produced business financial plan.

Checklist Score

Yes No

Total cost

Start-up requirements plan

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

Projected balance sheet for the first three years

Projected cash flow statement for the first three years

Liquidity ration

Debt Equity ratio

Return of investment ratio

Breakeven point

Payback period

Projected sales plan

Loan payment plan

Observation


Properly design business financial plan in line with business needs

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

3

Learning Outcomes:

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

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

3 Hours

Learning Outcome 3.1: Analyse risk in accordance with business environment

Meaning of Monitoring, Evaluation and Updating business plan

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

Importance of Monitoring and Evaluation

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

SWOT Analysis PESTEL Analysis

Estimate risks (Quantitative and Qualitative risk estimation)

Risk estimation tools: Risk impact chart Probability chart

o Oral presentation

o Brainstorming



- Flipchart

- Marker pen

- Pen

- Internet

- Reference books

- Case studies

- Risk analysis

template


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Written evidence

Oral


Essay& Cases study


Sentence completion


Checklist Score

Yes No

Meaning of monitoring, evaluation and updating business plan

Important tools used in updating business plan

Meaning of risk analysis

Importance of risk analysis

Steps involved in risk analysis

Steps involved in risk analysis

Observation


Clearly identified risk in accordance with business environment

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

Factors influencing risks assessment

SWOT analysis

What factors are critical for

the success of your plan?

What risk does your plan

should face?

Analyze the source of the

risk, the probability of it

happening and the effects

What measures can you take

to avoid these risks?

Define operational plan

PESTEL analysis

What factors are critical

for the success of your

plan in relation with

politics, economy, social,

technological,

environment and legal

What measures can you

take to avoid these risks

Define operational plan

o Brainstorming

o Oral presentation

o Group discussion

o Documentary research

o Internet research



- Flipchart

- Markers

- Pen

- Internet

- Reference books

- Case studies

- Business plan

- Computer





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

developed


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Written evidence

Oral


Essay& Cases study


Sentence completion


Checklist Score

Yes No


Observation

Learning Outcome 3.3: Explain business contingency plan concepts

Meaning of contingency plan

Purpose of contingency plan

Importance of contingency plan

Types of business contingency plan

o Brainstorming on identifying

meaning of key words

o Oral presentation

o Group discussion



o Internet research

- Flipchart

- Markers

- Pen

- Internet

- Reference books

- Case studies

- Business plan

- Computer





Briefly explain business contingency plan concepts


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Written evidence

Oral

Product


Essay& Cases study


Sentence completion


A produced schedule

Checklist Score

Yes No





Observation

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

Steps involved in contingency plan

Identifying requirements related to

specific contingency plan

Cost Calculation of requirements

identified

Appreciation of company capacity

to cover risks identified

Decide choice to undertake

Adaptation

Complementarity

Abandon

Specific strategies to make the

contingency plan operational

Describe the risk statement

Define the protocol

o Brainstorming

o Oral presentation

o Group discussion


o Internet research



- Flipchart

- Markers

- Pen

- Internet

- Reference books

- Case studies

- Role play scenarios

- Business plan

- Computer


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Written evidence

Oral

Product


Essay& Cases study


Sentence completion


A produced contingency

Checklist Score

Yes No

Steps involved in contingency plan

Specific strategies to make the contingency plan operational

Observation


Accurate development of contingency plan in accordance of assessed risks

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LU 4: Present a business plan

4

Learning Outcomes:

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

3 Hours

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

Purpose of business plan presentation Financing support Strategic orientation Attracting investors

Types of preparation required Content preparation Material preparation Psychological preparation

Steps involved in preparation of business plan presentation

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

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

be presented and anticipate the questions from audience

Prepare the suggestions and conclusion. Practice delivering the presentation of

business plan

Presentation content Business idea Market Marketing strategy

o Brainstorming

o Group discussion



- Flipchart

- Markers

- Pen

- Internet

- Reference books

- Case studies

- play scenarios

- Computer


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Written evidence

Oral

Product


Essay& Cases study


Sentence completion


A produced presentation of business plan

Checklist Score

Yes No

Purpose (Why) of business plan presentation

Types of preparation required

Steps involved in preparation of business plan presentation

Observation


Accurately prepare of business plan presentation in accordance with business

plan

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

The business plan shall be presented

shareholder

stakeholder

Procedures involved in business plan

presentation

Connect with your audience

Business like

Simple language

Presentation touch at a

personal level

Paint a picture in your audience’ minds

Pick out great images and

visual

Lasting impression

Put credibly content

Use statistics and data

Charts

Graph

o Brainstorming Questions

and answers

o Group discussion

o Role play

- Flipchart

- Markers

- Pen

- Internet

- Reference books

- Case studies

- scenarios

- Computer

- Internet





Written evidence

Oral


Essay& Cases study


Sentence completion



Clearly explain different ways to present the business plan


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Checklist Score

Yes No

Types of audience to whom to present a business plan

Procedures involved in business plan presentation

Observation

Learning Outcome 4.3: Present a business plan

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

them Use visualization, pictures,

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

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

appearance Try to convince

Integrating comments, suggestions and remarks in the business plan

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

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

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





Appropriately present a business plan


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Written evidence

Oral

Performance


Essay& Cases study


Sentence completion


Video

photos

Checklist Score

Yes No

Techniques to present your business plan

Integrating comments, suggestions and remarks in the business plan

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

collaboration

Observation

References:

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

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

third edition. Uganda: Kyambogo University.

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

Limited.

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

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

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

CCMIA401 Integrate the workplace


Credits: 30 300

Sector: All

Sub-sector: All


Purpose statement

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

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

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

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

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

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All the modules covered at REQF level 4.







1. Investigate and secure industrial

attachment place

1.1 Accurate description of types of industries

1.2 Appropriate mapping of the industry organizational

structure

1.3 Proper identification of importance of industrial

attachment

1.4 Accurate collection of information on different

industries where one can carry his/her IAP

1.5 Proper selection of industrial attachment place based

on training package

1.6 Appropriate application of correspondences

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

challenges

2.2 Careful development of ways/ strategies to overcome

industrial attachment challenges

2.3 Regular creativity and innovation in accordance with

work situation

3. Get briefed on industrial attachment

program

3.1 Proper setting of industrial attachment goals.

3.2 Proper description of IAP documents

3.3 Clear explanation on how IAP assessment is conducted.

4. Develop one’s competencies on the

workplace

4.1 Expected competencies are fully developed

4.2 Trainee logbook is completely and well filled

4.3 Proper description of gained work experience

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LU 1: Investigate and secure industrial attachment place.

1

Learning Outcomes:

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

Learning Outcome 1.1: Describe types/categories of industry.

Definition of terms Firm Sector Industry Company Organization Factory Enterprise

Industry classification Primary industry Genetic industry Extractive industry Manufacturing industry Construction industry Service industry

Industry sectors

o Small group work

o Large group discussion

o Observation of pictures

o Presentation of videos

o Group discussions

o Group work on the industry

classification.

o Site visit

- Pictures and videos of

various industries

- Reference books

- Chalkboard

- Projector

- Power Point

presentation on

categories of industry



Accurate description of types of industries.


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Written evidence

Oral evidence

Product evidence

Essay (extended responses) Sentence completion Expose /presentation

Concept / mind map (organizational chart)

Checklist Score

Yes No

Types of industries

Industry classification

Industry sectors

Observation

Learning Outcome 1.2: Map the industry organizational structure

Purpose of organizational

structure

Benefits to use

organizational chart

Types of organizational

structure.


o Individual work

o Pair work

o Small group work


o Learning through pictures.

o mapping the industry

organizational structure

- Sample of organizational

structure

- Reference books

- Chalkboard

- Projector

- Power Point presentation

on mapping the industry

organizational structure

- Pictures



Appropriate mapping of the industry organizational structure.


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Written

Oral evidence

Expose /presentation Concept / mind map (organizational chart)

Checklist Score

Yes No

Organizational Chart

Observation

Learning Outcome 1.3: Identify importance of industrial attachment

Benefits of IAP

Characteristics of IAP

o Small group work


o Asking questions

o Group work on the IAP

characteristics.

o Research on IAP.

- Reference books

- Chalkboard

- Projector

- Power Point

presentation on

importance of

industrial attachment





Proper identification of importance of industrial attachment


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Written

Oral evidence

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

Learning Outcome 1.4: Collect information on different industries

industry location

Industry type

Industry size

o Observation of the environment

o Research on the industry types

and size

o Guided learning on how to collect

information

o Learning through maps

o Asking questions

o Group work on the given topic

o Industry visit

- Reference books

- Chalkboard

- Projector

- Power Point

presentation on

collection of

information on

different industries




Checklist Score

Yes No

Importance of industrial attachment

Observation


Accurate collection of information on different industries where one can carry

his/her IAP.


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Written

Oral



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

IAP selection criteria

Training package

Tasks related to the field.

Working hours

o Reflection on the training

package

o Pair sharing of selection criteria

of IAP place

o Discussions

o Asking questions

o Industry visit

- Reference books

- Chalkboard

- Projector

- Power Point

presentation on

selection of industrial

attachment)




Checklist Score

Yes No

Information about:

industry location

Industry type

Industry size

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

Observation


Proper selection of industrial attachment place based on training package


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Oral

Question and answer

Learning Outcome 1.6: Apply correspondences

Use of workplace documents.

IAP application letter

Curriculum vitae

E-mail

Complain letter

Thanks letter

o Research on how to use

workplace documents

o Guided learning on how to

write workplace documents

o Asking questions

o Group work on the

interpretation of the workplace

documents

- Sample of IAP

application letter

- Sample of Curriculum

vitae

- Sample of Complain

letter

- Sample of thanks letter

- Reference books

- Chalkboard

- Projector

- Correspondences




Checklist Score

Yes No

Appropriate industrial attachment place based on training package

Observation


Appropriate application of correspondences.


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Written

Product

Short responses

Different Workplace documents

Checklist Score

Yes No

Workplace documents / completed Checklist

Essential element of workplace documents

Observation

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LU 2: Deal with workplace challenges.

2

Learning Outcomes:

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

challenges 3. Discuss creativity and innovation at work place

20 Hours

Learning Outcome 2.1: Identify industrial attachment challenges

IAP challenges (before ,During and

After)

Budget issues

Cope with a new work situation

Insufficient of industrial

attachment place

Lack of assistance from industrial

attachment in charge

Industry attitude toward interns

o Observation of the

environment

o Group discussion on IAP

challenges

o Pair sharing of IAP challenges.

- Reference books

- Projector

- Power Point presentation

on creativity and

innovation





Proper identification of industrial attachment challenges.


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Written evidence

Oral



Matching

Sentence completion

Expose (presentation).

Checklist Score

Yes No

List Possible industrial attachment challenges.

Observation

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

Effective strategies to enhance IAP

Partnership with industries

Collaboration/Regular contact

Early Preparation of IAP

Tips for Overcoming Your IAP

Challenges

Being patient

Meet new people

Effective communication

o Pair sharing on effective

strategies to enhance IAP

o Brainstorming on the way to

overcome IAP challenges.

o Research on effective

strategies and tips to

overcome IAP challenges

o Asking questions

o Group discussion on ways to

overcome IAP challenges

- Reference books

- Chalkboard

- Projector

- Power Point

presentation on

creativity and

innovation



Careful development of ways/ strategies to overcome industrial attachment

challenges.


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Written evidence

Performance

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

Checklist Score

Yes No

Possible ways/strategies to overcome industrial attachment challenges

Observation

Learning Outcome 2.3: Discuss creativity and innovation at work place

Ways to develop creativity in

the workplace.

Ways to promote innovation

in your workplace.

o Pair sharing of effective ways to

promote creativity and innovation

o Research on good ways to develop

creativity and innovation

o Asking questions

o Discussions on ways to promote and

develop creativity and innovation

- Reference books

- Chalkboard

- Projector

- Power Point

presentation on

creativity and

innovation)





Regular creativity and innovation in accordance with work situation.


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Written evidence

Multiple choice True or false question

Essay (short responses /extended responses)

Checklist Score

Yes No

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

Observation

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LU 3: Get briefed on industrial attachment program.

3

Learning Outcomes:

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

5 Hours

Learning Outcome 3.1: Set industrial attachment goals.

Goals of industrial attachment

o Group discussion on the IAP

goal

o Research on the IAP goals

o Asking questions

o Individual work on the

setting of own IAP goals

- Hand out on industrial

attachment goals.





Written evidence

Oral

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


Proper setting of industrial attachment goals.


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Checklist Score

Yes No

Essential elements of IAP documents

Observation

Learning Outcome 3.2: Describe of IAP documents.

IAP Logbooks:

IAP list of competencies to be

developed

IAP attendance sheet

IAP agreement

IAP report form

IAP Evaluation form

IAP interview form

o Presentation

o Small group work on the

interpretation of IAP

logbooks

o Exercise on the completion

of IAP logbooks

o Guided learning on how to

complete IAP logbooks

- Logbooks





Written evidence

Oral


Essay& Cases study


Sentence completion



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

developed


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Checklist Score

Yes No


Observation

Learning Outcome 3.3: Explain how IAP assessment is conducted.

Written tests

Performance evidence(marked by company supervisor)

Respond to interview questions

o Presentation by trainees and trainer

o Discussion on IAP assessment is conducted

o Asking questions

- Vocational tools - Task sheets





Written evidence

Oral

Product


Essay& Cases study


Sentence completion


A produced schedule


Briefly explain business contingency plan concepts


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Checklist Score

Yes No





Observation

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

4

Learning Outcomes:

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

280 Hours

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

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

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





Expected competencies are fully developed.


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Performance

Product

Checklist Score

Yes No

List of well performed activities

tasks given by industry (checklist)

Observation

Learning Outcome 4.2: Fill in trainee logbook

o Complete trainee logbook

o Complete IAP reports

o Complete IAP Evaluation

o Conduct IAP interview

- logbooks





Trainee logbook is completely and well filled.


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Performance

Product

Checklist Score

Yes No

List of well performed activities/ tasks given by industry (checklist)

Observation

Learning Outcome 4.3: Describe gained work experience

o Presentation on work experience related to one’s field

- Questionnaires related to work experience.





Written evidence

Oral


Essay (short responses / extended responses)photos


Proper description of gained work experience.


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Checklist Score

Yes No

Brief presentation of experience gained during the industrial attachment period

Observation

References:

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

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

attachment/

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

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

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

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

structure/

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

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

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

workplace-improve-innovation/

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

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

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

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

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

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

(IAP)-challenges/

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

ining_Programmes_of_Polytechnics_in_Ghana_The_Pertinent_Issues/links/55056a6e0cf24cee3

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

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

Industrial Attachment Program (IAP)s

18. Adu peproh J., Frank.B.K Twenefour (2015) industrial training program of polytechnics in Ghana:

the pertinent issues, Ghana

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

https://ischool.syr.edu/infospace/2017/07/20/tips-overcoming-internship-challenges/

https://ischool.syr.edu/infospace/2017/07/20/tips-overcoming-internship-challenges/

https://www.researchgate.net/profile/Frank_Twenefour/publication/272370787_Industrial_Training_Programmes_of_Polytechnics_in_Ghana_The_Pertinent_Issues/links/55056a6e0cf24cee3a046df8/Industrial-Training-Programmes-of-Polytechnics-in-Ghana-The-Pertinent-Issues.pdf



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

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

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M M D D P 4 0 1 - DESIGNING AND APPLYING MAKE-UP FOR PHOTOGRAPHY

MMDDP401 Design and apply make-up for photography

RTQF Level: Learning hours

Credits: 9 90

Sector:

Sub-sector:


Purpose statement

This module describes the outcomes required to prepare client, cleanse face and neck, analyze face and

apply make-up.

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Not applicable

Elements of competence and performance criteria

Learning units describe the essential outcomes of a competence. Performance criteria describe the

required performance needed to demonstrate achievement of the learning unit.


Elements of competence Performance criteria

1. Prepare client 1.1. Proper preparation of client for service 1.2. Correct identification and explanation of

contraindications to client and refer to an appropriate professional where required

1.3. Proper assessment of client’s skin type and condition to determine appropriate product application techniques

2. Cleanse face and neck 2.1. Identification of suitable cleansing products for client’s skin type and different areas of face and neck

2.2. Thoroughly cleanse client’s skin on face and neck area

3. Analyze face 3.1. Proper identification of client’s facial shape 3.2. Proper identification and provision of advice of client,

photographer or stylist regarding facial areas requiring corrective or camouflage make-up

3.3. Correct assessment of facial areas requiring highlighting and shading and determine correct product application

4. Apply make-up 4.1. Appropriate development of make-up plan and confirmation with client, photographer or stylist.

4.2. Adequate selection of make-up products, tools and equipment

4.3. Proper application of make-up products, tools and equipment sequentially and according to make-up plan, manufacturer recommendations, relevant legislation and codes and workplace policies and procedures

4.4. Proper checking that final effect meets client and

production requirements.

225 | P a g e

LU 1: Prepare client

1

Learning Outcomes:

1. Prepare client for service 2. Correct and explain contraindications to client and refer

to an appropriate professional where required 3. Asses client’s skin type and condition to determine

appropriate product application techniques

15 Hours

Learning Outcome1.1 Prepare client.

Proceeding with washing hands

Placement of headpad on couch

Positions of seat client

Placement of headband or turban on client

Placement of cape around client to protect clothing.

Individual client workstation

Placement and adjusting of make-up chair

Installation of make-up lighting at each workstation

o Oral presentation on procedures of washing hands,

o Placement of head pad on couch, o Positions of seat client o Placement of headband or turban

on client and o Placement of cape around client to

protect clothing.

o Viewing of pictures, DVD on procedures of washing hands,

o Placement of head pad on couch, o Positions of seat client o Placement of headband or turban


protect clothing

o Demonstration on procedures of washing hands,

o Placement of head pad on couch, o Positions of seat client

- Audio-visual aids (DVDs, pictures)

- Use single use tools and implements

- Pierce ears - Trolley - Magnifying

mirror - Client gown - Seats - Cape - Turban


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o Placement of headband or turban on client and

o Placement of cape around client to protect clothing

o Practical exercises on o Procedures of washing hands, o Placement of head pad on couch, o Positions of seat client o Placement of headband or turban


protect clothing






Task: Prepare client for service Product evidence

Checklist Score

Yes No

Proceeding with washing hands

Placement of head pad on couch

Positions of seat client

Placement of headband or turban on client

Individual client workstation Placement and adjusting of make-up chair

Installation of make-up lighting at each workstation

Observation


Proper preparation of client for service

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Learning Outcome 1.2 Correct and explain contraindications to client and refer to an appropriate professional where

Identification of the physical appearance:

Various skin types Normal skin Minor skin blemishes Inflammation arising

from skin care products

Identification of contraindications types:

Bacterial, viral or fungal infections

Acne Impetigo Scabies Rashes Boils and carbuncles Sunburn Candidiasis Trauma Bruises

Other visible non-normal skin.

Applying the principles of skin biology to beauty treatments

o Oral presentation on Identification of the physical appearance, Identification of contraindications types and Applying the principles of skin biology to beauty treatments.

o Viewing of pictures,

DVD on Identification of the physical appearance, Identification of contraindications types and applying the principles of skin biology to beauty treatments.

o Demonstration on Identification of the physical appearance, Identification of contraindications types and Applying the principles of skin biology to beauty treatments.

o Group discussion on Identification of the physical appearance, Identification of contraindications types and Applying the principles of skin biology to beauty treatments

- Audio-visual aids (DVDs, pictures) demonstration on

- Various skin types

- Normal skin - Minor skin

blemishes - Inflammation

arising from skin care products

- Bacterial, viral or fungal infections

- Acne - Impetigo - Scabies - Rashes - Boils and

carbuncles - Sunburn - Candidiasis - Trauma - Bruises - Other visible

non-normal skin


228 | P a g e





Performance evidence Task: identification, explanation to client

Checklist Score

Yes No

- contraindications types

Bacterial, viral or fungal infections Acne Impetigo Scabies Rashes Boils and carbuncles Sunburn Candidiasis Traum

Bruises Other visible non-normal skin Provision of explanation

Observation


Correct identification and explanation of contraindications to client and refer to

an appropriate professional where required

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Learning Outcome 1.3: Asses client’s skin type and condition to determine appropriate product application techniques

Applying observation techniques on skin type

Identification of Skin type and condition:

normal, dry, oily or combination

sensitive pigmented Coupe rose damaged mature

Evaluation of skin types

o Oral presentation on Applying observation techniques on skin type,

o Identification of skin type and condition, and evaluation of skin types

o Viewing of pictures, DVD on Applying observation techniques on skin type and condition , and evaluation of skin types

o Demonstration on Applying observation techniques on skin type Identification of skin type and condition , and evaluation of skin types

o Practical exercises on Applying techniques observation, Identification of skin type and condition, and evaluation of skin types.

- Audio-visual aids (DVDs, pictures) demonstration on

- Various skin types - Normal skin - Minor skin

blemishes - Inflammation

arising from skin care products

- bacterial, viral or fungal infections

- acne - impetigo - scabies - rashes - boils and

carbuncles - sunburn - candidiasis - trauma - bruises - Other visible non-

normal skin.





Proper assessment of client’s skin type and condition to determine appropriate

product application techniques


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Performance

evidence

Task: client skin assessment for appropriate product.

Product evidence

Checklist Score

Yes No

-Identification of contraindications

- Various skin types

normal, dry, oily or combination sensitive pigmented Coupe rose damaged

mature

physical appearance

Observation

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LU 2:Cleanse face and neck

2

Learning Outcomes:

1. Identify suitable cleansing products for client’s skin type and different areas of face and neck

2. Clarify client’s skin on face and neck area

20 Hours

Learning Outcome 2.1 Identify suitable cleansing products for client’s skin type and different areas of face and neck

Identification of appropriate Cleansing products for client’s skin type

Applying techniques of a face cleansing procedures

o Oral presentation on o Identification of

appropriate Cleansing products for client’s skin type and applying techniques of a face cleansing procedures

o Viewing of pictures, DVD on Identification of appropriate Cleansing products for client’s skin type and applying techniques of a face cleansing procedures

o Demonstration on o Identification of

appropriate Cleansing products for client’s skin type and applying techniques of a face cleansing procedures



- Cleansing products: - soaps - milks - Creams. - cleansers - toners - moisturizers - masks - exfoliants - Remedial products. - Toys


232 | P a g e

o Identification of appropriate Cleansing products for client’s skin type and applying techniques of a face cleansing procedures






Task: Use different hand embroidery tools

Checklist Score

Yes No

good skin observation

Identification of Skin type and condition

obtained result according to the skin condition

Observation


Assets client’s skin type and condition to determine appropriate product

application techniques

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Learning Outcome 2.2: Clarify client’s skin on face and neck area

Identifying suitable different areas of the face and neck.

Skin care suitable for face and

neck area

o Oral presentation on o Identifying suitable

different areas of the face and neck and

o skin care suitable for face and neck area

o Viewing of pictures, DVD on Identifying suitable different areas of the face and neck andskin care suitable for face and neck area Demonstration on Identifying suitable different areas of the face and neck and


o Practical exercises on Identifying suitable different areas of the face and neck and

o skin care suitable for face and neck.

o Group discussion on Identifying suitable different areas of the face and neck and



- Toys





Clarify client’s skin on face and neck area


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Performance evidence Task: Clarify client’s skin on face and neck area

Checklist Score

Yes No

evaluate client skin

clean face

clean neck

Observation

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LU 3: Analyze face

3

Learning Outcomes:

1. Identify client’s facial shape 2. Identify photographer or stylist regarding facial areas requiring

corrective or camouflage make-up

25 Hours

Learning Outcome 3.1: Identify client’s facial shape

The characteristics of facial shape

Description of the biological structure of the face and neck

beauty

Care requirements; performing effective mask

therapy treatment; reshaping eyebrows using the

tweezers method; Applying cosmetic

preparations to the face and neck.

Make -up plan: facial shape colour design camouflage highlighting and shading

techniques make-up products and

equipment product application

procedures.

o Oral presentation on the characteristics of facial shape

o Viewing of pictures, DVD

on the characteristics of facial shape

o Demonstration on the

characteristics of facial shape

o Practical exercises on the

characteristics of facial shape

o Group discussion on the characteristics of facial shape


- Tutolials: - client's facial

shape - colour design - camouflage - highlighting

and shading techniques

- make-up products and equipment


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Task: Identify client facial shape

Checklist Score

Yes No

characteristics of facial shape oval square round triangle or pear heart or inverted triangle oblong diamond

Analyzing client's face and create and refine

Observation

Learning Outcome 3.2 Identify photographer or stylist regarding facial areas requiring corrective or camouflage make-up

Analyzing client's face and create and refine make-up design concepts.

Selecting make-up according to the film stock to be used

o Oral presentation on analyzing client's face and create and refine make-up design concepts, Selecting


- Tutolials: - client's facial



Identify client’s facial shape

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Applying a range of cleansing and make-up products and techniques

make-up according to the film stock to be used, Applying a range of cleansing and make-up products and techniques

o Viewing of pictures, DVD on client's face and create and refine make-up design concepts, range of cleansing and make-up products and techniques, selecting make-up according to the film stock to be used

o Demonstration on Analyzing client's face and create and refine make-up design concepts, Selecting make-up according to the film stock to be used, Applying a range of cleansing and make-up products and techniquesPracticalexercises on Analyzing client's face and create and refine make-up design concepts, Selecting make-up according to the film stock to be used, Applying a range of cleansing and make-up products and techniques

o Group discussion on

Analyzing client's face

and create and refine

make-up design

concepts, Selecting

make-up according to

the film stock to be

used, Applying a range

shape - colour design - camouflage - highlighting

and shading techniques

- make-up products and equipment

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of cleansing and make-

up products and

techniques






Task: Identify of photograph stylist.

Checklist Score

Yes No

Make-up design concepts.

Selecting make-up according to the film stock to be used

Applying a range of cleansing and make-up products and techniques

facial areas quality

shading quality

Observation


Identify photographer or stylist regarding facial areas requiring corrective or

camouflage make-up

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LU 4: Apply make-up

4

Learning Outcomes:

1. Select timber according to availability 2. Develop the design concept according to selected materials 3. Apply hardwood floor

20 Hours

Learning Outcome 4.1: Select timber according to availability

Types of timber available in Rwanda:

Eucalyptus

Greveria

Libuyu (mahogany)

Muvula

siala

Guidelines for selecting timber : Beauty Harmony Graceful ageing Lifecycle costing Upkeep

Brainstorming

Group work

Presentations

Individual research

- Reference books - Internet - Scenario - Timber pieces



Appropriate development of make-up plan and confirmation with client,

photographer or stylist.


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Task: develop make up plan and confirmation with client, photographer and stylist Product evidence

Checklist Score

Yes No

Appropriate products

Application techniques

Timeline set up

Observation

Learning Outcome 4.2: Select make-up products, tools and equipment

Selecting the correct products, tools and equipment based upon client consultation, skin analysis and make-up specification

Products Eye make-up remover, Cleansing lotions, milks, creams, foams, oils and gels, Skin toners, fresheners, astringents and tonics, Moisturizing creams, Eye creams and gels, Serums, Pre-base products (metrifying, light reflective, anti-ageing), Colour corrective products

o Oral presentation on products, tools and equipment based upon client consultation, skin analysis and make-up specification.

o Viewing of pictures, DVD on

products, tools and equipment based upon client consultation, skin analysis and make-up specification.

o Demonstration on products,

tools and equipment based upon client consultation, skin analysis and make-up specification.

- Visual aids (DVDs, pictures):

- Couch or chair - Trolley - Stool - Towels - Blanket - Headband - Bedroll - Robe - Disposable slippers - Disinfecting fluid - Magnifying lamp - Tissues - Cotton wool - Sponges - Gloves - Spatulas - Bowls - Cosmetic sponges


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(lilac, green, orange), Foundations (cream, liquid, mousse, gel, blocks, compacts, cakes, light reflecting, all- in-one, mineral, matt), Concealers (cream, stick, liquid), Face powders (loose, compact, mineral, light-reflecting, shimmer), Bronzing products (powder, gel, liquid), Shaders, Highlighters, Cheek products (cream, powder, liquid tints, mineral-based), Eyebrow products (pencils, powders, gels), Eye shadow (powders, cream, water colours, mineral, pigment) , Eyeliner products (liquid, gel, kohl pencil, pencil, cake), Mascara (waterproof and non-waterproof), Lip Liner, Lipstick, Lip gloss, Lip balm

Tools and Equipments Couch or chair, Trolley, Stool, Towels, Blanket, Additional support if appropriate, Headband, Bedroll, Robe, Disposable slippers, Disinfecting fluid, Magnifying lamp, Tissues, Cotton wool, Sponges, Gloves, Spatulas, Bowls, Cosmetic sponges, Make-up brushes, Disposable applicators, Make-up palette,

o Practical exercises on products, tools and equipment based upon client consultation, skin analysis and make-up specification.

o Group discussion on products, tools and equipment based upon client consultation, skin analysis and make-up specification needed.

- Make-up brushes - Disposable applicators - Make-up palette - Mirror - Sterilizing solution - Brush cleanser.

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Mirror, Sterilizing solution, Brush cleanser, UV cabinet.





Product evidence

Physical end product with assessor’s completed checklist (floorplan)

Checklist Score

Yes No

Bubble diagram

Preliminary sketches

Final concept

Space definition (labels)

measurements

Observation


Effective development of the design concept according to space function and

aesthetics

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Learning Outcome 4.3: Apply make-up products, tools

Application of make-up products:

oil-based, water-based, solid or fluid with varying degrees of coverage and pigmentation

pre make-up products and stabilizers

congealers

liquid and solid foundation

powders

Eye shadows

Eyeliners

Blushers

Mascaras

False lashes

Lipsticks

Pencils.

o Oral presentation on make-up products

o Demonstration on make-up products

o Practical exercises on make-up products

o Group discussion on make-up products

- Visual aids (DVDs, pictures):

- oil-based, water-based, solid or fluid with varying degrees of coverage and pigmentation

- congealers - liquid and solid

foundation - powders - eye shadows - eyeliners - blushers - mascaras - false lashes - lipsticks - Pencils.





Product evidence

Multiple choice questions

True-False questions

Matching

Sentence completion

Presentation


Neat application of hardwood floor


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Checklist Score

Yes No

Eucalyptus floor application

Grevelia floor

Libuyu (mahogany) floor application

Muvula floor application

Siala floor application

Precise measurements

neatness

craftsmanship

Observation

Learning Outcome 4.4: Check final effect to meet client and production requirements

Techniques of checking the final effect meets production requirements:

Discussions

Focus Group

Met recommendation for changes or modification of requirements

o Oral presentation on Techniques of checking the final effect meets production requirements, Met recommendation for changes or modification of requirements

o Demonstration on Techniques of checking the final effect meets production requirements, Met recommendation for changes or modification of requirements

o Practical exercises on Techniques of checking the final effect meets production requirements, Met recommendation for changes or modification of requirements

o Group discussion on Techniques of checking the

Audio-visual aids (DVDs, pictures) Books Internet


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final effect meets production requirements, Met recommendation for changes or modification of requirements





Product evidence


Checklist Score

Yes No

Bubble diagram


Final concept


measurements

Observation

Reference books:



aesthetics

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M M D S C 4 0 1 - SETTING UP DIGITAL CAMERA KIT

MMDSC401 Set up digital camera kit

RTQF Level: 4 Learning hours

Credits: 5 50

Sector: ICT


Issue date: December 2014

Purpose statement

This module describes the outcomes required to select and prepare digital camera equipment

and accessories, charge and maintain batteries throughout shoot, install or check digital camera

support equipment, install digital camera, lenses and other accessories and disassemble digital

camera, accessories and support equipment.

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Not applicable


Learning units describe the essential outcomes of a competence.





2. Select and prepare digital camera Equipment and accessories

1.1 Proper confirmation of equipment and stock

requirements for the shoot.

1.2 Cleaning of equipment and ensure that it is

operational.

1.3 Proper verification of faults and defects and refer

these to specialist technicians.

1.4 Adequate identification of all required stock and

consumables and ensure that it is present in sufficient

quantity to meet the filming requirements.

5. Charge and maintain batteries

throughout shoot

2.1 Correct verification of appropriate power supply

2.2 Correct verification of charger if is suitable for the

batteries used

2.3 Safe charging of the batteries according to

manufacturer's recommendations

2.4 Proper maintenance of charged batteries to meet the

requirements of shooting duration

6. Install or check digital camera

support equipment

3.1 Accurate determining of the support requirements and

position of digital camera

3.2 Proper installation of supports in the appropriate

position and at the appropriate height to achieve the

digital camera shot required

3.3 Correct verification of the support to its security,

avoiding damage to any equipment and provision of

satisfactory digital camera support

7. Install digital camera, lenses and

other accessories

4.1 Proper Selection and secure fitting of the correct

digital camera lens and filters according to the

identified creative requirements

4.2 Correct installation of other digital camera accessories

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and special requirements

4.3 Thorough lifting of digital camera, using safe lifting and

handling techniques and secure to support, if required

4.4 Adequate Securing of digital camera safely to avoid

damage

8. Disassemble digital camera,

accessories and support equipment

5.1 Proper breaking down and carrying of digital camera,

accessories and supports employing safe lifting

techniques

5.2 Proper Cleaning and safe packing of all equipment into

cases to avoid damage and prepare for transport

5.3 Regular reporting and documenting of any equipment

that is damaged and requires maintenance to the

relevant personnel

5.4 Correct leaving of the photo capturing site in the

original or improved Condition, ensuring that there has

been no adverse

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LU 1: Select and prepare digital camera Equipment and accessories

1

Learning Outcomes:

1 Confirm the equipment and stock requirements for the shoot. 2 Cleaning of equipment and ensure that it is operational.

3 Proper verification of faults and defects and refer these to

specialist technicians.

4 Adequate identification of all required stock and consumables and ensure that it is present in sufficient quantity to meet the filming requirements

5 Hours

Learning Outcome1.1: Confirm the equipment and stock requirements for the shoot.

Equipment Features, condition and Specifications

Planning of the required equipment

o Oral presentation on selecting photographic equipment

o Viewing of pictures and video tutorials on selecting photographic equipment

o Demonstration on selecting

photographic equipment

- Digital Camera - Tripod - Lens - Filters - Rain cot - Reflectors - Camera Batteries - Power supply - Light

- External Flash - Camera bag - Audio-visual aids

(DVDs, pictures) - Laptop - Storage devices


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Performance evidence Task: Confirm the equipment and stock requirement for the shoot.

Checklist Score

Yes No

Selection of equipment

Digital Camera

Tripod

Lens

Filters

Rain cot

Reflectors

Camera Batteries

Power supply

Light

External Flash

Camera bag

Audio-visual aids (DVDs, pictures)

Laptop

Storage devices

Observation


Proper confirmation of equipment and stock requirements for the shoot

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Learning Outcome 1.2 Clean equipment and ensure that it is operational

Selection of the real chemical product and cleaning tools

Cleaning procedures

o Practice on Cleaning photographic equipment

o Practice on reading manual o Switch On Off Demonstration

Practice

- Digital Camera - Tripod - Lens - Filters - Rain cot - Reflectors - Camera Batteries - Power supply - Light - External Flash - Camera bag - Audio-visual aids

(DVDs, pictures) - Laptop - Storage devices - Chemical product - Cleaning tools






Task:

Select the real chemical product and cleaning tools

Select the equipment for cleaning


Precise categorization of equipment and tools according to their function


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Checklist Score

Yes No

Cleaning products

Eclipse/Methanol

rocket blower

Cotton or Polyester Tipped Applicator

Brush

Speck grabber

Equipment

Digital camera

Tripod

Lens

Filters

Laptop

Observation

Learning Outcome 1.3: Verify faults and defects and refer these to specialist technicians.

Equipment status

Determination of the fault of equipment

Reading the manual

Communication channel

Fault diagnosis

Fault handling

o Practice on faults detection of photographic equipment

o Teamwork on diagnostic and Fault handling

o Demonstration on Switch On/Off

- Digital Camera - Tripod - Lens - Filters - Rain cot - Reflectors - Camera Batteries - Power supply - Light - External Flash - Audio-visual aids (DVDs,

pictures) - Laptop



Proper verification of faults and defects and refer these to specialist technicians.


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Task: Read equipment manuals Check equipment status

Checklist Score

Yes No

Equipment manuals and status

Digital camera

Lens

Tripod

Filters

Batteries

Reflectors

External Flash

Light

Laptop

Observation

Learning Outcome 1.4: Identify all required stock and consumables and ensure that it is present in

sufficient quantity to meet the filming requirements.

Technical Arrangement of the electronic equipment

o Practice on specification of photographic equipment

o Practice photographic site requirements

o Oral presentation of the site requirements

- Digital Camera - Tripod - Lens - Filters - Rain cot - Reflectors - Camera Batteries - Power supply - Light - External Flash - Camera bag - Audio-visual aids (DVDs,

pictures) - Laptop


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Task: Arrange equipment for shooting.

Checklist Score

Yes No

Digital Camera

Tripod

Lens

Filters

Rain cot

Reflectors

Camera Batteries

Power supply

Light

External Flash

Camera bag


Laptop

Sound kit

Storage devices

Observation


Adequate identification of all required stock and consumables and ensure that it

is present in sufficient quantity to meet the filming requirements

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2

LU 2: Charge and maintain batteries throughout shoot

Learning Outcomes 1. Verify appropriate power supply 2. verify the charger if is suitable for the batteries used 3. charge the batteries according to manufacturer's

recommendations 4. Maintain the charged batteries to meet the requirements

of shooting duration 10 Hours

Learning Outcome 2.1 Verify appropriate power supply

Selection of the appropriate power supply

Assuming the security of power supply

Safety and precautions of power supply

o Teamwork Practice on discussion the power supply technologies

o Demonstration of life power supply

o Oral presentation on divers power supply types

- Camera Battery - Power supply - Camera batteries bag - Audio-visual aids (DVDs,

pictures)






Task: Select appropriate power supply Assume security of batteries


Correct verification of appropriate power supply


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Checklist Score

Yes No

Batteries

Guaranty of power save

Compatibility with camera power supply

Full working time

Observation

Learning Outcome 2.2 Verify the charger if is suitable for the batteries used

Verification of the voltage range of the charger

Verification of the electricity voltage outlet

Verification the plug in of the ports

o Demonstration on voltage range of the charger

o Teamwork Practice on the Countries electricity voltage outlet

o Oral presentation on the

battery real voltage

outlet

- Camera Battery - Power supply - Audio-visual

aids (DVDs, pictures)

- Battery Charger

- Digital camera






Task: Verify the charged and uncharged batteries


Correct verification of charger if is suitable for the batteries used


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Checklist Score

Yes No

Batteries

Charged

Uncharged

Observation

Learning Outcome 2. 3 Charge the batteries according to manufacturer's recommendations

Reading the manual

Respecting and following the manufacturer’s recommendations

o Practice exercise on voltage outlet plug in

o Practice exercise on manufacturer’s recommendations

o Teamwork Practice on o Using manual o And Plug in charger into power

- Tutorials - Camera

Battery - Power

supply - Digital

Camera - Battery

Charger





Performance evidence Task: Read the manual Respect and follow the manufacturer's recommendations

Checklist Score

Yes No

Power supply

Batteries charger

Batteries

Observation


Safe charging of the batteries according to manufacturer’s recommendations


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Learning Outcome 2. 4 Maintain the charged batteries to meet the requirements of shooting duration

Verification of the battery life

Optimization of battery life

o Practice exercise on checking battery life

o Demonstration of the appropriate

- Tutorials - Camera

Battery - Power

supply - Camera

batteries bag - Battery

Charger






Open questions

Short questions

Task: Verify the battery life Optimize the battery life

Checklist Score

Yes No

Capacity of power supply save

Full time charging of batteries

Working time of batteries

Observation


Proper maintenance of charged batteries to meet the requirements of shooting

duration


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LU 3: Install or check digital camera support equipment

3

Learning Outcomes:

1 Check state of embroidery machine Determine the support requirements and position of digital camera

2 Install the supports in the appropriate position and at the appropriate height to achieve the digital camera shot required.

3 verify the support to its security, avoiding damage to any equipment and provision of satisfactory digital camera support

10 Hours

Learning Outcome 3.1: Check state of embroidery machine Determine the support requirements and position of digital camera

Interpretation of shooting plan

Selection of the appropriate camera stand and its accessories

Checking the site attitude for the camera stand

Determination of the required odd angle of digital camera

Fixing Reflectors

o Oral presentation on tripod and other support accessories

o Practice Exercise on fixing the camera support requirements

o Teamwork Practice on required odd angle determination of digital camera

o Practice exercise on the

site attitude matching

with tripod

- Digital Camera (Body)

- Tripod or stand - Tutorials



Accurate determining of the support requirements and position of digital camera


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Task: Interpret the shooting plan

Select the appropriate camera stand and its accessories

Determination of the required odd angle of digital camera

Checklist Score

Yes No

Attitude for the camera stand on site

Fixation of digital camera on stand

Accessories

Carabineer strap

Shoulder strap

Silicon jacket

Float

Observation

Learning Outcome 3.2 Install the supports in the appropriate position and at the appropriate height to achieve the digital camera shot required.

Camera Set up according to the determined angle

Types of camera supports: crane drone dolly tripod steady cam helicopter

o Practice exercise on determining required odd angle of digital camera

o Teamwork exercise on fixing the screw of the camera support

o Practical exercise on

fixed and Moving

camera stand

- Digital Camera

- Tripod or stand

- crane - Drone - Dolly - Tripod - steady cam - helicopter


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Task: Install the camera supports to achieve the appropriate height

of shots.

Checklist Score

Yes No

Camera support

Crane

Drone

Dolly

Tripod

Steady cam

Helicopter

Observation

Learning Outcome 3.3. Verify the support to its security, avoiding damage to any equipment and provision of satisfactory digital camera support

Installation procedures of camera supports.

Safety and Security

Camera driver abilities

o Practice exercise on fixing camera on tripod

o Teamwork Practice on managing

o Demonstration on digital

camera security report.

- Digital Camera - Tripod or

stand - Filters - Rain cot - Reflectors - Camera

Battery - Power supply - External Flash - Camera bag



Proper installation of supports in the appropriate position and at the appropriate

height to achieve the digital camera shot required

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- Tutorials - Optical

Adapter - Lens - Flash - Remote cable - Optical

Viewfinder






Task: Identify procedure of Safety and Security Of digital camera

support installation

Checklist Score

Yes No

Procedure of installation

Manual function of digital camera supports

Installation steps of camera support

Packaging

Steady cam

Helicopter

Observation


Correct verification of the support to its security, avoiding damage to any

equipment and provision of satisfactory digital camera support

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LU 4: Install digital camera, lenses and other accessories

4

Learning Outcomes:

4. Select and secure fitting of the correct digital camera lens and filters according to the identified creative requirements

5. Install other digital camera accessories and special requirements

6. Thorough lifting of digital camera, using safe lifting and handling techniques and secure to support

7. Secure digital camera safely to avoid damage

5 Hours

Learning Outcome 4.1: Select and secure fitting of the correct digital camera lens and filters according to the identified creative requirements

Types of timber available in Rwanda:

Eucalyptus

Greveria

Libuyu (mahogany)

Muvula

siala

Guidelines for selecting timber : Beauty Harmony Graceful ageing Lifecycle costing Upkeep

Brainstorming

Group work

Presentations

Individual research

- Reference books - Internet - Scenario - Timber pieces


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performance evidence

Task: Identify type of lens filters of digital camera for photographer.

Apply techinics to select and secure fitting of digital camera

Checklist Score

Yes No

Types of lens filters

Front camera lens filters

Screw-On Filters

UV camera lens filters

Polarizing Filters Graduated Neutral Density (GND) Filters

Techinics of selection

Measuring Camera Lenses for Filters

Size of filters

Range

Observation


Proper Selection and secure fitting of the correct digital camera lens and filters

according to the identified creative requirements

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Learning Outcome 4.2: Install other digital camera accessories and special requirements

Pattern creation Geometric shapes Color arrangement

Natural timber color mixtures

o Brainstorming o Individual research o Group work

- Reference books - Internet - Scenario - tutorials - Computer - CAD soft wares - Sketch books - Scale ruler - Drawing papers






Task: Identify digital camera accessories

Checklist Score

Yes No

Accessories of camera: Body Power Optical Adapter Lens Flash Remote cable Optical Viewfinder Stand

Observation


Correct installation of other digital camera accessories and special requirements


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Learning Outcome 4.3: Thorough lifting of digital camera, using safe lifting and handling techniques and secure to support

Hardwood floor installation procedures:

Choose the Boards Measure the Room Check for a Squeaky Floor Roll Out the Vapor Barrier

Paper Start Installation Place the Boards Hand-Nail the Rolls Staple the Boards Cutting the Baseboard Fill in the Gaps Work around Clearance

Issue Fit Last Board into Place Fill Holes with Wood Putty Hardwood Floor

Maintenance

Brainstorming

Individual research

- Reference books - Internet - Timber pieces







True-False questions Task: Using safe lifting and handling techniques


Thorough lifting of digital camera, using safe lifting and handling techniques and

secure to support


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Checklist Score

Yes No

Safe lifting of digital camera

Handling techniques of digital camera fault

Observation

Learning Outcome 4.4: Secure digital camera safely to avoid damage

Deep protection of digital camera for the seek of well performing your work.

Creating additional and follow protection rules to secure digital camera

o Oral description of camera security rules

o Oral demonstration of Camera protection rules

o Teamwork Discussion on managing the common photographer mistakes

- Digital Camera (Body) - Stand or tripod - Spangles - Tutorials







True-False questions Task: Identify precautions of Securing digital


Adequate Securing of digital camera safely to avoid damage


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Checklist Score

Yes No

Recommended digital camera Security precautions

Keep dry

Handle the lens and all moving parts with care

Turn the product off before removing or disconnecting the power source

Do not drop

Keep away from strong magnetic Fields

Avoid sudden changes in temperature

Do not point the lens at strong light sources for extended periods

Observation

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LU 5: Disassemble digital camera, accessories and support equipment

5

Learning Outcomes:

1 Break down and carry digital camera, accessories and supports employing safe lifting techniques

2 Clean and pack all equipment into cases to avoid damage and prepare for transport

3 Report and document any equipment that is damaged and requires maintenance to the relevant personnel

20 Hours

Learning Outcome 5.1: Break down and carry digital camera, accessories and supports employing safe lifting techniques

Disassembling procedures

Lifting techniques

Identification of digital camera and accessories:

Body Sangles Power Optical Adapter Lens Flash Remote cable Optical Viewfinder Stand or tripod

o Lifting techniques oral demonstration

o Brainstorming on carrying techniques of camera and accessories

- Digital Camera (body)

- Camera bag - Stand or

tripod - Sangles - Lens - Filters - Rain cot - Remote

cable - Optical

Viewfinder - Audio-visual

aids (DVDs, pictures)

- Storage devices

- Tutorials


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Task: carry digital camera, accessories

Checklist Score

Yes No

Recommended carrying of digital camera and accessories;

Body

Power

Optical Adapter

Flash

Lens

Remote cable Optical Viewfinder

Stand

Observation


Proper breaking down and carrying of digital camera, accessories and supports

employing

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Learning Outcome 5.2: Clean and pack all equipment into cases to avoid damage and prepare for transport

Cleaning techniques

Packing procedure and techniques of digital camera and accessories

Cleaning Methods

o Practical exercises on Cleaning Equipment

o Practical exercises on equipment packing

o Brainstorming on Cleaning techniques

o Oral demonstration on Packaging procedure

- Digital Camera (body) - Stand or tripod - Rocket blower - Float - Silicon Jacket - Sangles - Lens - Filters - Rain cot - Remote cable - Optical Viewfinder - Reflectors - Power supply - Flash - External Flash - Camera bag - Audio-visual aids

(DVDs, pictures) - Laptop - Storage devices - Tutorials





Product evidence

Task: Clean and pack equipment


Proper Cleaning and safe packing of all equipment into cases to avoid damage

and prepare for transport


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Checklist Score

Yes No

Recommended cleaning of equipment;

Cleaning product ; Eclipse/Methanol rocket blower Cotton or Polyester Tipped Applicator Speck Brush

Recommended Packaging of equipment

Observation

Learning Outcome 5.3: Report and document any equipment that is damaged and requires

maintenance to the relevant personnel

Reporting skills

Analysing and evaluating the equipment status

Applying basic troubleshooting of digital camera and accessories

Communication channels

o Brainstorming on reporting techniques

o Practical exercises on checking equipment status

o Teamwork exercises on basic maintenance of equipment

- Digital Camera (body) - Stand or tripod - Lens - Filters - Rain cot - Remote cable - Optical Viewfinder - Reflectors - Power supply - Flash - External Flash - Camera bag - Audio-visual aids

(DVDs, pictures) - Laptop - Storage devices - Tutorials


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Task: Make a report of damaged equipment

Checklist Score

Yes No

Recommended Report of damaged equipment

Recommended Report of equipment requires maintenance

Observation


Regular reporting and documenting of any equipment that is damaged and

requires maintenance to the relevant personnel

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M M D C S 4 0 1 - DEVELOPING DOCUMENT CONTENT AND STRUCTURE

MMDCS401 Develop document content and structure


Credits: 3 30

Sector: ICT


Issue date: January, 2013

Purpose statement

This module describes the skills, knowledge and attitude required to develop the content meaning and

document structure for markup for web page or electronic publishing purposes

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Not applicable



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

learning unit.

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


1. Identify document requirements 1.1. Effective development of content meaning and information structure based on the document intent, final media and intended audiences

1.2. Adequate identification and grouping of information according to the job brief

1.3. Effective determining of target audience requirements

and expectations according to the brief

9. Plan content structure 2.1. Information is arranged in related topics and a logical sequence

2.2. Content meaning is tested by simulating the generation of new coherent documents based on the original content

2.3. Effective development of a hierarchy of information

with data checked to confirm the hierarchy sequence

10. Develop information architecture

3.1. Effective preparation of an information hierarchy catering for the physical storage of the files

3.2. Correct preparation of search and retrieval mechanisms for content discovery

3.3. Proper designing of an information hierarchy catering for navigation and access between files or groups of content

11. Design information layout

4.1. Correct development of templates for textual and graphic elements to facilitate consistent and uniform layout and visual design

4.2. Relevant linking of an extensible template to the

document

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5. Test the document 5.1. Effective development of a suite of prototypes for all document levels

5.2. Correct testing of the rigour of the information architecture at all levels is tested

5.3. Testing for correct functioning and intuitive use of the navigational features for all levels

5.4. Correct testing of visual design and layout at all levels

against standard onscreen design principles

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LU 1: Identify document requirements

1

Learning Outcomes:

1. Develop the content meaning and information structure 2. Identify and group information according to the job brief 3. Determine the target audience requirements and expectations

according to the brief

6 Hours

Learning Outcome1.1 Develop the content meaning and information structure.

Navigation system

Developing ideas into information by an intuitive, easy to use navigation system that provides different ways of searching for information.

Collecting, analyzing information in the content meaning

Developing

information

consistent and

logical labeling

system

Types embroidery tools:

Scissors

Needles

Stiletto

Bodkin

o Oral presentation on navigation system, developing ideas into information by an intuitive, easy to use navigation system that provides different ways of searching for information, Collecting, analyzing information in the content meaning and developing information consistent and logical labeling system.

o Demonstration on navigation system, developing ideas into information by an intuitive, easy to use navigation system that provides different ways of searching for information, Collecting, analyzing information in the content meaning and developing information consistent and logical labeling system.

o Group discussion on navigation system, developing ideas into

- computer - projector - Books - Newspapers - printer


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Tambour

embroidery

Knife buttonhole

Embroidery equipment:

Upper chain stitch

handle operated

embroidery

machine

Computerizing

embroidery

machine

Button hole sewing

machine

Bar tack sewing

machine

information by an intuitive, easy to use navigation system that provides different ways of searching for information, Collecting, analyzing information in the content meaning and developing information consistent and logical labeling system.

o Using computer on developing ideas into information by an intuitive, easy to use navigation system that provides different ways of searching for information,

o collecting, analyzing information in the content meaning and

o developing information consistent and logical labeling system.





Written evidence


Matching questions

Multiple questions

Short questions

Task: Select embroidery material, tools and equipment.


Accurate selection of materials, tools and equipment

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Checklist Score

Yes No

Selection of material

Selection of tools


Observation

Learning Outcome 1.2 Identify and group information according to the job brief

Sources of information

Using software to develop document content structure.

Organizing activities by planning the content structure

Developing information structures for markup, web pages

o Oral presentation on sources of information, using software to develop document content structure, organizing activities by planning the content structure and developing information structures for markup, web pages

o Using computer on sources of information, using software to develop document content structure, organizing activities by planning the content structure and developing information structures for markup, web pages

o Demonstration on sources of information, using software to develop document content structure, organizing activities by planning the content structure and developing information structures for markup, web pages

o Group discussion on sources of information, using software to develop

- Computer - Projector - Books - Software - Notepad


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document content structure, organizing activities by planning the content structure and developing information structures for markup, web pages





Written evidence


Open questions

Multiple questions

Task: Demonstrate function of tools and equipment

Checklist Score

Yes No

Classification of equipment

Identification function of tools

Identification function of equipment

Observation



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Learning Outcome 1.3: Determine the target audience requirements and expectations

according to the briefs

Developing meta- languages for multiple audiences.

Organization and management of information using correct file conventions

Applying the clues on information to help on audience’s target efficiently.

Developing navigational structure.

o Oral presentation on developing meta- languages for multiple audiences, organization and management of information using correct file conventions,

o applying the clues on information to help on audience’s target efficiently and developing navigational structure.

o Group discussion on developing meta- languages for multiple audiences, organization and management of information using correct file conventions, applying the clues on information to help on audience’s target efficiently and developing navigational structure.

o Demonstration on developing meta- languages for multiple audiences,

o organization and management of information using correct file conventions,

o applying the clues on information to help on audience’s target efficiently and developing navigational structure.

o Using computer on

- computer - projector - books


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developing meta- languages for multiple audiences, organization and management of information using correct file conventions, applying the clues on information to help on audience’s target efficiently and developing navigational structure.





Written evidence


Open questions

Multiple questions

Short questions


Checklist Score

Yes No

Distinction of parts

Identification the parts of embroidery machine

Observation


Precise the parts of embroidery equipment and tools

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LU 2: Plan content structure

2

Learning Outcomes:

1. Arrangement of information in related topics and a logical sequence

2. Simulate the generation of new coherent documents based on the original content

3. Develop the hierarchy of information with data into the hierarchy sequence

6 Hours

Learning Outcome 2.1 Arrangement of information in related topics and a logical sequence

Preparing an outline

Building information in a content management system

Arrangement of the items within a topic in a logical sequence

Establishing a single principle of division

Division the subject into major topics.

o Oral presentation on preparing an outline,

o building information in a content management system,

o arrangement of the items within a topic in a logical sequence, establishing a single principle of division and division the subject into major topics.

o Group discussion on preparing an outline,

o building information in a content management system,



- computer - projector - books - Samples from

professionals


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preparing an outline, o building information in a

content management system,






Written evidence


Open questions

Short questions

Task: Use different hand embroidery tools

Checklist Score

Yes No

Specification of embroidery hand tools

Position of tools

Manipulation of tools

Observation


Proper using hand embroidery tools

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Learning Outcome 2.2 Simulate the generation of new coherent documents based on the

original content

Identification of document’s foundation for designing a database

Characterizing the data-oriented approach to information content.

Application of illustrations to enhance understanding.

o Oral presentation on identification of document’s foundation for designing database, characterizing the data-oriented approach to information content and application of illustrations to enhance understanding.

o Demonstration on identification of document’s foundation for designing adatabase, characterizing the data-oriented approach to information content and application illustrations to enhance understanding.

o Group discussion on identification of document’s foundation for designing a database, characterizing the data-oriented approach to information content and application of illustrations to enhance understanding.

o Practical exercises on identification of document’s foundation for designing a database, characterizing the data-oriented approach to information content and application illustrations to enhance understanding.

- computer - projector - books - Samples from

professionals


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Written evidence


Open questions

Short questions

Task: Set embroidery machine in work place and put their

accessories

Checklist Score

Yes No

Identification of embroidery accessories

Position of machine

Position of accessories

Observation

Learning Outcome 2. 3 Develop the hierarchy of information with data into the hierarchy

sequence

The visualization of hierarchies sequences approach:

information hierarchies Timelines Thumbnails

Identification of different components of the information domain:

Data structure Data processing

o Oral presentation on the visualization of hierarchies sequences approach and identification of different components of the information domain

o Demonstration on the visualization of hierarchies sequences approach and identification of different components of the

- Computer - Projector - Books - Samples from

professionals -



Proper setting embroidery machine parts

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Process modeling information domain o Practical exercises on the

visualization of hierarchies sequences approach and identification of different components of the information domain





Written evidence


Open questions

Short questions

Task: Make stitches on fabric by using embroidery machine for

Checklist Score

Yes No

Process of manipulation tools and equipment

Winding

Using foot of machine

Setting stitches regulator

Operating machine parts

Set tension disc

Quality of stitches

Movement of machine

Observation


Proper Manipulation of equipment and tools

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LU 3: Develop information architecture

3

Learning Outcomes:

8. Prepare an information hierarchy catering for the physical storage of the files

9. Prepare search and retrieval mechanisms for content discovery 10. Design an information hierarchy catering for navigation and

access between files 7 Hours

Learning Outcome 3.1: Prepare an information hierarchy catering for the physical storage of

the files

Performing file system fragmentation

Filename

Directories

Metadata

Identification of file system types: disk/tape file systems network file systems special-purpose file

systems

o Oral presentation on performing file system fragmentation and identification of file system type.

o Demonstration on performing file system fragmentation and identification of file system type


Performing file system

fragmentation and

identification of file

system type

- Computer - Library - Samples


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Written evidence


Open questions

Short questions

Task: Test the machine which has following problems

- Breaking needle

- Skipping stitch

- Upper thread breaking

Checklist Score

Yes No

Specialization of common problems

Remedies of those common problems

Well setting needle

Check winding

Check tension disc

Check presser foot

Stitch regulator

Observation


Precise checking state of equipment and tools

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Learning Outcome 3.2 Prepare search and retrieval mechanisms for content discovery

Designing HAC (hierarchy and content)file system

Accessing remote file and query systems

Implementation and performance

Personalization of information access and knowledge-based content

Development of a search and retrieval framework, supporting media searching.

o Oral presentation on designing HAC (hierarchy and content) file system,

o accessing remote file and query systems, implementation and performance,

o performing related work.

o personalization of information access and knowledge-based content and

o development of a search and retrieval framework, supporting media searching.

o Demonstration on designing HAC (hierarchy and content) file system,

o accessing remote file and query systems,

o implementation and performance,

o Performing related work.

o personalization of information access and knowledge-based content and


o Practical exercises on designing HAC (hierarchy and content) file system,

o accessing remote file and query systems,

o implementation and

- Computer - Books - Softwares


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performance, o performing related

work. o personalization of

information access and knowledge-based content and






Written evidence


Matching questions

Open questions

Task: Differentiate cleaning material and product

Checklist Score

Yes No

Identification of cleaning material

Identification of cleaning product

Observation


Accurate selection of cleaning materials and products

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Learning Outcome 3.3 Design an information hierarchy catering for navigation and access

between files

Introduction of information hierarchy: raw data information

understanding knowledge Accessibility of

files

o Oral presentation on introduction of information hierarchy and accessibility of files

o Demonstration on introduction on information hierarchy and accessibility of files

o Practical exercises on introduction of information hierarchy and accessibility of files.

- Computer aids

- Books - Software





Written evidence


Open questions

Task: Maintain embroidery machine

Arrange embroidery equipment and tools in workplace

Checklist Score

Yes No

Identification process of maintenance

Cleaning process

Oiling process

Installation of equipment

Arrangement of tools

Observation


Appropriate application of basic maintenance of equipment and tools


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LU 4: Design information layout

4

Learning Outcomes:

1. Develop templates for textual and graphic elements to facilitate consistent and uniform layout and visual design

2. link an extensible template to the document

8 Hours

Learning Outcome 4.1: Develop templates for textuai and graphic elements to facilitate

consistent and visual design

Elements and principles of design.

Typography terms as it relates to the use of text in visual messages:

capline, topline, midline, baseline, beardline, serif, san serif, ascender, descender, bowl, counter

producing visual compositions using variety of media:

line, shape (2D) or form (3D) colour

o Oral presentation on elements and principles of design, typography terms as it relates to the use of text in visual messages, identification of copyright restrictions and permissions and put them into practice, assessment of compositions created by others.

o Viewing on presentation of work completed in this course to an audience

o Demonstration on producing visual compositions using

o a variety of media, o Practical exercises on

producing visual compositions using

o a variety of media o Group discussion on the

elements and principles of design, typography terms as

- classmates, - professionals - print, - photography, - video, - animation


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texture, depth (perspective), light, direction (motion), mass (visual weight) tone (black and white) or

value (colour) space (positive negative)

identification of copyright restrictions and permissions

Assessment of compositions created by others; e.g., classmates,

Professionals.

it relates to the use of text in visual messages, producing visual compositions using

o a variety of media, o identification of copyright

restrictions and permissions and put them into practice , presentation of work completed in this course to an audience, critique or an assessment of compositions created by others





Written evidence

Multiple choice questions True-False questions Matching Sentence completion

Checklist Score

Yes No

Identify timbers

Eucalyptus

Greveria

Libuyu (mahogany)

Muvula

Siala

Guidelines for selecting timber

Beauty

Harmony


Proper selection of timber according to space function

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Graceful ageing

Lifecycle costing

Upkeep

Observation

Learning Outcome 4.2: Link an extensible template to the document

Identifying Properties to associate with items of its type.

Metadata Using Metadata to associate with items of its type:

Column Templates Folder content types Plan content types Plan list content

types. Plan workflows worksheet

Performing Workflows that can be started from items of its type.

Applying Information management policies to associate with items of its type.

Identification of Document templates (for document content types).

Applying custom features.

o Oral presentation on identifying Properties to associate with items of its type, metadata, using metadata to associate with items of its type, applying information management policies to associate with items of its type, Identification of document templates (for document content types), applying custom features and applying custom features.

o Viewing of pictures, computer, projector on Identifying Properties to associate with items of its type, metadata, using Metadata to associate with items of its type, Performing Workflows that can be started from items of its type, applying Information management policies to associate with items of its type, identification of document templates (for document content types) and applying custom features.

- Computer - Projector - Books - Newpapers


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o Demonstration on Metadata, Using Metadata to associate with items of its type, performing Workflows that can be started from items of its type, identification of Document templates (for document content types) and applying custom features.

o Practical exercises on metadata, Using Metadata to associate with items of its type, performing Workflows that can be started from items of its type, identification of Document templates (for document content types) and applying custom features.

o Group discussion on Identifying Properties to associate with items of its type, metadata, using Metadata to associate with items of its type, applying Information management policies to associate with items of its type, identification of document templates (for document content types), applying custom features and applying custom features.

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Product evidence


Checklist Score

Yes No

Bubble diagram


Final concept


measurements

Observation



aesthetics

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LU 5: Test the document

5

Learning Outcomes:

1. Develop a suite of prototypes for all document levels 2. Test the rigour of the information architecture at all levels 3. Test the rigour of the information architecture at all levels 4. test visual design and layout at all levels on design principles

3Hours

Learning Outcome 5.1: Develop a suite of prototypes for all document levels

The processing the steps of prototypes in document:

Identification of basic requirements

Development Initial Prototype

Examination the prototype

Provision of feedback on additions or changes.

Revise and Enhance the Prototype

Dimensions of prototypes:

horizontal prototype

Vertical prototype

Types of prototyping

Throwaway Prototyping

Evolutionary Prototyping

Advantages of

o Oral presentation on The processing the steps of prototypes in document, dimensions of prototypes, Types of prototyping, Types of prototyping, Disadvantages of prototyping, Best projects to use prototyping, Methods of prototyping and tools

o Demonstration on the processing the steps of prototypes in document, Methods of prototyping and tools

o Group discussion on The processing the steps of prototypes in document, dimensions of prototypes, Types of prototyping, Disadvantages of prototyping, Best projects to use prototyping,

- Computer aids - Software factories - books


http://en.wikipedia.org/wiki/Requirement

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prototyping

Disadvantages of prototyping

Best projects to use prototyping

Methods of prototyping:

Dynamic systems development

Evolutionary systems development

Evolutionary rapid development

Tools:

4th generation programming languages (Visual Basic and ColdFusion )

Screen generators, design tools & Software Factories

Application definition or simulation software

Requirements Engineering Environment

Methods of prototyping and tools

o Using computer, practical exercises on The processing the steps of prototypes in document and Methods of prototyping and tools





Performance

Task: Develop Documents Prototyping


Effective development of a suite of prototypes for all document levels

http://en.wikipedia.org/wiki/4th_generation_language



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Checklist Score

Yes No

Prototyping Process

Identification of users’ basic information requirements

Development of the initial prototype

Use of prototype to refine users’ requirements

Preparation of the demonstration and subsequent use of the prototype

Demonstration of the Prototype

Note of Criticisms of the system

Test of Prototype

Feedback analysis

Observation

Learning Outcome 5.3: Test for functioning and intuitive use of the navigational features for

all levels

Methodology of testing

Choose a high level test plan

Write detailed test cases, identifying clear and concise steps to be taken by the tester, with expected outcomes

Assign the test cases to testers, who manually follow the steps and record the results.

Author a test report, detailing the findings of the testers.

Techniques of testing:

Unit Testing

Unit Testing

Software Testing

Comparison to Automated Testing

o Oral presentation on Methodology of testing , Techniques of testing and Comparison to automated Testing

o Demonstration on Methodology of testing, Techniques of testing and Comparison to automated Testing

o Practical exercises on o Methodology of testing,

Techniques of testing and Comparison to automated Testing

- computer aids - Systematic Software

Testing - ANSI/IEEE 829-1983 IEEE

Standard for Software Test Documentation


http://en.wikipedia.org/wiki/Test_case

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Performance evidence Task: test the information architecture at all levels

Checklist Score

Yes No

A Draft of information architecture

Scenarios of information architecture

Participants

Method (face-to-face or online )

Running the Test

Record the result

Interpreting think not only about what happened but why it happened)

Observation

Learning Outcome 5.4: Test visual design and layout at all levels on design principles

Sense of Visual arts design

Visual-eyes

Critic-eyes

Analy-eye

o Oral presentation on sense of Visual arts design

o Group discussion on sense of Visual arts design

o Practical exercises developing a sense of Visual arts design

- computer aids - softwares - books



Correct testing of the rigour of the information architecture at all levels

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Performance evidence Task: Test the intuitive navigation of the quality

Checklist Score

Yes No

Intuitive design

Ease of learning

Efficiency of use

Memorability

Error frequency and severity

Subjective satisfaction

Observation


Testing for correct functioning and intuitive use of the navigational features for

all levels

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M M D C D 4 0 1 - APPLYING THE CREATIVE DESIGN PROCESS TO 2D FORMS

MMDCD401 Apply the creative design process to 2d forms


Credits: 5 50

Sector: ICT



Purpose statement

This module describes the outcomes required to Source information on 2-D design, explore the creative

design process for 2-D forms and communicate concepts or ideas through application of design

processes to 2-D forms.

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Not applicable



Performance criteria describe the required performance needed to demonstrate achievement of

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

Elements of competence

Performance criteria

3. Source information on 2-D design 1.1. Identify and access relevant sources of information on 2-D design

1.2. Evaluate and collate information to build a knowledge of 2-D design

12. Explore the creative design process

for 2-D forms

2.1. Use creative thinking techniques to generate a range of ideas and options

2.2. Use experimentation to explore and challenge a range of different ideas

2.3. Challenge assumptions, reflect on ideas and refine approaches

2.4. Consciously change perspective, and evaluate ideas and situations in new ways

13. Communicate concepts or ideas

through application of design

processes to 2-D forms

3.1 Investigate and reflect on how a particular concept or idea might be communicated in a 2-D form

3.2 Select materials, tools and equipment relevant to the realisation of the concept or idea

3.3 Apply a creative design process to produce a range of 2-D concept realisations

3.4 Reflect on own application of design process and success in communicating the concept or idea

3.5 Seek and obtain feedback from others about the 2-D form and its success in communicating the concept or idea

3.6 Present and store concept realizations or samples in a format which takes account of the need for professional presentation and potential value for future work

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LU 1: Source information on 2D design

1

Learning Outcomes:

1. Identify and access relevant sources of information on 2D design 2. Evaluate and collate information to build a knowledge of 2D design

10 Hours

Learning Outcome1.1 Identify and access relevant source of information on 2D design

Identifying Sources of information:

books and magazines,

scientific texts

web-based resources

anecdotal sources, personal observation

art and design work

natural and manufactured forms, objects and/or structures

optics, including single and multiple vanishing points

Access Sources of information relevant on 2D design

o Oral identifying Sources of information and access Sources of information relevant on 2D design

o Demonstration on identifying Sources of information and access Sources of information relevant on 2D design

o Practical exercise on identifying Sources of information and access Sources of information relevant on 2D design presentation on

- anecdotal sources, personal observation

- art and design work - books and magazines - natural and

manufactured forms, objects and/or structures

- optics, including single and multiple vanishing points

- scientific texts - web-based resources


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Performance evidence Task: Identify and access 2d source of information

Checklist Score

Yes No

2D Primary - Data - documents - Photographs - Newspapers

- books

2D secondary - Books

- scholarly articles

Observation

Learning Outcome 1.2 Evaluate and collate information to build a knowledge of 2D design

Describing designs by identifying design elements and principles of 2D design.

Analyzing designs by discussing the function of design elements and principles in 2D design.

o Oral presentation on o describing designs by

identifying design elements and principles of 2D design,

o analyzing designs by discussing the function of design elements and principles in 2D design and

- books and magazines

- web-based resources

- scientific texts - computer - color - form



Identify and access relevant sources of information on 2-dimensional design

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Evaluating the effectiveness of designs by discussing design elements and principles

o evaluating the effectiveness of designs by discussing design elements and principles.

o Demonstration on describing designs by identifying design elements and principles of 2D design,



o Practical exercise on

describing designs by identifying design elements and principles of 2D design,



- line - shape - texture - tone





Performance evidence Task: Evaluate and collate information


Evaluate and collate information to build a knowledge of 2-dimensional design

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Checklist Score

Yes No

collection of information

problems and limitations

Selected information The information on general process for building 2D models Creation of a sketch of the wireframe of each part.

Observation

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LU 2: Explore the creative design process for 2D forms

2

Learning Outcomes:

1. Use creative techniques to generate a range of ideas and options 2. Use experimentation to explore and challenge a range of

different ideas

10 Hours

Learning Outcome 2.1 Use creative techniques to generate a range of ideas and options

Storytelling

Creativity tools:

Classical

Brainstorming

Brain Writing

Mind Mapping

Five Ws and H

Metaphors and analogies

Process of idea management

Process from identification of ideas to their implementation

Creativity techniques for idea evaluation brainstorming:

bulletin board

buzz session

sequencing

stop and go

daydreaming and mental wandering

Edward de Bono's six

o Oral presentation on Storytelling, creativity tools, Metaphors and analogies,

o process of idea management

o Process from identification of ideas to their implementation and

o methods and techniques for idea evaluation

o Demonstration on Storytelling, creativity tools, Metaphors and analogies,




o Group discussion on Storytelling, creativity tools Metaphors and

- Books - Computer - Samples: - digital output - drawn - painted - printed - collaged - Photographs - Visualization of

information (meta plan) - computer-aided


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thinking hats

ego alter or heroes

graphic organizers:

concept fans

visual maps

webbing

lateral thinking games

making associations

mind mapping

morphological analysis

Sub-culture surfing

Trigger words

Use of metaphors and analogies

Vision circles

Visualization

Wishful thinking

Word salads

analogies, o process of idea

management o Process from identification

of ideas to their implementation and


o Practical exercises on o Storytelling, creativity

tools Metaphors and analogies,








Performance evidence Task: Generate ideas and options


Use creative thinking techniques to generate a range of ideas and options

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Checklist Score

Yes No

mind mapping

Use of research and development processes

Affordability

idea screening

concept testing

technical aspect

Post Launch Review

Observation

Learning Outcome 2.2 Use experimentation to explore and challenge a range of different ideas

Experimentations: bending binding cutting folding mass Moulding and Modelling pasting and taping positive and negative

forms proportion relationships of form to

form and form to space rhythm shape size stitching stretching symmetry, asymmetry,

balance tone twisting

Questions and challenges on

o Oral presentation on Questions and

o challenges on different ideas,

o Critical reflections on ideas,

o techinics of exploring ideas keeping options open,

o connections and relationships of different ideas and

o analysis of ideas exportation.

o Group discussion on Questions and


o Critical reflections on ideas,

o Techinics of exploring ideas keeping options open,

o connections and

- Proportion - Relationships

of form to form and form to space

- Rhythm - Shape - Size - Stitching - Stretching - Symmetry,

asymmetry, balance

- Tone - Twisting - Papers - Computer

aids/googling - Positive and

negative forms


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different ideas

Critical reflections on ideas

Techinics of exploring ideas and keeping options open

Connections and relationships of different ideas

Analysis of ideas exportation

relationships of different ideas and

o analysis of ideas exportation.

o Practical exercises on Questions and


o Critical reflections On ideas,

o Techinics of exploring ideas keeping options open,connections and relationships of different ideas and analysis of ideas exportation.





Performance evidence Task: explore and challenge different ideas

Checklist Score

Yes No

Ideas exploration

Open mind

Needs

Opportunities

Imagination

Idea extraction Effectiveness

impact

sustainability

Idea shaping


Use experimentation to explore and challenge a range of different ideas

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Idea moulding

Feedback into the loop

Observation

Learning Outcome 2. 3 Challenge assumptions, reflect on ideas and refine approaches

Setting the Conditions

Problem or Opportunity Definition

Idea Generation

Diffusion & Scaling

Piloting & Prototyping

Philanthropy

o Oral presentation on Setting the Conditions,

o problem or Opportunity definition,

o idea Generation, o diffusion & Scaling, o piloting & Prototyping and o Philanthropy o Group discussion on Setting the

Conditions, o problem or Opportunity

definition, o idea Generation, o diffusion & Scaling, o piloting & Prototyping and o Philanthropy o Practical exercises on Setting

the Conditions, o problem or Opportunity

definition, o idea Generation, o diffusion & Scaling, o piloting & Prototyping and o Philanthropy

- Bending - Binding - Cutting - Folding - Mass - Moulding and

modelling - Pasting and

taping - Positive and

negative forms - Proportion - Relationships of

form to form and form to space

- Rhythm - Shape - Size - Stitching - Stretching - Symmetry,

asymmetry, balance

- Tone - Twisting - Papers - Computer

aids/googling


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Performance evidence Task: Challenge assumptions and refine approaches

Checklist Score

Yes No

Development of Empathy and Understanding Approach planning

Assumptions checking

sparks of insight

New and valuable information

Harvesting and building on ideas

testing

Feedback loop Trying out apps

Observation

Learning Outcome 2. 4: Change perspective, and evaluate ideas and situations in new ways

Analysis of the main characteristics of the evaluation

Selection of ideas.

Procedures for the evaluation and selection of new ideas: purpose methodology Empirical result

o Oral presentation on analysis of the main characteristics of the evaluation and selection of ideas, Procedures for the evaluation and selection of new ideas

o Social aspect of

- Books - Computer - Samples:

digital output drawn painted printed collaged



Challenge assumptions, reflect on ideas and refine approaches

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Social aspect of evaluation and selection of ideas.

Factors for evaluating ideas

evaluation and selection of ideas and

o factors for evaluating ideas

o Practical exercises on analysis of the main characteristics of the evaluation and selection of ideas,





Performance evidence Task: Change perspective and evaluate ideas

Checklist Score

Yes No

Printing out visuals

Idea refining

Asking different questions

Documentation of data in a new way

New way analysis

Zooming out to the next largest context final thoughts

Observation


Consciously change perspective, and evaluate ideas and situations in new ways

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LU 3: Communicate concepts or ideas through application of design

processes to 2-D forms

3

Learning Outcomes:

1. Investigate and reflect on how a particular concept or idea might be communicated in a 2D

2. Select materials, tools and equipment relevant to the realisation of the concept or idea

3. Apply a creative design process to produce a range of 2D concept realizations

4. Reflect on own application of design process and success in communicating the concept or idea

5. Seek and obtain feedback from others about the 2D form and its success in communicating the concept or idea

6. Present and store concept realizations in a format for professional presentation and potential value for future work

20 Hours

Learning Outcome 3.1: Investigate and reflect on how a particular concept or idea might be

communicated in a 2D

Important information

Introduction: Scope of study Rationale Aims Structure

Changes of ideas design

Monitoring for quality

Safety and wellbeing

Use of information and communications technology

Employability skills

Assessment and reporting

Satisfactory completion

Authentication

o Oral presentation on important information,

o Introduction, Aims o structure, o Changes of ideas design, o Monitoring for quality, o Safety and wellbeing, o use of information and

communications technology o employability skills,

assessment and reporting o satisfactory completion and

authentication o Group discussion on

important information, o Introduction, Aims structure, o Changes of ideas design, o Monitoring for quality, o Safety and wellbeing, o use of information and

- Computer aids - papers - Drawing - Samples - Printers - web access - a range of

software tools to support the creation and manipulation of text, graphics and images

- Scanner, digital

camera and tablet.


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communications technology o employability skills,

assessment and reporting o satisfactory completion and

authentication o Practical exercise on

important information, o Introduction, Aims o structure, o Changes of ideas design, o Monitoring for quality, o Safety and wellbeing, o Use of information and

communications technology o employability skills, o assessment and reporting o satisfactory completion and

authentication





Performance evidence Task: Develop 2D Visual language

Checklist Score

Yes No

Development of visual language

Usage of the art and design

language of art and design

Observation


Investigate and reflect on how a particular concept or idea might be

communicated in a 2-dimensional form

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Learning Outcome 3.2 Select materials,tools and equipment relevant to the realization of the

concept or idea

Materials tools and equipment: brushes

buckets and containers

clamps

clays and other plastic compounds (plasticene, plaster)

cutting tools (scissors, knives blades)

drill

fibres, tape, string

foamcore, polystyrene

found materials

glue

hammer

measuring tools

nails, screws, wire

papers, cardboard and paper pulp

pliers

recycled materials

relevant and current hardware and software

saw

shaping tools (surform blades, planers, modelling and carving tools)

wood, metal, fabric, plastic

Exploring materials, tools and equipment

Techniques and processes of using materials, tools, equipment

Understanding the suitability of materials, techniques and processes

o Oral presentation on exploring materials, tools and equipment,

o techniques and processes of using materials, tools, equipment and understanding the suitability of materials, techniques and processes

o Demonstration on exploring materials, tools and equipment,


o Group discussion on exploring materials, tools and equipment,


o Practical exercise on exploring materials, tools and equipment,


- Computer aids - Photography, - Sketches, - Drawings, - Notes, - Voice recording - Videos - Brushes - Buckets and containers - Clamps - Clays and other plastic

compounds (plasticene, plaster)

- Cutting tools (scissors, knives blades)

- Drill - Fibres, tape, string - Foamcore, polystyrene - Found materials - Glue - Hammer - Measuring tools - Nails, screws, wire - Papers, cardboard and

paper pulp - Pliers - Recycled materials - Relevant and current

hardware and software - Saw - Shaping tools (surform

blades, planers, modelling and carving tools)

- Wood, metal, fabric, plastic


319 | P a g e





Performance evidence Task: Design a concept idea on material selection

Checklist Score

Yes No

Design requirements

Materials Tools Requirement

Ranking of design requirement

Supporting information

Observation

Learning Outcome 3.3. Apply a creative design process to produce a range of 2D concept

realizations

Creative design process stages:

Development of the brief

Research

Generation of ideas

Development of concepts

Refinement

Resolution of presentations

Techinics of Drawing

Design creative elements and principles

Visual communication design in context

o Oral presentation on Creative design process stages,

o techinics of Drawing, o design creative elements

and principles, o visual communication,

design in context, o type and imagery, o terminologies and o methods of delivering a

pitch to present and

- digital methods output - Samples - Models - Prototypes - Paraline - Isometric - Planometric - Perspective - One and two point - Point - Line - Shape



Select materials tools and equipment relevant to the realisation of the concept

or idea

320 | P a g e

Type and imagery

Terminologies

Methods of delivering a pitch to present and explain resolutions to a brief

explain resolutions to a brief

o Demonstration on Creative design process stages,




pitch to present and explain resolutions to a brief

o Group discussion on Creative design process stages,





o Practical exercise on Creative design process stages,





- Form - Tone - Texture - Color - Type

321 | P a g e






Task: Apply design process for 2D production Arrange embroidery equipment and tools in workplace

Checklist Score

Yes No

Target definition - Challenges - Goals - opportunities

information collection

- Fact and data

- Stakeholders

- Boundaries

- Opinions

- assumptions

brainstorm - Ideas clarification - ideas categorization - Ideas ranking order

Development of concepts design - Inspiration

- Talent

- solutions improvement

- idea communication

- Idea evaluation,

- concepts refining

Implementation of the design and monitor progress

- process Step-by-step

- Communications strategy

- 2D Resource identification/allocation - Timeline for implementation


Apply a creative design process to produce a range of 2-dimensional

concept realisations

322 | P a g e

Design - quality

Improvement - balance of contrast - Hierarchy - External structure - internal structure - Color

Observation

Learning Outcome 3.4: Reflect on own application of design process and success in

communicating the concept or idea

Selecting artifacts that demonstrate success in the concept or idea

Description: Who? What? Where? When?

Analysing

Situation

Selection

Relation to issues

Expectations

Goals

Appraising

Transforming

o Oral presentation on Selecting artifacts that demonstrate success in the concept or idea,

o Description, o Analysing, o Appraising and o Transforming. o Demonstration on

Selecting artifacts that demonstrate success in the concept or idea,

o Description, o Analysing, o Appraising and o Transforming. o Group discussion on

Selecting artifacts that demonstrate success in the concept or idea, description,

o analysing, appraising and transforming.

o Practical exercise on Selecting artifacts that demonstrate success in

- Computer aids - Photography, - Sketches, - Notes, - Voice recording - Videos - Books - Samples


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the concept or idea, description,

o analysing, appraising and transforming.





Performance

evidence

Task; Apply reflective practice model on 2d design

Checklist Score

Yes No

Plan

Business needs

Reflection on action

Design

Reflection on refinement

Evaluation methods

Reflection on project

Observation


Reflect on own application of design process and success in communicating the

concept or idea

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Learning Outcome 3.5: Seek and obtain feedback from others about the 2D form and its

success in communicating the concept or idea

Accuracy of the concept or idea in communication.

The content of information

Encoding

Channel

Decoding.

Receiver.

Feedback.

Context in the idea or concept

o Oral presentation on accuracy of the concept or idea in communication,

o The content of information, o encoding, o channel, o decoding, o receiver, o feedback and o context in the idea or

concept o Group discussion on

accuracy of the concept or idea in communication,

o The content of information, encoding,

o channel, o decoding, o receiver, o feedback and o context in the idea or

concept o Practical exercise on

accuracy of the concept or idea in communication,

- Samples - Audio-visual , - pictures - Computer aids





Performance evidence Task; seek and obtain feedback


Seek and obtain feedback from others about the 2-dimensional form and its

success in communicating the concept or idea


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Checklist Score

Yes No

Recapping

concept explanation

Framing

Directing

Observation

Learning Outcome 3.5: Present and store concept realizations in a format for professional

presentation and potential value for future work

Identifying a concept in a visual communication

Coming up with our own concept that can be used to drive our visual work

Analysing how concepts can be communicated

Concept realizations:

digital output

fabricated and constructed works

models

prototypes

o Oral presentation on identifying a concept in a visual communication,

o coming up with our own concept that can be used to drive our visual work and

o Analysing how concepts can be communicated

o Demonstration on identifying a concept in a visual communication,


o analyzing how concepts can be communicated

o Group discussion on identifying a concept in a visual communication,


o analyzing how concepts can be communicated

o Practical exercise on identifying a concept in a visual communication,

o coming up with our own

- Audio-visual pictures - Samples - Computer aids - Books


326 | P a g e

concept that can be used to drive our visual work and

o analysing how concepts can be communicated





Performance evidence Task; Apply the professional presentation techniques of a 2D design (product/sample)

Checklist Score

Yes No

Relevance of the presentation to the prospect

Creation of a connection between your product and the prospect

Final concept

precision

Brevity

Enthusiasm and energy

physical demonstration

Framework development - Introduction about your organization - Optional special segment - Assurance - Summary

Observation


Present and store concept realisation or samples in a format which takes

account of the need for professional presentation and potential value for future

work

327 | P a g e

328 | P a g e

Reference books:

1. http://www.diynetwork.com/how-to/rooms-and-spaces/floors/how-to-install-a-hardwood-floor

2. https://www.google.rw/search?dcr=1&source=hp&ei=n68CWqOfC8PxUo68pKgG&q=wood+floor+in

stallation&oq=wood+floor+inst&gs_l=psy-

ab.1.0.0l10.1354108.1366976.0.1370892.43.24.16.0.0.0.345.3151.2-1j9.11.0....0...1.1.64.psy-

ab..17.26.3333.6..35i39k1j0i10k1j0i22i30k1.397.a-kXHXCv7KY

http://www.diynetwork.com/how-to/rooms-and-spaces/floors/how-to-install-a-hardwood-floor

https://www.google.rw/search?dcr=1&source=hp&ei=n68CWqOfC8PxUo68pKgG&q=wood+floor+installation&oq=wood+floor+inst&gs_l=psy-ab.1.0.0l10.1354108.1366976.0.1370892.43.24.16.0.0.0.345.3151.2-1j9.11.0....0...1.1.64.psy-ab..17.26.3333.6..35i39k1j0i10k1j0i22i30k1.397.a-kXHXCv7KY




329 | P a g e

M M D M D 4 0 1 - CREATING,MANIPULATING AND INCORPORATING 2DGRAPHICS

MMDMD401CREATE, MANIPULATE AND INCORPORATE 2D GRAPHICS


Credits: 6 60

Sector: Ict

Sub-sector: Multmedia

Issue date:December, 2014

Purpose statement

This module describes the outcomes required to work with digital imaging, use 2d multimedia graphics

software and create 2d multimedia graphic designs.

330 | P a g e


Not applicable




learning unit.



1.1 Work with digital imaging 1.1. Use the correct terminology for digital imaging within a specified context

1.2. Use a range of graphic file formats, file management and transfer systems for storing, arriving, importing, exporting and transferring digital images as electronic files

1.3. Identify current Vector and bitmapped graphic editing software programs and the properties of Vector and bitmapped images

1.4. Convert bitmapped to Vector and vice versa as required for particular jobs

1.5. Operate scanning devices to convert contiguous

tone or line image to digitised data with attention

to tonal detail, half tones and image correction

2.1 Use 2D multimedia graphics

software

13.1. Assess and select appropriate 2D software for the required medium

13.2. Use selected graphics software and all tools and features of the program

13.3. Edit and manipulate graphics using all tools and features of the program

13.4. Save and retrieve graphics using the designated

file formats

3.1 Create 2D multimedia

graphic designs

3.1. Assess design brief for the appropriate digital imaging solution

3.2. Create graphics applying principles of visual design using the designated software to product bitmapped or Vector graphics and digital artwork

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3.3. Use 2D digital artwork techniques including the correct use of painting, editing and pallets

3.4. Create digital collages and montages by adjusting image mode and resolution, modifying image using filters and selecting the correct colour mode for output

3.5. Edit, enhance and amend graphic designs using accurate selection techniques, special effects, cropping and resizing of images, and save using the designated software

3.6. Evaluate images for creative, dramatic and technical quality, and file size, and suitability to meet the brief

3.7. Integrate elements of visual design into a designated multimedia sequence

3.8. Test and run graphics as part of a multimedia presentation

3.9. Present designs in the appropriate format

332 | P a g e

LU 1: Work with digital imaging

1

Learning Outcomes:

3. Use correct terminology for digital imaging with a specific context 4. Use a range of graphic file formats, file management and transfer

systems for storing, arriving, importing, exporting and transferring digital images as electronic files

5. Identify current Vector and bitmap graphic editing software programs and the properties of Vector and bitmap images

6. Convert bitmap to Vector and vice versa 7. Operate scanning devices to convert contiguous tone or line image to

digitize data with attention to tonal detail, half tones and image correction

20 Hours

Learning Outcome1.1 Use correct terminology for digital imaging with a specific context

Digital photograph terminology

Comparing photograph terminology and context

o Discussion on digital photograph terminology

o Individual presentation on Digital photograph terminology

o Demonstration of photograph

terminology and context

- video-visual aids (DVDs)

- Books - Picture - Projector - Computer - Appropriate Design

Software



Use correct terminology for digital imaging with a specific context


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Task:use digital imaging technology

Checklist Score

Yes No

Application of exact digital imaging terminology with a specific context

Elaboration of exact digital imaging terminology with a specific context

Observation

Learning Outcome 1.2Use a range of graphic file formats, file management and transfer systems for

storing, arriving, importing, exporting and transferring digital images as electronic files

Type of graphic file format File management Transferring digital image

systems: storing arriving importing

exporting and transferring

o Discussion file format o Individual presentation

systems of transferring digital image

o Demonstration management of files

- video-visual aids (DVDs)

- Books - Computer - Projector - Appropriate Design

Software



334 | P a g e





Task:Manage graphic project with different formats

Checklist Score

Yes No

File formats

Importing digital images

Storing digital images

transferring digital image

exporting for digital image

Learning Outcome 1.3: Identify current Vector and bitmap graphic editing software programs and the

properties of Vector and bitmap images

Vector images

Bitmap images

Different software program: Adobe Illustrator Adobe Photoshop Adobe flash

o Discussion on vector and bitmap images

o Individual presentation vector and bitmap images

o Demonstration Different software programs

- video-visual aids (DVDs, pictures)

- Books - Internet - Appropriate Design

Software - computer




Use a range of graphic file formats, file management and transfer systems for

storing, importing, exporting and transferring digital images as electronic files

335 | P a g e





Oral evidence

Written evidence

Task: o Identify Vector and bitmap graphic editing software o Identify the properties of Vector and bitmap images

Checklist Score

Yes No

Bitmap graphics editing software

Vector graphics editing software

Properties of Bitmap Images

Properties of Vector Images

Observation

Learning Outcome 1.4: Convert bitmap to Vector and vice versa

Manipulation of points of an image in vector

Manipulation point of an image in bitmap application

o Discussion on Manipulating point of an image in vector manipulating

o Individual presentation Manipulating point of an image in vector

- Computer - Appropriate Design

Software - Internet as reference - video-visual aids (DVDs,

pictures samples) - Books



Identify current Vector and bitmap graphic editing software and the

properties of Vector and bitmap images

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manipulating o Demonstration

Manipulating point of an image in bitmap application

- Image to design






Task:use editing tools

convert bitmap to Vector and vice versa

Checklist Score

Yes No

conversion of bitmap to Vector

conversion of Vector to bitmap

Observation

Learning Outcome 1.5Operate scanning devices to convert contiguous tone or line image to digitize

data with attention to tonal detail, half tones and image correction



Convert bitmap to Vector and vice versa

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Basics on Scanning devices

Image resolution

RGB value

Perform simple color

corrections

Precise specifications

for the

size, color format and resolution that the resulting image file

o Discussion on scanning

o Individual presentation

how to scan

o Exercises on correction

o Demonstration RGB values


Software - Internet as reference - Scanner - picture






Product evidence

Task:use scanning devices

Task; Convert contiguous tone or line image to digitize data

Checklist Score

Yes No

Hard copy Image well placed in a scanning Device

Management of scanning device Buttons

Quality of Digital data

Naming scanned digital data

Saving scanned digital data in appropriate storage space

Observation


Operate scanning devices to convert contiguous tone or line image to digitize

data with attention to tonal detail, half tones and image correction

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LU 2: Use 2D multimedia graphics software

2

Learning Outcomes:

11. Assess and select appropriate 2D software for the require medium

12. Use selected graphics software and all tools and features of the program

13. Edit and manipulate graphics using all tools and features of the program

14. Save and retrieve graphics using the designate file formats

20 Hours

Learning Outcome 2.1: Assess and select appropriate 2D software for the require medium

Goals definition for a given project?

Client aims and target audience definition.

basic Interpretation of creative concepts

Creative elements of production

2D graphic software samples:

o Discussion on given project

o Individual presentation on target audience definition.

o Demonstration on Creative elements of production

- Computer - Appropriate

Design Software

- Internet as reference


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Adobe Photoshop Adobe illustrator Adobe in design

CorelDraw and updated ,upgrated

Learning Outcome 2.2 Use selected graphics software and all tools and features of the program

Correction of Information management

Using nominated 2D graphics software

Mock-ups selection

o Discussion Using nominated 2D graphics software

o Individual presentation o Demonstration of mock-

up


Design Software

- Internet as reference

Learning Outcome 2.3.Edit and manipulate graphics using all tools and features of the program

Examination of application’s capabilities in creating

importing procedures

manipulation of software

Editing graphics

o Discussion o Individual presentation o Demonstration


Design Software

- Images - internet



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Learning Outcome 3.4.Save and retrieve graphics using the designate file formats

Exporting procedures

Retrieve graphics

Saving 2D file formats according to the result desired

o Discussion on exporting procedure

o Individual presentation on retrieving graphics

o Demonstration how to use file format


Design Software

- Images - internet


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LU 3: Create 2D multimedia graphic designs

3

Learning Outcomes:

1. Assess design for the appropriate digital imaging solution 2. Create graphics applying principles of visual design using the

design software to product bitmap or Vector graphics and digital artwork

3. Use 2D digital artwork techniques including the correct use of painting, editing and pallets

4. Create digital collages and montages by adjusting image mode and resolution, modifying image using filters and selecting the correct color mode for output

5. Edit, enhance and amend graphic designs using accurate selection techniques, special effects, cropping and resizing of images, and save using the designated software

6. Evaluate images for creative, dramatic and technical quality, and file size, and suitability to meet the brief

7. Integrate elements of visual design into a designated multimedia sequence

8. Test and run graphics as part of a multimedia presentation 9. Present designs in the appropriate format

20 Hours

Learning Outcome 3.1:Assess design for the appropriate digital imaging solution

Digital image design features

Assessment of Color Schemes

Types of design: product design visual design interface

Image references

Layout creative ideas

o Demonstration on design features

o Color management o Exercises on innovating

ideas


Software - Internet tools - Storage devices


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Learning Outcome 3.2: Create graphics applying principles of visual design using the design software

to product bitmap or Vector graphics and digital artwork

Types of graphics

Creative mock up Artwork

principles of visual design

producing bitmapped

digital artwork features

artistic work of digital technology

o Brainstorming on principles of visual design

o Demonstration on digital artwork features

o Demonstration artistic work of digital technology

o Practical exercise on mock up artwork


Software - Internet tools

Learning Outcome 3.3: Use 2D digital artwork techniques including the correct use of painting, editing

and pallets

Applying 2Ddigital artwork techniques

Painting feature and techniques

Editing procedure

Pallets technologies

o Oral presentation on 2Ddigital artwork techniques

o Practice exercise on image Editing and retouching

o Teamwork Practice on Pallets technologies

o Demonstration on Painting feature and techniques


Software - Image tools

Learning Outcome 3.4: Create digital collages and montages by adjusting image mode and resolution,

modifying image using filters and selecting the correct color mode for output




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Description of the color tones

Characteristics of color mode

Digital collage composition

Defining resolution

Filters features

o Familiar with color management

o Practice on composing digital collage

o Demonstration on different types of resolution


Software - Images - Internet - projector

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Learning Outcome 3.5: Edit, enhance and amend graphic designs using accurate selection techniques,

special effects, cropping and resizing of images, and save using the designated software

Enhancing images using Graphic software

The principles of visual design

Originality and copyright

Cropping and resizing image

o Practical exercise on image editing

o Teamwork exercise on marking image copyright

o Practical exercise on Exporting output and file format


Software - Internet tools - Storage device

Learning Outcome 3.6Evaluate images for creative, dramatic and technical quality, and file size, and

suitability to meet the brief

Image quality

File Format

Realization of the reliability tests

bootstrap-technique to produce variations of the source image

Evaluation of the correctness with empirical discrepancy methods

Segmentation methods

o Individual presentation o On image evaluation

o Brainstorming on bootstrap-technique


Software - Images tools - Designed file model

Learning Outcome 3.7: Integrate elements of visual design into a designated multimedia sequence




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creative elements of a production

graphic design conventions

the principles of digital imaging

creative thinking techniques

o Practical exercises on thinking creativity

o Demonstration of design conversion

o Personal observation o Brainstorming:

o Bulletin board o Buzz session o Computer-aided o Sequencing o Daydreaming and mental

wandering


Software - Internet tools

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Learning Outcome 3.8Test and run graphics as part of a multimedia presentation

visualization and interpretation of creative concepts

Technical testing of artwork

o Teamwork discussion on creative concept


Software

Learning Outcome 3.9 Present designs in the appropriate format

File formats

File management and transfer systems

Applying principles of visual design

Save the output file

o Demonstration of file format features

o Practical exercises on presentation techniques

o Practical exercises on presentation principles of visual design


Software - Internet tools - Projector - Presentation software



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Summative Assessment

Integrated situation Resources

BEICO Enterprise consult has a tender of casting concrete for septic tank cover, Column and a beam on a residential building located at KIMIHURURA Sector. You as a concrete mason who won this tender you are requested to complete this work within 8hours. The septic tank cover measurements are: 2m *1m of section with

15cm of thickness and must be completed within 2hours

The Column measurements are: 3m of height with 20cm of

diameter and must be completed within 3hours

The beam between two columns has: 3m of span with 20cm of

width and 30cm of thickness. The task must be completed within

3hours

The mixing ratio to be used for all tasks is: 1*2*3

Steel bars framework and formwork are already put and fixed in

their places

All materials are available on the site

Perform concrete pouring and casting for septic tank cover, Perform concrete pouring and casting for column and Perform concrete pouring and casting for beam

Tools: - Spades - Mortar pan - Trowel - floats - Spirit level - Tape measure - Bucket - Straight edge - Watering can - Water container

Equipment: - Wheel barrow - Vibrator machine - PPE:

Helmet Gloves Goggles Dust mask Overall Safety shoes

(boots) - Concrete mixer - Gauge box

Materials - Cement - Water - Aggregates (fine and

coarse) Oil

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Assesment Criterion 1: Quality of Process

Checklist Score

Yes No

Indicator: Tools, equipment and materials are selected

Tools

Brush

Tape measure

Hammer

Nails

Spade

Steel trowel

Materials

Stone

Timber

Cement

Grout

Glue

Equipment

Computer

CAD software

Mortar mixer

Indicator: Model finishing is done

Wood floor is finishing is done

Sanding is performed

Varnish is applied

Stone floor finishing is done

Synthetic floor protector is applied

Terrazzo floor finishing is done

Synthetic floor protector is applied

Observation

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Assesment Criterion 2: Quality of product

Checklist Score

Yes No

Indicator: Model is produced

The floor is leveled and complete

The model has all details

Objects

textures

Finishes

Patterns

Labels & scale

Observation

Assesment Criterion 3: Relevance

Checklist Score

Yes No

Indicator: Scale is respected

1:10

Indicator: Efficient use of materials

No materials are wasted

Observation

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Assesment Criterion 4: Safety

Checklist Score

Yes No

Indicator: Scale is respected

1:10

sds

sdsd

Indicator: Efficient use of materials

No materials are wasted

Observation

Reference books:




ab.1.0.0l10.1354108.1366976.0.1370892.43.24.16.0.0.0.345.3151.2-1j9.11.0....0...1.1.64.psy-







351 | P a g e

M M D P I 4 0 1 - CAPTURING PHOTOGRAPHIC IMAGES

MMDPI401 CAPTURE PHOTOGRAPHIC IMAGES


Credits: 3 30

Sector: ICT



Purpose statement

This module describes the outcomes required to prepare to capture digital images, preview and

experiment with image capture, review images, enhance images and finalise image capture process.

352 | P a g e


Not applicable




learning unit.



4. Prepare to capture digital images 1.1 Proper discussion of photographic project with relevant people and selection appropriate camera and accessories

1.2 Correct assessment of digital camera features to ensure that outcomes meet project requirements

1.3 Proper Planning of shots for the project taking into

account digital camera features, lighting,

photographic design elements and photographic

techniques

14. Preview and experiment with image

capture

2.1 Correct operating of digital camera according to manufacturer specifications

2.2 Proper Setting of digital camera preferences and use photographic techniques to achieve desired results

2.3 Proper adjustment of planned shots as required

and correct experimenting with different ways of

achieving desired results

15. Review images 3.1 Proper downloading of digital images or scanning developed film images using appropriate digital imaging software where appropriate

3.2 Correct rotating, culling, sorting and renaming of images to meet requirements

3.3 Proper application of metadata and key words to images as Back up and archive as required required

3.4 Adequate seeking of feedback from others on

quality of original captures and noting of areas for

future improvement

16. Enhance images 4.1 Proper enhancing images using digital imaging software

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4.2 Correct evaluation of outcome against project requirements and confirmation with relevant people as required

4.3 Adequate seeking of feedback from others on

quality of enhanced images and noting of areas for

future improvement

17. Finalise image capture process 5.1 Adequate Cataloguing as required, ensuring extraction and embedding of all necessary metadata as required

5.2 Proper completion of workplace documentation as required

5.3 Correct cleaning and storage of equipment and

accessories according to workplace procedures

354 | P a g e

LU 1:Prepare to capture digital images

1

Learning Outcomes:

1.1. Discuss photographic project with relevant people and selection appropriate camera and accessories

1.2. Assess digital camera features to ensure that outcomes meet project requirements

1.3. Plan shots for the project taking into account digital camera features, lighting, photographic design elements and photographic techniques

1.4. Adjust planned shots as required and correct experimenting with different ways of achieving desired results

4 Hours

Learning Outcome1.1Discuss photographic project with relevant people and selection appropriate

camera and accessories

Choosing a Subject

Setting a Timeline

Setting a Goal

selection of camera according to the project brief

selection of

accessories and

mount kit as

predefined in the

project

o Oral presentation on selecting photographic equipment

o Practice on Cleaning photographic equipment

o Viewing of pictures and video tutorials on selecting photographic equipment

o Teamwork Practice on discussion of photographic project

o Demonstration on selecting

photographic equipment

Different Digital Camera - Tripod - Lens - Filters - Rain cot - Reflectors - Camera Battery - Power supply - External Flash Light - External Flash - Camera bag - Audio-visual aids (DVDs, pictures) - Laptop - Storage devices projector



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



Written evidence


Product evidence

Task:Select appropriate camera and accessories

.

Checklist Score

Yes No

Event purpose

Timeline Setup

Quality of professional camera

Accessories:

Tripod Lens Filters Rain cot Reflectors Camera Battery Power supply External Flash Light External Flash

Observation

Learning Outcome 1.2Assess digital camera features to ensure that outcomes meet project

requirements


Discuss photographic project with relevant people and selection appropriate

camera and accessories.

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Selecting the right location.

Know your script

Scout at the right time

Look at light

Follow the sun

check for power supplies

Listen

Examine the elements

Decide where to set up

Get permission

Evaluate the area.

Megapixels and digital camera resolution

Color reproduction, noise and distortion User Interface

Optical vs digital zoom

Shutter delay

Viewfinder vs LCD screen

Manual focusing

Image stabilization

ISO

White balance

Battery life (duration)

Storage Media

Data Transfer

o Brainstorming on shooting schedule group discussion on location scouting practice Discussion on photographic techniques

o Teamwork Practice on discussion of photographic project

Different Digital Camera - Tripod - Lens - Filters - Rain cot - Reflectors - Camera Battery - Power supply - External Flash Light - External Flash - Camera bag - Audio-visual aids (DVDs, pictures) - Laptop - Storage devices - Slide projector - Photography tutorials





Written evidence


Task:Take test shoots


Assess digital camera features to ensure that outcomes meet project

requirements


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Checklist Score

Yes No

Megapixels and digital camera resolution

Color reproduction, noise and distortion User Interface

Optical vs digital zoom

Shutter speed

Viewfinder vs LCD screen

Focus

Image stabilization

ISO/GAIN

White balance

Observation

Learning Outcome 1.3: Plan shots for the project taking into account digital camera features, lighting,

photographic design elements and photographic techniques

Creation of Schedule

Permissions

Communication with your Talent and Photographer

Creativity and flexibility

Using the Camera

Using Camera Shutter Speed Creatively

Reducing Camera Shake with Hand-Held Photos

Digital Exposure Techniques

Subjects

Photography in Fog, Mist or Haze

Introduction to Macro Photography

o Oral presentation on generating ideas, creating mood boards,

o Finding locations, choose a lens

o Build a dossier of locations

o Viewing of pictures, DVD on Oral presentation on generating ideas, creating mood boards,

o Finding locations, choose a lens

o Build a dossier of locations

- Reflectors

Camera Battery

Power supply

External Flash Light

- External Flash

Camera bag

Laptop

Storage devices

- Photography tutorials


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Intro & Common Obstacles in Night Photography





Written evidence

Oral evidence


Task: Schedule the project

Learning Outcome 1.4. Adjust planned shots as required and correct experimenting with different

ways of achieving desired results

Checklist Score

Yes No

Developed concept

Envision the scene

Select props

Location scouting

Photography, edit and delivery

Timing

Observation


Plan shoot for the project taking into account digital camera features. Lighting,

photographic design elements and photographic techniques

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Photo Lighting

Making the Most of Natural Light in Photography (NEW)

Portrait Lighting with

Specialty Portrait Lights: Background, kickers, hair, rim, etc.

Studio Portrait Lighting Styles & Diagrams

Composition

The Rule of Thirds

Using Diagonals for Dynamic Photos

Negative Space

Image Stacking & Multiple Exposures

Using the High Dynamic Range (HDR)

Extending Depth of Field

F-Stop Stacking: Depth of Field & Corner Sharpness






Written evidence

Product evidence

Task:Schedule the product


Adjustment of planned shots as required and correct experimenting with

different ways of achieving desired results


360 | P a g e

Checklist Score

Yes No

Subjects

Photo lighting

Composition

Image stacking & Multiple Exposures

Observation

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LU 2: Preview and experiment with image capture

2

Learning Outcomes:

1.1. operation of digital camera according to manufacturer specifications

1.2. set digital camera preferences and use photographic techniques to achieve desired results

6 Hours

Learning Outcome 3.1: operation of digital camera according to manufacturer specifications

interpret the camera manuals

step-by-step instructions of digital

camera operation

o Demonstration on o Identification of various

camera shooting techniques

o Practical exercises on camera shooting according to the shooting plan

Reflectors

- Camera Battery

- Power supply

- External Flash Light

- External Flash

- Camera bag

- Laptop

- Storage devices

- Photography tutorials





Operation of digital camera according to manufacturer specifications


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Task:Operate camera

Checklist Score

Yes No

Portraits

Framing

CloseUp shot of Object

Long shot (Show surroundings)

Observation

Learning Outcome 3.2set digital camera preferences and use photographic techniques to achieve

desired results

Digital Camera Modes

Aperture and Shutter Priority Mode

White Balance .

Understanding Histograms

Automatic Exposure Bracketing (AEB)

How to Hold a Digital Camera

Shutter Release Technique

using Focal Lock

Taking Sharp Digital Images

Getting Shallow Depth of Field

Understanding Exposure ISO, Aperture

and Shutter Speed.

Reflectors

- Camera Battery

- Power supply

- External Flash Light

- External Flash

- Camera bag

- Laptop

- Storage devices

- Photography

tutorials



Set digital camera preferences and use photographic techniques to achieve

desired results


363 | P a g e





Task:Setting digital camera

Checklist Score

Yes No

Resolution setting


ISO/GAIN setting

Flash setting

Local setting

LCD display

IRIS

Observation

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LU 3: Review images

3

Learning Outcomes:

1.1. download digital images or scan developed film images using appropriate digital imaging software where appropriate

1.2. Correct rotating, culling, sorting and renaming of images to meet requirements

1.3. Proper application of metadata and key words to images as Back up and archive as required

1.4. Adequate seeking of feedback from others on quality of original captures and noting of areas for future improvement

4 Hours

Learning Outcome 3.1:download digital images or scan developed film images using appropriate digital imaging software where appropriate

initiation to internet and web browsing

introduction to scanner and other computing devices

o Oral presentation on internet and web browsing, scanner and other computing devices

o Practical exercises on internet and web browsing, scanner and other computing devices

- computer - software - scanner - Audio visual





Download digital images or scan developed film images using appropriate digital

imaging software where appropriate


365 | P a g e



Product evidence

Task:Download images

Scan developed images

Checklist Score

Yes No

File format

Resolution

Downloaded or scanned Images

Observation

Learning Outcome 3.2:Correct rotating, culling, sorting and renaming of images to meet requirements

introduction to photo editing authoring tools

understanding of photography technical terminology

o Demonstration on photo editing authoring tools understanding of photography technical terminology

o Practical exercices on photo editing authoring tools understanding of photography technical terminology

- software - scanner - Audio visual





Correct rotating, culling, sorting and renaming of images to meet requirements


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Product evidence

Task; Edit images

Checklist Score

Yes No

Renaming

Rotating

Cutting

Sorting

Observation

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Learning Outcome 3.3:Proper application of metadata and key words to images as Back up and

archive as required

Introductory Basics on metadata

Metadata Viewing and Manipulation Utilities

Standards, Specifications and Schemas

Guidelines and best practices in Metadata Applications for Images and Image Collections

o Oral presentation on Guidelines and best practices in Metadata Applications for Images and Image Collections

o Demonstration on Guidelines and best practices in Metadata Applications for Images and Image Collections

o Practical exercices on applying metadata on image and image collection






Performanceevidence

Product evidence

Task; Attach the information

Checklist Score

Yes No

Image the origin

Camera settings Information


Proper application of metadata and key words to images as Back up and archive

as required


368 | P a g e

Observation

Learning Outcome 3.4:Adequate seeking of feedback from others on quality of original captures and

noting of areas for future improvement

Schedule time for formal conversations with clients to discuss quality, , supports to reach goals,

assess progress being made

o Oral presentation on Schedule time for formal conversations with clients to discuss quality, , supports to reach goals

o Demonstration on Schedule time for formal conversations with clients to discuss quality, , supports to reach goals

- computer - software - Audio visual






Product evidence

Task; Seek feedback

Checklist Score

Yes No

Exposition of the product


Adequate seeking of feedback from others on quality of original captures and

noting of areas for future improvement


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Collection of feedback

Feedback analysis

Note of areas for future improvement

Observation

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LU 4: Enhance images

4

Learning Outcomes:

1.1. Enhance images using digital imaging software 1.2. Evaluate outcome against project requirements and confirmation

with relevant people as required

6 Hours

Learning Outcome 4.1:Enhance images using digital imaging software

introduction to image enhancing authoring tools

embedding at the earliest point in the workflow

Automate your metadata

o Viewing DVD on embedding at the earliest point in the workflow and Automate the metadata

o Practical exercices on embedding at the earliest point in the workflow and Automate the metadata

- computer - software





Enhance images using digital imaging software


371 | P a g e



Product evidence

Task; Edit image

Checklist Score

Yes No

Automate your metadata

Straightening

Correcting perspective, such as converging verticals

Cropping to discard surplus data

Setting most common resolution, without resampling

Specifying tonal range

Allocating contrast

Compensating for color cast or tint

Boosting vibrancy, saturation and Chroma

Basic spotting: dust marks, Remove red eye.

Observation

Learning Outcome 4.2: Develop the design concept according to selected materials

Results based Accountability

Tracking progress toward achievement targets

Scales and Ladders

result mapping

Uses stories to capture organizations’ achievements and present them in a results-based format

o Oral presentation on Tracking progress toward achievement targets , Scales and Ladders, result mapping

o Demonstration on how Uses stories to capture organizations’ achievements and present them in a results-based format




372 | P a g e





Product evidence

Task; Evaluate project outcomes

Checklist Score

Yes No

Results based Accountability

Tracking progress toward achievement targets

Scales and Ladders

Observation


Evaluate outcome against project requirements and confirmation with relevant

people as required

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LU 5: Finalize image capture process

5

Learning Outcomes:

1.1. catalog as required, ensuring extraction and embedding of all necessary metadata as required

1.2. Proper completion of workplace documentation as required

10 Hours

Learning Outcome 5.1: catalog as required, ensuring extraction and embedding of all necessary

metadata as required

end in mind

setting goal

review and access these images

Product detail, photographer, location, date, rights management?

o Oral presentation on Product detail, photographer,

o location, date, rights management?

o Demonstration on Product detail, photographer, location, date, rights management?

o computer o software o scanner o Audio visual





Catalogue as required, ensuring extraction and embedding of all necessary

metadata as required


374 | P a g e



Written evidence

Product evidence

Task; Design Catalogue

Checklist Score

Yes No

Frames on master Page

Grid or contact sheet

Data Merge

Observation

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Learning Outcome 5.2: Proper completion of workplace documentation as required

completion in accordance with job brief and procedures

editing and a final version appropriate to the required communication is presented

o Oral presentation on completion in accordance with job brief and procedures

o editing and a final version appropriate to the required communication is presented

o Practical exercises on editing and a final version appropriate to the required communication is presented






Writtenevidence

Product evidence

Task; Arrange Workplace documentation

Checklist Score

Yes No

Digital documentation

Hard copy documentation

Observation


Proper completion of workplace documentation as required


376 | P a g e

Reference books:




ab.1.0.0l10.1354108.1366976.0.1370892.43.24.16.0.0.0.345.3151.2-1j9.11.0....0...1.1.64.psy-







377 | P a g e

M M D P L 4 0 1 - PRODUCING PAGES USING A PAGE LAYOUT APPLICATION

MMDPL401 PRODUCE PAGES USING A PAGE LAYOUT APPLICATION


Credits: 4 40

Sector:

Sub-sector:


Purpose statement

This module describes the outcomes required to arrange elements on page and check quality.

378 | P a g e


Not applicable







5. Arrange elements on page 1.1. Proper assembling of client copy and images to conform to the design brief

1.2. Proper preparation of text and required fonts and using font size

1.3. Appropriate creation and arrangement of basic elements on page to conform to the design brief

1.4. Proper copying and pasting of according to the design brief

1.5. Correct accessing of the help function if required and solution to queries found

1.6. Correct completion of document set up to conform to the design brief

1.7. Correct composition of pages and combined elements

to suit specified page size

18. Check quality 2.1. Proper review of text for possible errors and adequate discussion of omissions and errors with client or supervisor

2.2. Effective printing of a hard copy proof and rechecking for errors, omissions and the overall balance of the layout

2.3. Correct placing of trim marks and margins 2.4. Proper making and reviewing of necessary changes on

screen and reproofing as required 2.5. Proper saving of the job according to enterprise

procedures 2.6. Effective creation of a proof or PDF to present to client

379 | P a g e

380 | P a g e

LU 1: Arrange elements on page

1

Learning Outcomes:

1.1. Assemble client copy and images to conform to the design brief 1.2. Prepare text and required fonts and using font size 1.3. Create and arrange basic elements on page to conform to the

design brief 1.4. Copy and paste according to the design brief 1.5. access the help function if required and solution to queries

found 1.6. complete document set up to conform to the design brief 1.7. compose pages and combine elements to suit specified page

size

20 Hours

Learning Outcome1.1 Assemble client copy and images to confort to the design brief

initiation to design process and ideate

filling in the timesheet.

client's objectives.

product's qualities.

target audience.

Identification of the competition and its selling points.

client's unique selling proposition.

Collection of samples of ad design designs.

Mind mapping (to relate words and images to the product)

concepts and solutions.

o Oral presentation on design process steps

o video tutorials on design process (with a scenario)

o Practical

- Computer - Audio-visual - Books - photographs - papers - flipchart marks


http://graphicdesign.spokanefalls.edu/dZine/projects/exercises/lab/Timesheet-billing.xls

381 | P a g e

Assembling mood

boards (to measure

the client's response

to visual styles)





Written evidence


Matching questions

Multiple questions

Short questions


Checklist Score

Yes No

Selection of material

Selection of tools


Observation

Learning Outcome 1.2 Prepare text and required fonts and using font size



Accurate selection of materials, tools and equipment

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Introduction to font fundamentals: history of font timeline font industrial

revolution Description of various

font faces, font colors,font size, font highlight colors

Initiation to typography: relationship between

type and other elements within a design

The history of the written and printed words

Typographic terminology.

Typography for print based and digital applications.

How fonts are managed in a range of design programs.

The functional and interpretative role of typography in producing effective visual communication.

Creative approaches to graphic design and text based communication.

The relationship between the form of the communication and the needs of the user.

Type as a design element in itself.

The use of grids to define the relationship between type and other elements within a design.

o Oral presentation on history of font timeline and its industrial revolution

o Oral presentation on typography

o audio visual tutorials on font industrial revolution and typography

- Computer


383 | P a g e




Written evidence


Open questions

Multiple questions

Task: Demonstrate function of tools and equipment

Checklist Score

Yes No

Classification of equipment

Identification function of tools

Identification function of equipment

Observation

Learning Outcome 1.3: Create and arrange basic elements on page to conform to the design brief

intro to Basic elements : simple filled or unfilled

boxes frames rules (lines) or bullets

used as accents or to divide a page into sections.

o Oral presentation on Basic elements, document set up and enterprise setup

o Practical exercises on Applying Basic elements, document set up and enterprise





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intro to document set up: margins page size page orientation number of pages arrangement of pages

intro to enterprise set up: margins page size page orientation number of pages arrangement of pages

setup techniques .





Written evidence


Open questions

Multiple questions

Short questions


Checklist Score

Yes No

Distinction of parts

Identification the parts of embroidery machine

Observation


Precise the parts of embroidery equipment and tools

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Learning Outcome 1.4 Copy and paste according to the design brief

Copying

Paste

o Practical exercises on copying and paste






Written evidence


Matching questions

Open questions


Checklist Score

Yes No



Observation

Learning Outcome 1.5 access the help function if required and solution to queries found





386 | P a g e

Description on the use of the help

function in case of any help or

support needs

o Oral Description on the use of the help function in case of any help or support needs

o Practical Description on

the use of the help

function in case of any

help or support needs






Written evidence


Matching questions

Open questions


Checklist Score

Yes No



Observation

Learning Outcome 1.6 complete document set up to conform to the design brief




387 | P a g e

development of concepts

Combination of words and visuals into quick concepts, in thumbnail form.

production of digital composition

Creation of all native files (raster and vector images).

o Oral Description document set up to conform to the design brief


compose pages and

combine elements to

suit specified page size






Written evidence


Matching questions

Open questions


Checklist Score

Yes No



Observation

Learning Outcome 1.7 Configure LAN IP settings




388 | P a g e

compose pages and combine

elements to suit specified

page size

o Assembling text and images using software

o Conforming to standard prepress criteria for all file preparation and type formatting.

o Making backup copies o Making an

appointment with your

supervisor for sign-

off/approval.





Written evidence


Matching questions

Open questions


Checklist Score

Yes No



Observation



389 | P a g e

LU 2: Check for Quality

2

Learning Outcomes:

1. Review text for possible errors and adequate discussion of omissions and errors with client or supervisor

2. Print hard copy proof and rechecking for errors, omissions and the overall balance of the layout

3. Place trim marks and margins 4. Make and review necessary changes on screen and reproofing as

required 5. Save the job according to enterprise procedures 6. Create proof or PDF to present to client 7. Check final effect to meet client and production requirements.

20 Hours

Learning Outcome 4.1: Review text for possible errors and adequate discussion of omissions and

errors with client or supervisor

Development of rough layouts: Development of roughs

from thumbnails which were approved by the supervisor

matching the rough layouts will be to size of the final product

Verifying that your work meets roughs criteria.

Doing a peer review of the roughs.

Copying all final documents to the server folder(s)

Submission of roughs to supervisor to sign off/approval.

Rough layouts to the client.:

making any changes indicated by the supervisor

o Oral presentation on review of text for possible errors

o video tutorials on error

detecting techniques (with a scenario)

o Demonstration on

adequate discussion of omissions and errors with client or supervisor

o Practical exercices on review

of text for possible errors (with scenario)

o Group discussion on detecting possible errors

- Audio-visual aids (DVDs, pictures


390 | P a g e

presentation of the designs to the

client and take to the final stage the approved design.

Learning Outcome 2.2: Print hard copy proof and rechecking for errors, omissions and the overall

balance of the layout

Printing a laser proof and check for correctness and accuracy

Making appropriate revisions.

Checking color separations to ensure only the printing inks are used, and overprints, knockouts, and rich blacks are correct.

Creation of PDF versions for email approval and final output.

o Oral presentation on o Viewing of pictures, DVD on o Demonstration on o Practical exercises on o Group discussion on


Learning Outcome 2.3: Place trim masks and margins

management of margins and borders to meet the design brief

management of crop marks

o Oral presentation on o Viewing of pictures, DVD on


- oil-based, water-based, solid or fluid with varying degrees of coverage and pigmentation

Learning Outcome 2.4: Make and review necessary changes on screen and reproofing as required




391 | P a g e

Arrangement of the basic elements to maintain overall balance of the layout

review of the tonal quality

collection, analysis and organization of information by arranging elements on a page

description of printing process during the design phase

o Demonstration on o Practical exercises on o Group discussion on

- pre make-up products and stabilizers

- congealers - liquid and solid

foundation - powders

Learning Outcome 2.5: Save the job according to enterprise procedures

use of technology by using hardware and software applications

Creation of PDF versions for email approval and final output

Completion of file preparation with your production manager.

- eye shadows - eyeliners - blushers - mascaras - false lashes - lipsticks - Pencils.

Learning Outcome 2.6: Create proof or PDF to present to client

Use of the print preparation checklist have before meeting your instructor

Hand in studio (lab) time sheet

Submission of project billing worksheet



http://graphicdesign.spokanefalls.edu/dZine/projects/exercises/lab/checklist-magazine_ad-PDF_workflow.pdf




392 | P a g e

(sheet two in the time sheet)

Show back up filing system

discussing file organization and naming conventions

Learning Outcome 2.7: Check final effect to meet client and production requirements.

discussing learning strategies

Verify: Correct raster file

sampling and preparation.

Correct vector file preparation.

Correct font choices and styles.

Correct color usage. Complete service

provider package

o Oral presentation on o Viewing of pictures, DVD

on o Demonstration on o Practical exercises on o Group discussion on


Reference books:




ab.1.0.0l10.1354108.1366976.0.1370892.43.24.16.0.0.0.345.3151.2-1j9.11.0....0...1.1.64.psy-










393 | P a g e

M M D V C 4 0 1 - OPERATING A VIDEO CAMERA

MMDVC401operate a video camera

RTQF Level:4 Learning hours

Credits: 6 60

Sector: ICT



Purpose statement

This module describes the outcomes required to test all operational aspects of the camera, prepare and

load videotapes and operate the camera.

394 | P a g e


Not applicable




learning unit.



6. Test all operational aspects of the

camera

1.1. Check the recording functions of the video camera to achieve accurate technical output

1.2. Check the exposure, colour and focus aspects of the camera to achieve the desired artistic and technical results

1.3. Check the chosen filters to ensure that they achieve

the desired artistic and technical results

19. Prepare and load videotapes 2.1. Label all cassettes accurately 2.2. Load and check videotape into camera for

recording 2.3. Confirm readiness for shooting with the relevant

personnel

20. Operate the camera 3.1. Operate camera in accordance with manufacturer's instructions and guidelines

3.2. Consider camera shoots and angles to ensure filming produces the desired result

3.3. Employ photographic and composition techniques to achieve the creative requirements

3.4. Ensure that any camera movement is steady and smooth throughout the duration of filming

3.5. Adjust and move equipment, as required, during

the filming

395 | P a g e

LU 1:Test all operational aspects of the camera

1

Learning Outcomes:

1 Check the recording functions of the video camera to achieve accurate technical output

2 Check the exposure, color and focus aspects of the camera to achieve the desired artistic and technical results

3 Check the chosen filters to ensure that they achieve the desired artistic and technical results

4 Check pan and tilt movements

20 Hours

Learning Outcome1.1Check the recording functions of the video camera to achieve accurate technical output .

Description of all buttons used to operate camera

Testing of the Camera Microphone

Taking a test shoots and checks the results.

o Oral presentation on all buttons used to operate camera, Testing Microphone of the Camera, Taking a test shoots

o Demonstration onall buttons used to operate camera, Testing Microphone of the Camera, Taking a test shoots

o Practical exercises on all

buttons used to operate

camera, Testing Microphone of

the Camera, Taking a test

shoots


- Computer - Video Camera - Video Camera storage

Devices - External Camera

Microphone



Check the recording functions of the video camera to achieve accurate technical

output


396 | P a g e





Task:Record the shots with video camera with different format and

aspect ratio.

Checklist Score

Yes No

Record aspect ratio 6;9 4;3

Formats record: 4K HD

Observation

Learning Outcome 1.2Check the exposure, color and focus aspects of the camera to achieve the desired artistic and technical results

focus and exposure

Setting up white balance

o Oral presentation on Checking focus and exposure, Setting up white balance

o Demonstration on Checking

focus and exposure, Setting up white balance

o Practical exercises on Checking focus and exposure, Setting up white balance


- Computer - Video Camera - Video Camera

storage Devices



397 | P a g e





Task:: set a camera menu for artistic result on shots:

Iris Gain Automatic White balance

Manual white balance

Filters

Task:

set the Picture profile of shots

the distance of the subjects from the camera to make focus

and out of focus between them

Product evidence

Task: Determine the aspects of picture profile in Image recorded

Visualize the Focus, out of focus and Sharpness in Image

Checklist Score

Yes No

Options of camera menu:

Focus

Out of focus

Sharpeness

Picture profile/color

Observation


Check the exposure, color and focus aspects of the camera to achieve the

desired artistic and technical results

398 | P a g e

Learning Outcome 1.3: Check the chosen filters to ensure that they achieve the desired artistic

and technical results

Assembling and disassembling lens and filters

Camera lens Filters: o Definition and role o Types of lens filters:

Linear and circular polarizer

Neutral density UV/Haze Cooling

o Use and subject matter

Creative filter use

Filter maintenance

o Oral presentation on Types of lens filters

o Demonstrations on o Assembling and

disassembling lens and

filters

o Group discussion on Camera lens filters

o Practical exercises on filter use and maintenance And on Assembling and disassembling lens and filters

- Video camera - Different light sources - Camera lens filters






Product evidence

Task:Take shots using different types of filters according to the

environment condition and job brief.

Task: visualize the brightness and sharpness on the rushes

Checklist Score


Check the chosen filters to ensure that they achieve the desired artistic and

technical results


399 | P a g e

Yes No

The types of filters ND filter

Polarized

UV

Observation

Learning Outcome 2.2 Check pan and tilt movements

Camera movements and their effects: Pan Dolly Dolly Zoom Follow Pedestal Tilt Track/truck Zoom

o Oral presentation on Camera movements types

o Demonstration on Camera movements types


camera movements

- Video cameras - Video camera

supports - Audio visual aids






Product evidence

Task:Make Camera movements

Task: visualize the pans and tilts in the rushes


Check pan and tilt movements


400 | P a g e

Checklist Score

Yes No

Presentation of Pans

Right pan

Left pan

Presentation of tits

Tilt Up

Tilt down

Observation

401 | P a g e

LU 2:Prepare and load storage devices

2

Learning Outcomes:

1. Label all storage devices accurately 2. Load and check storage devices into camera for recording 3. Confirm readiness for shooting with the relevant personnel

20 Hours

Learning Outcome 2.1Label all storage devices accurately

Labelling details shoot(s)/production name date of shoot(s) Location(s).

Listing storage devices: Video cassettes tapes Memory cards Negative film VHS Beta Hi8 MiniDV CDs

Record settings for a project

Aspect ratio 16:9 4:3

Format UHD

o Oral presentation on Labeling details ,

o Listing storage devices, o Record settings for a

project

o Practice exercise on Labeling details ,

o Listing storage devices, o Record settings for a

project

- Camera - Computer - Software - VHS - Beta - Hi8 - Memory

cards - MiniDV - CDs


402 | P a g e

HD DV CAM






Task:write labels details on storage devices

Checklist Score

Yes No

Label details

Shoot(s) production

Name

Date of shoot(s)

Location(s).

Observation


Label storage devices accurately

403 | P a g e

Learning Outcome 2.2 Load and check storage devices into camera for recording

Inspecting a camera plan to

determine stock requirements for a shoot

Inserting storage devices into

camera for recording

o Oral presentation on o Inspect a camera plan to o determine stock

requirements for a shoot

o Inserting storage devices into camera for recording

o Practice exercise on Inspect a camera plan to

o determine stock requirements for a shoot

o Inserting storage devices into camera for recording.

- Camera - Computer - Software - VHS - Beta - Hi8 - Memory cards - MiniDV - CDs






Product evidence

Task: identify storage device for each specific video camera Task: Use each storage device in specific video camera

Checklist Score

Yes No

Flash memory data storage(Memory cards), Hard disk

Formatting


o Load and check storage devices into camera for recording


404 | P a g e

Check recording space

Magnetic tapes(Mini DV, Hi8, BETA, VHS)

Cleaning Video camera head

Check recording time

Recording sample

Observation

Learning Outcome 2.3 Confirm readiness for shooting with the relevant personnel

Confirming equipment

and stock requirements for the shoot.

Compatibility of media storage and equipment.

Relevant personnel: o director o lighting personnel o technical director o other technical staff o other specialist staff

Obtaining and clean

Equipment and ensure that it is operational.

Recognizing faults and

defects, and refer these to specialist technicians.

o Oral presentation on Confirming equipment

o and stock requirements for the shoot,

o Compatibility of media storage and equipment,

o Relevant personnel, o Obtaining and clean o equipment and ensure that it is

operational, and o Recognizing faults and o defects, and refer these to

specialist technicians. o Practice exercise on

Confirming equipment o and stock requirements for

the shoot, o Compatibility of media storage

and equipment, o Relevant personnel, o Obtaining and clean o equipment and ensure that it is

operational. o Recognizing faults and o defects, and refer these to

specialist technicians.

- Camera - Computer - Software - Shooting

schedule



405 | P a g e





Product evidence

Task: Meeting present the readiness for shooting

Task: identify relevant personnel and responsibilities

Checklist Score

Yes No

Shooting techinics

Composition

Continuity

Framing

Visual aesthetics

Movement and timing

Meeting with The relevant personnel

Producer

Director

Image personnel

Sound personnel

Lighting personnel

Other Technical director

Observation


Confirm readiness for shooting with the relevant personnel

406 | P a g e

LU 3:Operate the camera

3

Learning Outcomes:

15. Operate camera in accordance with manufacturer's instructions and guidelines

16. Consider camera shoots and angles to ensure filming produces the desired result

17. Employ photographic and composition techniques to achieve the creative requirements

18. Ensure that any camera movement is steady and smooth throughout the duration of filming

19. Adjust and move equipment as required during the filming

45 Hours

Learning Outcome 3.1: Operate camera in accordance with manufacturer's instructions and guidelines

Installing Video camera and Accessories

Installation procedures of Video camera

Reading and following manufacturer's instructions and guidelines

Application of Video camera Settings

Rushes

shooting techniques: o composition o continuity o framing o visual aesthetics o Movement and timing

o Teamwork on Background setting

o Brainstorming on manufacturer's instructions

o Practical setting of video camera

o Group discussion on Studies of the video required environment.

o Practical exercises non Installation procedures of Video camera

o Testimonial from a previous

o supervisor confirming

- Types of Video camera

- Tripod - Lens - Filters - Rain cot - Reflectors - Camera Battery - Power supply - Audio-visual aids

(DVDs, - Shoots - Computer


407 | P a g e

your o ability to safely and o competently operate a o camera, according to a

basic camera plan.






Product evidence

Task:Read the camera catalog for assembling

Task: Install video camera and accessories

Checklist Score

Yes No

Guide lines on

Camera functions

Power supply

Sound kit

Camera supports

Observation


Operate camera in accordance with manufacturer's instructions and guidelines

408 | P a g e

Learning Outcome 3.2 Consider camera shoots and angles to ensure filming produces the desired

result

Determination of the required odd angle of video camera

Shoots types : close-up cutaway shoot establishing or master

shoot extreme close-up eye-level shoot high-angle extreme long shoot low-angle mid shoot

point-of-view shoot

wide shoot

o Oral presentation on Shoots types

o Demonstration on required odd angle

o Practical exercises on shoots types taking, determining required odd angle of video camera

o Group work on shooting types

- Video camera - Tripod - Lens - Filters - Rain cot - Reflectors - Camera Battery - Power supply - Camera bag - Audio-visual aids

(DVDs) - Shoots sample - Computer






Product evidence

Task:Task: Take shots with different camera shoots and

angles

Task: Visualize the different shoots and angles in the rushes

Checklist Score

Yes No

Presentation of different shoots and angles


Consider camera shoots and angles to ensure filming produces the

desired result


409 | P a g e

Close-up

Establishing shoot

Extreme close-up

High-angle

Extreme long shoot

Low-angle

Eye-level shoot

Mid shoot

Point-of-view shoot

Wide shoot

Observation

Learning Outcome 3.3.Employ photographic and composition techniques to achieve the

creative requirements

Preparing creative photographic mindset

Applying Thinking Creative techniques

Selection of the professional photographic shooting position

Applying photographic techniques

activating auto focus

setting depth of field:

minimum and maximum hyperfocal points

relationship formula between focal length, distance from subject and aperture

metering for exposure:

contrast evaluation

grey card

incident

o Oral presentation on photographic shooting position, Applying photographic techniques, Applying composition techniques

o Group work on photographic shooting position, Applying photographic techniques, Applying composition techniques

o Practical exercises o Applying: o focus on the eyes o applying composition

techniques o Confirming your ability to

- Video camera - Tripod - Lens - Filters - Rain cot - Reflectors - Audio-visual aids

(DVDs, - Shoots - Computer


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reflected

spot

using focus lock and prefocus

controlling perspective with focal length:

flattened

normal

steepened

working with moving subjects and motion:

freezing movement with high shutter speed

freezing movement with flash

implying movement with second or rear curtain flash sync

panning a moving subject

implying movement with slow shutter speeds

capturing a time exposure

sequence

Applying composition techniques:

framing

rhythm

Position

Simplicity

Rule of third

Landscape composition

Lines and shapes

Contrast within the Subject matter and others

Processing Records

leave a filming site in an o appropriate condition,

according to workplace

o requirements





Employ photographic and composition techniques to achieve the creative

requirements

411 | P a g e



Task: Prepare creative photographic mindset

Task: Use photographic techniques

Checklist Score

Yes No

Techinics of photography

Framing

Rhythm

Position

Simplicity

Rule of third

Landscape composition

Lines of shapes

Contrast within the Subject matter

Observation

Learning Outcome 3.4: Ensure that any camera movement is steady and smooth throughout

the duration of filming

Camera fixation

Hand Held video camera operations

Ability of Controlling the camera movement

Ahead camera movements

o Oral presentation on Camera fixation, Hand Held video camera operations

o Demonstration on Camera fixation, Hand Held video camera operations

o Group work on Hand Held video camera

o Practical Exercises on Camera fixation, Hand Held video camera operations, Controlling the camera movement

- Video camera - Tripod - Audio-visual aids

(DVDs, - Shoots - Computer - Audio-Visual

aids(DVDs) - Video Camera - Headphones


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Product evidence

Task: Take shots with camera on Steady cam

Take shots with camera on monopod

Take shots with camera on Dolly

Task: Visualize the rushes on camera travelling

Checklist Score

Yes No

Functions of Steady cam

Camera movements with steady cam

Camera on steady cam

Camera on monopod

Travelling with Dolly

Observation


Ensure that any camera movement is steady and smooth throughout the

duration of filming

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Learning Outcome 3.5: Adjust and move equipment as required during the filming

Understanding film making equipment:

Video Camera

Tripod

DSLR Shoulder Mount Rig

Camera light

Three-Point lighting Kit

Shotgun Microphone and Boom Pole accessories

Audio(XLR)Cables

Wireless Microphone

Portable Digital Recorder

Headphones

Light Reflector

Lenses

Extra batteries

Video Tapes

External Hard Drive

Video camera and Accessories management

Applying types of camera movement Equipment:

Camera cranes

Dollies

The Steadicam

o Presentation on Film Making Equipment by Applying types of camera movement Equipment

o Demonstration on Film Making Equipment, Applying types of camera movement Equipment

o Practical exercises on Film Making Equipment, Applying types of camera movement Equipment

o Group discussion on Film Making Equipment, Applying types of camera movement Equipment

- Audio-Visual aids(DVDs)

- Video Camera - Tripod - DSLR Shoulder Mount

Rig - Camera light - Three-Point lighting

Kit - Shootgun

Microphone and Boom Pole accessories

- Audio(XLR)Cables - Wireless Microphone - Portable Digital

Recorder - Headphones - Light Reflector - Lenses - Extra batteries - Video Tapes - External Hard Drive



Adjust and move equipment, as required, during the filming


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Product evidence

Task: Identify the filmmaking equipment

Task: Arrange the filmmaking equipment in appropriate work place during filming.

Checklist

Video camera adjustment

Video camera settings Light adjustment

Filmmaking equipments

Arrange Video Camera

Arrange Tripod

Arrange DSLR Shoulder Mount Rig

Arrange Camera light Three-Point

Arrange Dolly and rails

Arrange Lighting Kit

Shotgun Microphone

Arrange Boom Pole accessories

Audio(XLR) Cables

Arrange Wireless Microphone

Portable Digital

Arrange Recorder

Arrange Headphones

Arrange Light

Reflector

Arrange Lenses

Extra batteries

Arrange Video Tapes

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Observation

Reference books:




ab.1.0.0l10.1354108.1366976.0.1370892.43.24.16.0.0.0.345.3151.2-1j9.11.0....0...1.1.64.psy-







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M M D D A 4 0 1 - CREATING 2D DIGITAL ANIMATION

MMDDA401Create 2d digital animation


Credits: 6 60

Sector: ICT



Purpose statement

This module describes the outcomes required to identify animation requirements, generate and

assess ideas, plan approach, produce animations and finalize animations.

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N/A







1. Identify animation requirements 1.1. Clarify 2D animation requirements, including design specifications and storyboard in consultation with relevant personnel

1.2. Clarify target users/audience and requirements with regard to output formats and delivery platforms

2. Generate and assess ideas 2.1. Review animations, artworks and other creative sources that may inspire design ideas

2.2. Obtain other relevant information that may influence design ideas

2.3. Generate a range of animation ideas that are technically feasible, respond to specifications and provide creative solutions to all design issues

2.4. Present animation ideas to relevant personnel using appropriate design techniques

3. Plan approach 3.1. Assess the range of industry-current 2D animation software available to determine compatibility with design specifications

3.2. In consultation with relevant personnel, select the most appropriate 2D animation software for a given purpose

3.3. Evaluate initial design ideas and specifications against findings and discuss with relevant personnel to select final design concept

4. Produce animations 4.1. Apply basic screen principles , visual design principles , communication principles , animation techniques and animation principles to produce animated sequences

4.2. Source and import, or generate sufficient quantity of key drawings to establish required actions

4.3. Combine animated objects to produce single sequences according to creative requirements and

418 | P a g e

specifications 4.4. Integrate audio assets where necessary 4.5. Save and store animations using appropriate output

file formats and standard naming conventions

5. Finalize animations 5.1. Review animations to assess creative solutions to design specifications, appropriateness to users/audience and technical feasibility

5.2. Discuss and confirm with relevant personnel additional requirements or modifications to overall designs or animations and undertake necessary amendments

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LU 1:Identify animation requirements

1

Learning Outcomes:

1. Clarify 2D animation requirements, including design specifications and storyboard in consultation with relevant personnel 2. Clarify target users/audience and requirements with regard to output formats and delivery platforms

5 Hours

Learning Outcome1.1Clarify 2D animation requirements, including design specifications and

storyboard in consultation with relevant personnel.

Animation History

Introduction to Life Drawing

Introduction to 2D animation Designs: basic games buttons characters illustrations logos morphs objects puzzles simulated sequences text Titles and credits.

Animation requirements

Skills and technological tools

Technical terminology

Storyboard

o Oral presentations on

animation History, 2D

animation designs

o Demonstrations on 2D

animation designs

o

o Viewing of pictures on art

work, DVD

o Practicum

- artworks, e.g. cartoons, sculpture, architectural plans, advertorial animations

- animated movies



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Written evidence

Task:Clarify 2D animation requirements.

Checklist Score

Yes No

2D animation Designs:

- Basic games

- Buttons

- Characters

- Illustrations

- Logos

- Morphs

- Objects

- Puzzles

- Simulated sequences

- Text

- Titles and credits

Technological tools

- Script

- Technical terminology

- Storyboard

- personnel


Clarify 2D animation requirements, including design specifications and

storyboard in consultation with relevant personnel

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Learning Outcome 1.2Clarify target users/audience and requirements with regard to output

formats and delivery platforms

Art history

Introduction to Digital

Tools

Output formats and file

extensions

Animation Principles:

Squash and stretch

Anticipation

Staging

Straight Ahead

Action and Pose to

Pose

Follow Through and

Overlapping Action

Slow In and Slow

Out

Arc

Secondary Action

Timing

Exaggeration

Solid drawing

Appeal

Introduction to

Dimensional Drawing

Understanding Delivery

platforms:

CD

DVD

Film

Games console

Internet

Kiosk

Mobile phone

PDA (personal

digital assistant)

Demonstration on digital

tools and exploitation

Practical exercises on saving

and exporting files into

different file formats

artworks,

videos, pictures,

documents, DVD

computer

programs

musical

works/performanc

es

published editions


422 | P a g e

Video

Other mobile devices.





Written evidence


Product evidence

Task:

- Identify target audience

- Save and export files into different file format

- Digital tools exploitation

( artworks, videos, pictures, documents, DVD, computer

programs, musical works/performances, published editions

)

Checklist Score

Yes No

Target Audience/Users

Output formats and file extensions

Animation Principles:

-Squash and stretch

-Anticipation

-Staging

-Straight Ahead

Action and Pose to Pose

-Follow Through and Overlapping Action

-Slow In and Slow Out

-Arc

-Secondary Action

-Timing

-Exaggeration

-Solid drawing


Clarify target users/audience and requirements with regard to output formats

and delivery platforms, the desired artistic and technical results

423 | P a g e

-Appeal

Dimensional Drawing

- Two dimension

- Understanding Delivery platforms:

CD

DVD

Film

Games console

Internet

Kiosk

Mobile phone

PDA (personal digital assistant)

Video

Mobile devices

Ipads

Observation

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LU 2:Generate and assess ideas

2

Learning Outcomes:

4. Review animations, artworks and other creative sources that may inspire design ideas

5. Obtain other relevant information that may influence design ideas

6. Present animation ideas to relevant personnel using appropriate design techniques

10 Hours

Learning Outcome 2.1Review animations, artworks and other creative sources that may

inspire design ideas

Artwork exploitation

Storyboarding: Critical Structures

Copyright law

Drawing for Layout

o Group Discussion on Principles

o Practicum: Applying principles

- Cartoons - Paintings - Advertorial animations





Written evidence


Task:Review Copyright law

-Review animation artworks ( Cartoons, Paintings, Advertorial

animations


Review animations, artworks and other creative sources that may inspire design

ideas


425 | P a g e

Checklist Score

Yes No

- Storyboarding: Critical Structures

- Copyright law

- Drawing techniques

- Animation Techniques

Observation

Learning Outcome 2.2 Obtain other relevant information that may influence design ideas

Intermediate Figure Analysis

Action Analysis: Animation and

Design

Natural exploitation

o Oral presentation

o Viewing animations,

DVD

o Demonstration


o Group discussion


Toys Animated

animals/ plants and

other natural

resources like

waterfall, rain etc…



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Written evidence

Task: Analyze animation artworks ( Cartoons, Paintings, Advertorial

animations)

Checklist Score

Yes No

- Intermediate Figure Analysis

- Animation Action Analysis

- Design Action Analysis

Natural exploitation

Observation

Learning Outcome 2.3 Present animation ideas to relevant personnel using appropriate

design techniques

Design Techniques:

Digital illustrations of objects and characters

Freehand sketches

storyboards

Story trees.

Digital Painting and Layout

o Practicum; working on small projects

- Cartoons - Paintings - Advertorial

animations



Obtain other relevant information that may influence design ideas

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Animation: Dialogue and Design

Writing for animations






Task:Present animation ideas to relevant personnel

Checklist Score

Yes No

Design Techniques:

- Digital illustrations of objects and characters

- Freehand sketches

- Storyboards

- story trees.

- Digital Painting and Layout

- Animation: Dialogue and Design


- Types of Presentations:

- Informative (Time, Place, Cause and Effect, Logical Order)

- Instructional

- Arousing

- Persuasive

Decision-making

Observation


Present animation ideas to relevant personnel using appropriate design

techniques

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LU 3:Plan approach

3

Learning Outcomes:

20. Assess the range of industry-current 2D animation software

available to determine compatibility with design specifications

21. Select the most appropriate 2D animation software for a given

purpose

22. Evaluate initial design ideas and specifications against findings

and discuss with relevant personnel to select final design

concept

15 Hours

Learning Outcome 3.1: Assess the range of industry-current 2D animation software available

to determine compatibility with design specifications

Animationalsoftwares

- Ajax Animator

- Pencil2D

- Flipnote Studio

- Vectorian Giotto

- Adobe After Effects

- Antics 2D Animation

- Autodesk Animator

- DrawPlus

- Express Animator…

- Upgraded and updated softwares

Design specifications:

characters and objects

key frames

objects

references

samples

script

storyboard

Oral presentation on

animation softwares

Viewing of animated art

works, DVD

Demonstration on the

software manipulation

Practical exercises on

small animation projects

Audio-visual

aids (DVDs,

pictures)

Tutolials:

animation

softwares

tutorials


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technical specifications, including:

output file format

output file size

operating system

hardware specifications, including

memory size, RAM

delivery platform

bandwidth

media form.





Written evidence


Task:Assess the current 2D animation software

Checklist Score

Yes No

2D Animation softwares:

Ajax Animator

Pencil2D

Flipnote Studio

Vectorian Giotto

Adobe After Effects

Antics 2D Animation

Autodesk Animator

DrawPlus

Express Animator…

Upgraded and updated softwares


Assess the range of industry-current 2D animation software available to

determine compatibility with design specifications

430 | P a g e

Ajax Animator

Design specifications:


key frames

objects

references

samples

script

storyboard

technical specifications, including: (output file format, output file size, operating system

hardware specifications, including memory size, RAM

delivery platform


key frames

objects

references

samples

bandwidth media form.

Observation

Learning Outcome 3.2 Select the most appropriate 2D animation software for a given purpose

2D animation softwares, performance,

operating system compatibility and

requirements

o Oral presentation on animation software performance

List of

animation

Softwares;

critics,

developer,

performance

and operating

system

envilonment



431 | P a g e




Written evidence


Task:Select the most appropriate 2D animation software

Checklist Score

Yes No

Selected 2D animation softwares:

performance, operating system compatibility and requirements, Tools and features

- Given job feasibility within the software

Observation

Learning Outcome 3.3.Evaluate initial design ideas and specifications against findings and

discuss with relevant personnel to select final design concept

Initial design

Research and brainstorming

Continuity, Design and Figurative

Performance

Communicate ideas, believable

action and emotion effectively by

employing principles of animation

and performance in all aspects of

Oral presentation

Viewing of animated art

works, DVD

Demonstration on the

software manipulation


small animation projects

Audio-visual

aids (DVDs,

pictures)

Tutolials:

animation

softwares

tutorials



Select the most appropriate 2D animation software for a given purpose

432 | P a g e

drawing





Written evidence

Task:Evaluate initial design ideas

Checklist Score

Yes No

Design Techniques:


- Freehand sketches

- Storyboards

- story trees.

- Digital Painting and Layout

- Animation: Dialogue and Design



Design specifications

- Characters and objects

- Key frames

- Objects

- References

- Samples

- Script

- Storyboard

- Technical specifications, including: (output file format, output file size, operating


Evaluate initial design ideas and specifications against findings and discuss with

relevant personnel to select final design concept

433 | P a g e

system

- Hardware specifications, including memory size, ram

- Delivery platform

- Bandwidth

Media form.

- Characters and objects

Concept

-Continuity

-Communicative ideas,

- Believable action and emotion

-Drawing Principles

Concept

-

Observation

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LU 4:Produce Animation

4

Learning Outcomes:

1. Apply basic screen principles , visual design principles , communication principles , animation techniques and animation principles to produce animated sequences

2. Generate sufficient quantity of key drawings

3. Combine animated objects to produce single sequences 4. Integrate audio assets where necessary 5. Save and store animations using appropriate output file formats

20 Hours

Learning Outcome 4.1:Apply basic screen principles , visual design principles , communication

principles , animation techniques and animation principles to produce animated sequences

Application of 2D animation production pipeline:

Script

Storyboard

Design

Leica Reel (Animatic)

Pencil Tests (Animation)

Clean up

Inking

Checking

Compositing

Final Edit

Screen Principles:

editing, including basic transitions

framing

lighting

montage

narrative

Oral presentation on 2D animation production pipeline, 2D animation principles, Screen principles, visual design principles, communication principles, animation principles, animation techniques.

Viewing of pictures, DVD on 2D animation production pipeline, 2D animation principles, Screen principles, visual design principles, communication principles, animation principles, and animation techniques.

Demonstration on 2D animation production pipeline, 2D animation principles, Screen principles, visual design principles, communication principles, animation principles, animation techniques.

- Visual Aids - Internet - Computers - Editing software - Books


435 | P a g e

story-telling

style/genre.

Visual design principles:

balance

composition

emphasis

focal point

movement

perspective

proportion

scale

unity.

Communication principles:

communicating the message

conveying meaning

meeting audience requirements

using functional components.

Animation techniques :

acceleration/deceleration

audio integration

hinges and pivots

key frames and tweens

looping backgrounds

morphing/object exaggeration

motion paths

registration points

rotation

speed/motion blur.

Animation principles

key frames

motion

pacing/timing

point of view

Practical exercises on 2D animation production pipeline, 2D animation principles, Screen principles, visual design principles, communication principles, animation principles, animation techniques.

Group discussion on 2D animation production pipeline, 2D animation principles, Screen principles, visual design principles, communication principles, animation principles, animation techniques.


436 | P a g e





Task: Apply basic screen principles, visual design principles , communication principles , animation techniques and animation principles in an animated sequences

Checklist Score

Yes No

Application of 2D animation production pipeline:

Script

Storyboard

Design

Leica Reel (Animatic)

Pencil Tests (Animation)

Clean up

Inking

Checking

Compositing

Final Edit Screen Principles:

Editing, including basic transitions

Framing

Lighting

Montage


Apply basic screen principles , visual design principles , communication

principles , animation techniques and animation principles to produce

animated sequences

437 | P a g e

Narrative

Story-telling

Style/genre.

Editing, including basic transitions

Visual design principles:

Balance

Composition

Emphasis

Focal point

Movement

Perspective

Proportion

Scale

Unity.

Communication principles

Communicating the message

Conveying meaning

Meeting audience requirements

Using functional components

Animation techniques :

Acceleration/deceleration

Audio integration

438 | P a g e

Hinges and pivots

Key frames and tweens

Looping backgrounds

Morphing/object exaggeration

Motion paths

Registration points

Rotation

Animation principles

Key frames

Motion

Pacing/timing

Point of view

Observation

Learning Outcome 4.2: Generate sufficient quantity of key drawings

• Producing key drawings by

the most appropriate

method to reflect the

animation

requirements

• Producing sufficient quantity

• Oral presentation on key

drawings by the most

appropriate method to

reflect the animation

requirements, sufficient

quantity of key drawings to

establish the required

Visuals Aids

Computers

Editing softwares

Books


439 | P a g e

of key drawings to


action

• Comply with any soundtrack

breakdown when

producing drawings

• Producing key drawings

within the constraints

of the production

• Clearly label key drawings

action, soundtrack

breakdown when producing

drawings, key drawings

within the constraints of the

production, Clearly label

key drawings

• Demonstration on key drawings

by the most appropriate


animation requirements,

sufficient quantity of key

drawings to establish the

required action, soundtrack





key drawings

• Practical exercises on key

drawings by the most

appropriate method to

reflect the animation

requirements, sufficient

quantity of key drawings to


action, soundtrack





key drawings

• Group discussion on key drawings

by the most appropriate


animation requirements,

sufficient quantity of key

drawings to establish the

required action, soundtrack

440 | P a g e





key drawings






Task: Generate sufficient quantity of key drawings

Checklist Score

Yes No

- key drawings

- quantity of key drawings

- soundtrack breakdown

- key drawings labeling

- key drawings

Observation

Learning Outcome 4.3: Combine animated objects to produce single sequences



Generate sufficient quantity of key drawings

441 | P a g e

Preparing bitmap assets for

use in animation

Incorporating bitmap

objects to a stage

Incorporating text into an

animation

Using and changing alpha

chanel


Preparation bitmap assets for

use in animation, Incorporating

bitmap objects to a stage,


animation, Using and changing

alpha chanel

Demonstration on Preparation

bitmap assets for use in

animation, Incorporating bitmap

objects to a stage, Incorporating

text into an animation, Using

and changing alpha chanel


Preparation bitmap assets for

use in animation, Incorporating

bitmap objects to a stage,


animation, Using and changing

alpha chanel

Audio-visual aids(DVDs,

pictures)

Books

Computer

Animations

Editing softwares






Combine animated objects to produce single sequences

442 | P a g e

Checklist Score

Yes No

Preparation of bitmap assets for use in animation

Incorporation of bitmap objects to a stage

Incorporation of text into an animation

Observation

Learning Outcome 4.4: Integrate audio assets where necessary


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Obtaining or creating suitable sound effects

Editing sounds in a sound editing software

Applying sounds to you completed work observing correct layers and timing procedures.

Oral presentation on Obtaining or creating suitable sound effects, Edit the sounds in a sound editing software if necessary, Application sounds to you completed work observing correct layers and timing procedures.

Viewing of pictures, DVD on Obtaining or creating suitable sound effects, Edit the sounds in a sound editing software if necessary, Application sounds to you completed work observing correct layers and timing procedures.

Demonstration on Obtaining or creating suitable sound effects, Edit the sounds in a sound editing software if necessary, Application sounds to you completed work observing correct layers and timing procedures.

Practical exercises on Obtaining or creating suitable sound effects, Edit the sounds in a sound editing software if necessary, Application sounds to you completed work observing correct layers and timing procedures.

Group discussion on

Obtaining or creating

suitable sound effects, Edit

the sounds in a sound

editing software if

necessary, Application

Audio-visual aids

Computer

Books

Editing softwares

Audio

444 | P a g e

sounds to you completed

work observing correct

layers and timing

procedures.





Performanceevidence

Task: Integrate audio assets where necessary

Checklist Score

Yes No

creation of suitable sound effects

- Sound editing

-Application of sounds to completed work

-Timing procedures

creation of suitable sound effects

Observation


Integrate audio assets where necessary

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Learning Outcome 4.5: Save and store animations using appropriate output file formats

Understanding output file format for 2D animation: DIR/DCR

FLA/SWF

HTML

Oral presentation on output file format for 2D animation,

Viewing of pictures, DVD on output file format for 2D animation

Demonstration on output file format for 2D animation

Practical exercises on output file format for 2D animation

Group discussion on output file format for 2D animation


books

CD

DVD

Film

Games console

Internet

Kiosk

Mobile phone

PDA (personal digital assistant)

Video





Performanceevidence

Task: Save and store animations


Save and store animations using appropriate output file formats


446 | P a g e

Checklist Score

Yes No

Output file format for 2D animation:

DIR/DCR

FLA/SWF

HTML

Observation

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LU 5:Finalize animations

5

Learning Outcomes:

1. Review animations to assess creative solutions to design

specifications, appropriateness to users/audience and technical

feasibility

2. Discuss and confirm with relevant personnel additional

requirements or modifications to overall designs or animations

and undertake necessary amendments

10 Hours

Learning Outcome 5.1:Review animations to assess creative solutions to design specifications,

appropriateness to users/audience and technical feasibility

Checking the appropriate requirements intended for animation

Checking the technical requirements for animation

Oral presentation on intended requirements of animation,technical requirements of animation

Demonstration on intended requirements of animation,technical requirements of animation.

Practical exercises on intended requirements of animation,technical requirements of animation.

Group discussion on intended requirements of animation,technical requirements of animation

- Visual aids (DVDs) - Books



448 | P a g e





Task: Review animations to assess creative solutions to design specifications

Checklist Score

Yes No

The appropriate requirements intended for animation - The technical requirements for animation

Observation

Learning Outcome 5.2: Discuss and confirm with relevant personnel additional requirements

or modifications to overall designs or animations and undertake necessary amendments



Review animations to assess creative solutions to design specifications,

appropriateness to users/audience and technical feasibility

449 | P a g e

Cognizance of animation

presentation:

Genre

Animation file

Content

Animation file

Aesthetics

Animation Technical

qualities

Pitching techniques

Technical Communication

charnel

Understanding feedback

formats:

Discussions

Focus Group

Met recommendation for

changes or modification of

requirements

Oral presentation on animation

presentation,pictchingtechnique

s,technical communication

chanel feedback formats

Viewing of pictures, DVD on

animation




Demonstration on animation




Practicalexercises on animation




Group discussion on animation




- Reference books

- Internet - Scenario - tutorials - Computer - CAD soft

wares - Sketch books - Scale ruler - Drawing

papers






Task: Discuss and confirm with relevant personnel additional requirements or modifications to overall designs or animations


Discuss and confirm with relevant personnel additional requirements or

modifications to overall designs or animations and undertake necessary

amendments

450 | P a g e

Checklist Score

Yes No

Animation presentation:

Genre

-Animation file Content

-Animation file Aesthetics

-Animation Technical qualities

-Pitching techniques

-Technical Communication channel

Feedback formats:

Discussions

- Focus Group

Recommendation for changes or modification of requirements

Observation

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SORAS Group Ltd situated in Kigali city would like to produce a 2D animation commercial TV spot on their services including: Motor insurance, Medical insurance, Fire insurance, Goods in Transit and Miscellaneous in order to provide total and competitive secure cover to their clients. SORAS now contracted with Muhabura Crew to produce that commercial with the following animation principles:

Squash and stretch, pose to pose animation or straight ahead animation, Anticipation, Staging, Straight Ahead, Action and Pose to Pose, Follow Through and Overlapping Action, Slow In and Slow Out, Arc, Secondary Action, Timing, Exaggeration, Solid drawing

Muhabura crew is request to deliver the final product folder with the following specifications:

- The SORAS Group Ltd name and logo at the end of the animation

- Proper audio, music and sound effects

- Concept, Continuity, Communicative ideas

- Project: HD422 1920x1080-50i 50 Mbps, Resolution: Full

- Video: 90 seconds long, 1920x1080-50p 50Mbps Upper field firs, 25 fps, MPEG HD422

-Aspect ratio: 16:9

-Pixel Aspect Ratio: 1.000

- Audio: 48,000 Hz, 24 Bit, Stereo, PCM, 2 channels

The product is REQUIRED and must be completed in 6 Days.

452 | P a g e


Checklist Score

Yes No

Indicator: 2D Animation requirements, including design specifications and storyboard in consultation with relevant personnel are Clarified

- 2D animation Designs

- Technological tools

- Script

- Technical terminology

Storyboard

Indicator: Target users/audience and requirements with regard to output formats and delivery platforms, the desired artistic and technical results are Clarified

- Target Audience/Users

- Output formats and file extensions

- Animation principles

Delivery platforms

Indicator: Animations, artworks and other creative sources that may inspire design ideas are reviewed

- Storyboarding: Critical Structures

- Copyright law

- Drawing techniques

Animation Techniques

Indicator: Other relevant information that may influence design ideas are ObtainedClarified

- Intermediate Figure Analysis

- Animation Action Analysis

- Design Action Analysis

Indicator: A range of animation ideas that are technically feasible, respond to specifications and provide creative solutions to all design issues is Generated

453 | P a g e

- Feasible storyboard

- Copyrights

- Script

- Target audience / Users

- Personnel

Budget

Indicator: Animation ideas to relevant personnel using appropriate design techniques are presented

- Design Techniques

Types of Presentations

Indicator: The range of industry-current 2D animation software available to determine compatibility with design specifications are assessed

- 2D Animation softwares

- Design specifications

Indicator: Initial design ideas and specifications against findings and discuss with relevant personnel to select final design concept are Evaluate

- Design Techniques

Design specifications Design specifications

Design specifications

Indicator: Basic screen principles , visual design principles , communication principles , animation techniques and animation principles to produce animated sequences are applied

Application of 2D animation production pipeline

- Screen Principles:

-Visual design principles:

-Communication principles:

-Animation principles

Indicator: Audio assets are integrated where necessary

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Sound Recording

-creation of suitable sound effects

- Sound editing

-Application of sounds to completed work

-Timing procedures

Indicator: Save and store animations using appropriate output file formats

Output file format for 2D animation

Indicator: Review animations to assess creative solutions to design specifications, appropriateness to users/audience and technical feasibility

The appropriate requirements intended for animation

- The technical requirements for animation

Indicator: Discuss and confirm with relevant personnel additional requirements or modifications to overall designs or animations and undertake necessary amendments

Animation presentation:

-Pitching techniques

-Technical Communication channel

- Feedback formats:

- recommendation for changes or modification of requirements

Observation


Checklist Score

Yes No

Indicator: Sound Testing

Format

-Sample rate

-Bit depth

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-Channels

Indicator: Video testing

Video format

-Frame size

-Frame rate

-Aspect Ratio

-Field order

-Bit rate

-Profile

Indicator: Project testing

Template

-Format

-Resolution

Observation


Checklist Score

Yes No

Indicator: Script&Storyboard

Concept

-Continuity

-Communicative ideas,

- Believable action and emotion

-Drawing Principles

- Animation principles

Observation

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Assesment Criterion 4: Safety

Checklist Score

Yes No

Indicator: Up-to-date effects are used Deliverances before deadline Additional file formats

New plugins

-Three days only

-Mov, AVI

Observation

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M M D E I 4 0 1 - EDITING DIGITAL IMAGES

MMDEI401 EDIT DIGITAL IMAGES


Credits: 4 40

Sector: ICT

Sub-sector: MULTIMEDIA


Purpose statement

This module describes the outcomes required to assess digital image and edit digital image.

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Not applicable







7. Assess digital image 1.1. Correct opening of digital image and assessment of resolution parameters against job specifications

1.2. Correct conversion of image from RGB to CMYK color space

1.3. Thorough evaluation of image characteristics for

color and tone requirements

21. Edit digital image 2.1. Engaging of suitable software to enable print image profiling and/or manipulation to suit print requirement

2.2. Retouching of image to conform to job specifications

2.3. Employing of relevant local color correction to conform with job specifications

2.4. Proper undertaking of tone correction to conform with job specifications

2.5. Correct saving of edited image to conform with job specifications

2.6. Proper identification and employing of image storage requirements

2.7. Proper saving of image ready for export

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LU 1:Assess digital image

1

Learning Outcomes:

1.8. Correct opening of digital image and assessment of resolution parameters against job specifications

1.9. Correct conversion of image from RGB to CMYK color space 1.10. Thorough evaluation of image characteristics for color and tone

requirements 15 Hours

Learning Outcome1.1Open digital image and Assess resolution parameters


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Dimensions and printed image resolution

File size 1. Resolution of digital images:

Pixel resolution Spatial resolution Spectral resolution Temporal resolution Radiometric

resolution

Monitor resolution and printer resolution

Determination of a suggested resolution for an image

o Oral presentation on dimensions and printed image resolution, File size, monitor resolution and printer resolution, a suggested resolution for an image

o Demonstration on

dimensions and printed image resolution, File size, monitor resolution and printer resolution, a suggested resolution for an image

o Viewing of pictures, DVD on dimensions and printed image resolution, File size, on monitor resolution and printer resolution, a suggested resolution for an image

o Practicalexercises on

dimensions and printed image resolution, File size, monitor resolution and printer resolution, a suggested resolution for an image

- Computer - Audio-visual aids

(DVDs, pictures) - Digital camera

device - Computer - Images






Correct opening of digital image and assessment of resolution parameters

against job specifications

http://helpx.adobe.com/photoshop/using/image-size-resolution.html#file_size





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Matching questions

Multiple questions

Short questions

Task:open a digital image

Checklist Score

Yes No

Image resolution

Color mode

Displaying Image

Image brightness/contrast

Observation

Learning Outcome 1.2Convert image from RGB to CMYK color


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Introduction to color Models

Preparation of image to convert

Converting image to CMYK

o Oral presentation on color Models, image to convert, Converting image to CMYK

o Demonstration on image to convert, Converting

image to CMYK

o Viewing of pictures, Videos on image to convert, Converting image to CMYK

o Practical exercises on 1image to convert, Converting

image to CMYK


- Computer - Appropriate image

edit/manipulation software

- Images





Product evidence


Open questions

Multiple questions

Task:convert Image form RGB to CMYK

Checklist Score

Yes No

Process of converting image from RGB to CMYK

CMYK colour mode

Observation


Correct conversion of image from RGB to CMYK color space

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Learning Outcome 1.3:Evaluate image characteristics for color and tone requirements

Description of the following color tones: Contrast Sensitivity Blurring Visual Noise Artifacts Spatial (Geometric)

Characteristics

o Oral presentation on the following colortones :

Contrast Sensitivity Blurring Visual Noise Artifacts Spatial (Geometric)

Characteristics

o Demonstration of the following color tones :


Characteristics

o Practicalexercises on the following color tones :


Characteristics o Viewing of pictures, Videos

on the following color tones:


Characteristics


- Appropriate image edit/manipulation software

- Images



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Open questions

Multiple questions

Short questions

Task:Evaluation of image color and tones characteristic

Checklist Score

Yes No

midi tone

high light

shadows

saturation

Observation


Thorough evaluation of image characteristics for color and tone requirements

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LU 2: Edit digital image

2

Learning Outcomes:

23. Engaging of suitable software to enable print image 24. Retouching of image to conform to job specifications 25. Employing of relevant local color correction to conform with job

specifications 26. Proper undertaking of tone correction to conform with job

specifications 27. Correct saving of edited image to conform with job

specifications 28. Proper identification and employing of image storage

requirements 29. Proper saving of image ready for export

25 Hours

Learning Outcome 2.1:Engage suitable software to enable print image

Types of printingManagement of file format and compression

o Oral presentation on Types of printing

o Demonstration on Types of

printing, file format and compression

o Practical exercises on Types

of printing, file format and compression


- Appropriate image print software.

- Computer - Images



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Product evidence

Multiple choice questions True-False questions Task: manipulate photo for printable format.

Checklist Score

Yes No

Photos printable format

Printed hard copy

Observation

Learning Outcome 2.2: Retouch image to conform job specifications



Engaging of suitable software to enable print image profiling and/or

manipulation to suit print requirement

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Description of the following tools:

Blemish remover Wrinkle remover Red-eye Remover Teeth whitening Photo reshaping

o Description of the following tools:

Blemish remover wrinkle remover Red-eye Remover Teeth whitening Photo reshaping

o Demonstration of the

following tools: Blemish remover Wrinkle remover Red-eye Remover Teeth whitening Photo reshaping

o Practical exercises on the

following tools:

Blemish remover Wrinkle remover Red-eye Remover Teeth whitening Photo reshaping


- Computer - Retouching soft wares - Images





Product evidence



Task: use either digital camera or scanner to capture an image in electronic form Task:open an image using retouching software


Retouching image to conform to job specifications

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Task:edit the image using different software tools:

Teeth whitening

Photo reshaping

Checklist Score

Yes No

Quality of final image

Meeting the client requirement

Use of Blemish remover ,

use of wrinkle remover,

use of Red-eye Remover

Observation

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Learning Outcome 2.3: Employ relevant local color correction

Description of the following color corrections methods:

Correlated

color temperature

Gel nomenclature

White balancing


the following color corections methods:

Correlated color temperature

Gel nomenclature

White balancing cameras

Viewing of pictures, Videos on the following color corections methods:

Correlated color temperature

Gel nomenclature

White balancing cameras


- Computer - Appropriate image

edit/manipulation software.

- Images





Product evidence Task: employ relevant local color correction


Employing of relevant local color correction to conform with job specifications


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Checklist Score

Yes No

Use darken layer method

Use of lighten layer method

Midtone Shadows Highlights Color correction

Observation

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Learning Outcome 2.4:Undertake tone correction to conform job specifications

Management of the following colors to correct image:

Stronger orange Yellow Magenta Red

Oral presentation on Management of the following colors to correct image:


Demonstration on Management of the following colors to correct image:


Practical exercises on Management of the following colors to correct image:


Viewing of pictures, Videos on Management of the following colors to correct image:



- Computer - Images - Appropriate

image edit/manipulation software.



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Product evidence


Multiple choice questions True-False questions

Task:edit the image using different software tools to correct tones.

Checklist Score

Yes No

Set up the level defaults

Add a threshold adjustment

Place A target market inside A white Area

Find the darkest part of the image with the same threshold adjustment

Place A target inside A black area

Remove the threshold adjustment

Add A Levels adjustment layer

Click on the first target market with the point eyedropper

Lick on the second target marker with the black point eyedropper

Observation

Learning Outcome 2.5: Save edited image to conform job specifications


Proper undertaking of tone correction to conform with job specifications

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Saving editable format output product

o Oral presentation on Saving editable format output product

o Demonstration onSaving

editable format output product

o Practicalexercises onSaving editable format output product

o Viewing of pictures, Videos on Saving editable format output product


- Computer - Images - Appropriate image

edit/manipulation software.





Product evidence


Task: Save image in a format Suitable for your work flow

Checklist Score

Yes No

Save editable file format

Image size

resolution

Observation


Correct saving of edited image to conform with job specifications


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Learning Outcome 2.6: Identify and employ image storage requirements

Description of storage Devices to store the image: hard disk, USB Flash disk, Optical disk drive.

Requirements: free disk space

Oral presentation on Description of storage Devices to store the image

Demonstration on Description of storage Devices to store the image

Practical exercices on Description of storage Devices to store the image

Viewing of pictures, Videos on Description of storage Devices to store the image


- Cumputer - Storage devices





Performanceevidence

Sentence completion

Presentation Task:check if there is a free space to save image

Checklist Score

Yes No

Disk space

Image size


Proper identification and employing of image storage requirements


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Learning Outcome 2.7:Save image ready for export

Saving final output product

Oral presentation on Saving final output product

Demonstration on Saving final output product

Practicalexercises on Saving final output product


- Cumputer - image - Storage devices






Product evidence

Task: Save image in a suitable editable file format

Checklist Score

Yes No

Files format Disk space

RAM capacity

Observation


Proper saving of image ready for export


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Mr. GakubaAzalias, Graphic designer in Dream future ltd located at KCT. Is Recommended by DIASPORA to edit images (Photos) taken from Rwanda Day in Atlanta (US) 2014, photos should be Blemish free, Weinkle free and Red-eye free.Therefore, as Designer you are Requested to edit these photos within 12 hours.

- Computer

- 100KVA UPS

- Images(photos)

- External hard disk: 1T

- Editing Software

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Checklist Score

Yes No

Indicator: Digital images are opened and assessed

Displayed Image

Image resolution

Color mode

Image brightness/contrast

Indicator: Images are converted from RGB to CMYK

Final Image is converted to CMYK

Indicator:Image characteristics are evaluated

Image characteristics: o Composition o Emotion o Story o Imagination o Moment o Unique o Vision

Indicator: Suitable software is Engaged to enable printing

o Photos printable format o Printed hard copy

Indicator: Image is retouched

Quality of final image is meeting client requirements Image is Blemish free Image is Weinkle free Image is Red-eye free

Indicator: Color correction is employed Midtone Shadows Highlights Color correction

Indicator: tone correction is Properly undertaken Image tones

Indicator: Edited image is Correctly saved The saved image

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Indicator: Image storage requirements are identified and employed free space in storage devices File format

Indicator: Image is saved Properly of ready for export The image is saved

Observation


Checklist Score

Yes No

Indicator: Testing of output images is done

Image is Blemish free Image is Weinkle free Image is Red-eye free Image have good characteristics:

o Composition o Emotion o Story o Imagination o Moment o Unique o Vision

Observation


Checklist Score

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Yes No

Indicator: UPS installation is safe Indicator: Power is secured Indicator: photos are sent through e-mail Indicator: Task is accomplished within 12 hours

Cables isolation Power connection and

protection Done in 11hours

Observation

Assesment Criterion 4: Perfection

Checklist Score

Yes No

Indicator: Photos are printed

Printed hard copy

Indicator: Photos are sent through email

Received email

Observation

Reference books:




ab.1.0.0l10.1354108.1366976.0.1370892.43.24.16.0.0.0.345.3151.2-1j9.11.0....0...1.1.64.psy-







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M M D M C 4 0 1 - MANAGING AND EXPLOITING COPYRIGHT

MMDMC401 Manage and exploit copyright


Credits: 6 60

Sector: ICT



Purpose statement

This module describes the outcomes required to identify exploitation opportunities for original

works, protect original works locally and internationally, assign copyright of original works,

license rights to original works and maintain copyright documentation.


Not applicable

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1. Identify exploitation

opportunities for original works

1.1. Proper confirmation of original work is protected

against unauthorised use

1.2. Correct researching of potential for commercial

exploitation of original work under copyright,

intellectual property and licensing legislation

1.3. Adequate seeking of advice, as required, to ensure

that copyright issues are fully addressed in terms

of copyright owners exclusive rights and the rights

of others

2. Protect original works locally and

internationally

2.1 Proper Confirmation of original work is protected at local and international levels against illegal or unauthorised reproduction (in part or full)

2.2 Proper confirmation of original work is protected at local and international levels against adaptations

2.3 Proper confirmation of original work is protected at local and international levels against unauthorised communications

2.4 Adequate Researching of reliable legal advice to ensure artists'/copyright owners' rights are protected

3. Assign copyright of original

works

3.1. Undertaking appropriate planning in preparation to

negotiate deals for original work

3.2. Ensuring of implications of assigning copyright are

understood by relevant parties

3.3. Relevant assigning of copyright to new owner

according to legislative requirements

3.4. Proper confirmation and agreement with relevant

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parties the degree to which artists/publishers may

control use and exploitation of original work under

assignment of copyright

3.5. Accurate recording of terms of assignment of

copyright into a formal contract that is signed by

relevant partiesrelevant parties the degree to

which artists/publishers may control use and

exploitation of original work under assignment of

copyright

3.6. Accurate recording of terms of assignment of

copyright into a formal contract that is signed by

relevant parties

4. License rights to original

works

4.1. Proper Confirmation and agreement to territories in

which licensing rights may be exercised with relevant

parties

4.2. Proper confirmation and agreement to the timeframe

of the licence with relevant parties

4.3. Proper confirmation and agreement to the terms of

exploitation of the original work/licence with relevant

parties

4.4. Proper confirmation and agreement on the creative

control of the original work with relevant parties

4.5. Effective negotiation of fees relevant to the context of

the deal with relevant parties

4.6. Proper confirmation and agreement on the

responsibility for enforcing copyright against

infringement

4.7. Accurate recording and store terms relating to the

licensing deal into a formal contract that is signed by

relevant parties

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5. Maintain copyright documentation

5.1. Correct storing of copyright documentation in a secure

and accessible form (for retrieval where required)

5.2. Identification and confirmation of responsibility to

comply with conditions of copyright agreement

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LU 1: Identify exploitation opportunities for original works

1

Learning Outcomes:

1. confirm original work to protect against unauthorized use 2. Exploit original work under copyright 3. Seek advice, as required, to ensure that copyright issues are

fully addressed in terms of 5 Hours

Learning Outcome1.1 Confirm original work to protect against unauthorized use

Licensing legislation being eligible for copyright

minimal standards of originality

Determination of copyright ownership

Original works

artistic works, e.g. paintings, drawings, cartoons, sculpture, craft work, architectural plans, buildings, photographs, photographic imagery, maps, plans, special effects make-up

broadcasts, e.g. television, radio

cinematograph films, e.g. film, video, DVD

compilations, e.g. anthologies, directories, databases

computer programs

dramatic works, e.g. choreography, screenplays, plays, mime pieces, performances

o Oral presentation on Licensing legislation being eligible for copyright

o Oral presentation minimal standards of originality

o Oral presentation on determination of copyright ownership

o Demonstration how to

legislation of copyright

o Viewing of pictures of art

work, DVD

o Practical exercises on mark

art work

- paintings, drawings, cartoons, sculpture, craft work, architectural plans, buildings,

- cinematograph films, e.g. film, video, DVD

- computer programs - musical

works/performances - published editions - sound

recordings/performances

- textual material, e.g. journal articles, novels, screenplays, poems, song lyrics, reports


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musical works/performances

published editions

soundrecordings/performances textual material, e.g. journal

articles, novels, screenplays,

poems, song lyrics, reports

Learning Outcome 1.2 Exploit original work under copyright

Dynamic works

Copyright exploitation by distribution

Copyright exploitation by publication

Copyright exploitation by multiplication of your products

o Demonstration of

copyright exploitation


copyright by publication

o Practical exercises on how

to use copyright


- paintings, drawings, cartoons, sculpture, craft work, architectural plans, computer programs

- musical works/performances - published editions - soundrecordings/performances - textual material, e.g. journal

articles, novels, screenplays, poems, song lyrics, reports

Learning Outcome 1.3: Seek advice, as required, to ensure that copyright issues are fully addressed in

terms of

Copyright issues

exploited reversion triggers

length of control period after expiration of term

non-exploited reversion triggers

ownership of materials

term of license or assignment

communicating the work to the public

importing the work into rwanda

licensing and assigning the work

making an adaptation of the work

making the work public for the first time

o Oral presentation

o Demonstration on

copyright issues

o Group discussion

copyright issues


copyright issues


- musical works/performances

- published editions - sound


- textual material, e.g. journal articles,



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performing/showing/transmitting the work in public

reproducing the work

synchronizing the work

Translating the work.

novels, screenplays, poems, song lyrics, reports

LU 2: Protect original works locally and internationally

2

Learning Outcomes:

7. Confirm original work is protected at local and international levels against illegal or unauthorized reproduction (in part or full)

8. confirm original work is protected at local and international levels against adaptations

9. confirm original work is protected at local and international levels against unauthorized communications

10. Adequate Researching of reliable legal advice to ensure artists'/copyright owners' rights are protected

10 Hours

Learning Outcome 2.1 use hand embroidery tools

Applying protection of local and international levels against adaptations

Applying protection of local and international levels against

o Using documentation

o Demonstration of

protection of local and

international levels



- musical

works/performances


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unauthorized

Registration of work internationally or locally

Local and international rules and regulations

Intellectual property low

protection at all level

o Practical exercises on intellectual low

- published editions

- sound recordings/performances

- textual material,

Learning Outcome 2.2 Confirm original work is protected at local and international levels

against adaptations

o Using documentation o Demonstration of

protection of local and international levels

o Group discussion on protection at all level


intellectual low


- musical

- works/performances

- published editions

- soundrecordin

gs/performances

- textual

material,


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Learning Outcome 2. 3 Confirm original work is protected at local and international levels

against unauthorized communications

o Using documentation

o Demonstration of protection

of local and international

levels


protection at all level

o Practical exercises on intellectual low

- Artist work drawings, cartoons, sculpture, craft work, architectural plans, computer programs




- textual material,

Learning Outcome 2. 4 Adequate Researching of reliable legal advice to ensure

artists'/copyright owners' rights are protected

reliable and legal references

o Using documentation on

reliable and legal

o

and legal

o Group discussion on reliable

and legal





- textual material, -



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LU 3: Assign copyright of original works

3

Learning Outcomes:

30. Negotiate deals for original work

31. Ensure implications of assigning copyright are understood by relevant parties

32. Assign copyright to new owner according to legislative requirements

33. Confirm and agree with relevant parties the degree to which artists/publishers may control use and exploitation of original work under assignment of copyright

34. Record terms of assigned copyright into a formal contract

signed by relevant parties

15 Hours

Learning Outcome 3.1: Negotiate deals for original work

Negotiation of terms and conditions between original owner and new dealer

Negotiation according to quality and quantity of the work

Negotiating styles: collaborative/competiti

o Oral presentation o Group discussion

Negotiation according to quality and quantity of the work

o Using documentation o Demonstration type of

agreement



- published editions sound

recordings


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ve and subordinate

/performances

Learning Outcome 3.2 Ensure implications of assigning copyright are understood by relevant

parties

Relevant parties o managers/industries

managers o Agents o Employee o associations

licensers and

publishers

o Oral presentation on relevant parties

o Group discussion on relevant parties



- published

editions

Learning Outcome 3.3. Assign copyright to new owner according to legislative requirements

National copyright law Different copyright law

o Oral presentation on copyright low

o Group discussion copyright low

o Practical exercises copyright low

- Laws

- Internet

- Pens

- Papers

- Computer

Learning Outcome 3.4. Confirm and agree with relevant parties the degree to which

artists/publishers may control use and exploitation of original work under assignment of

copyright



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Look up originality Assessing the implementation

of agreements Level of achievements

according to the agreement assigned

o Oral presentation on art work originality

o Group discussion on how to implement agreement

o Homework on type of agreement can applied

Laws

Internet

Pens

Papers

Computer

Learning Outcome 3.5.Record terms of assigned copyright into a formal contract signed by

relevant parties

Duration Quantity by unite of time How terms and conditions

of a contract apply

o Oral presentation on Quantity by unite of time


Quantity by unite of time


recording copyright on

terms of record

Laws

Internet

Pens

Papers

Computer



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LU4: License rights to original works

4

1. Confirm and agree to territories in which licensing rights may be

exercised with relevant parties 2. confirm and agree to the timeframe of the license with relevant

parties 3. Confirm and agree to the terms of exploitation of the original

work/license with relevant parties

20 Hours

Learning Outcome 4.1: Confirm and agree to territories in which licensing rights may be

exercised with relevant parties

limitation of territories license:

o exclusive license o non-exclusive

license o implied license

o Oral presentation on

limitation of territories

o Group discussion licensing

o Viewing of pictures, DVD, on copyright

˗ Laws

˗ Internet

˗ Pens

˗ Papers

˗ Computer

Learning Outcome 4.2 Confirm and agree to the timeframe of the license with relevant

parties


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length of control period after expiration of term

License for multiplication of original work

Fighting against piracy

o Oral presentation length of control period after expiration of term

o Group discussion on Fighting against piracy

o Demonstration of timeframe of the licensing

˗ Laws

˗ Internet

˗ Pens

˗ Papers

- Computer

Learning Outcome 4.3: Confirm and agree to the terms of exploitation of the original

work/license with relevant parties

o Oral presentation length of control period after expiration of term

o Group discussion on Fighting against piracy

o Demonstration of timeframe of the licensing

Learning Outcome 4.4:Confirm and agree on the creative control of the original work with

relevant parties

Improvement of original work constituents

Creative control:

right of approval of sublicensing

selection of materials

selection of producers

o Oral presentation on

o -Improvement of

original work

constituents

o -Creative control:

o right of approval of sublicensing

o selection of materials

˗ Paintings,

˗ Drawings,

˗ Cartoons

˗ Craft work

˗ Architectural plans maps,




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to what extent and how the work maybe recast

way and which the work exploited

o selection of producers o to what extent and how the

work maybe recast o way and which the

work exploited

o Group discussion

Improvement of

original work

constituents

o -Creative control:

o right of approval of sublicensing

o selection of materials o selection of producers o to what extent and how the

work maybe recast o way and which the work

plans, special

˗ Television, radio

Learning Outcome 4.5:Negotiate of fees relevant to the context of the deal with relevant

parties

Negotiate of fees relevant to the context of the deal with relevant parties

o Types of deal according

to the product sold o Fees according to the

profit o Negotiation with agents o Artists o Managers o industry managers o agents

- Oral presentation on Types of deal according to the product sold

- Group discussion on Negotiation with agents

- Viewing of pictures,

DVD, on copyright

Learning Outcome 4.6: Confirm and agreement on the responsibility for enforcing copyright

against infringement


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confirm and agreement

on the responsibility for

enforcing copyright

against infringement

o Responsibility of both parties

against the infringement

o Apply Agreement according to the

responsibility against

infringement

o Types of infringements

- Oral presentation on

Responsibility of both

parties against the

infringement

- Group discussion

Agreement according to

the responsibility against

infringement

- Examples of infringement

LU 5: Maintain copyright documentation

5

Learning Outcomes:

3. Correct storing of copyright documentation in a secure and accessible form (for retrieval where required)

4. Identify and confirm responsibility to comply with conditions of copyright agreement

20 Hours

Learning Outcome 5.1: Correct storing of copyright documentation in a secure and accessible

form (for retrieval where required)


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Secured conservation of document in time of need

Notification of original documentation to be saved by law in time of misunderstanding

o Oral presentation how to

conserve a document

o Group discussion of

notification of document

˗ Artwork

˗ Contracts

˗ Digital media products

˗ Footage

˗ Letters or other

communications with

people who have access

to the original work

˗ Manuscripts

˗ Music, presented in any

media or format.

Learning Outcome 5.2: Identify and confirm responsibility to comply with conditions of

copyright agreement

Documentation Of dated copies of

artwork

contracts

digital media products

footage

letters or other communications with people who have access to the original work

manuscripts

music, presented in any media or format

negatives/photographs/photographic imagery

recordings

scores (music/film).

o Oral presentation

Setting specific

responsibilities

for new owner

and publisher

o Group discussion agreement of contract

o Viewing of low

˗ Contracts

˗ Letters or other

communications with people

who have access to the

original work

˗ Manuscript

˗ Music, presented in any

media or format

˗ Negatives/photographs/phot

ographic imagery

˗ Recordings



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Note:

GLOSSARY

Assessment: A process of gathering and judging

evidence in order to decide whether a person

has attained a standard of performance.

Assessment criteria: Statements which describe

performances and place them in context with

sufficient precision to allow valid and reliable

assessment.

Best practice: Management practices and work

processes that lead to outstanding or top-class

performance and provide examples for others.

Competency standard: An industry-determined

specification of performance which sets out the

skills, knowledge and attitudes required to

operate effectively in employment.

Competency standards are made up of units of

competency, which are themselves made up of

elements of competency, together with

performance criteria, a range of variables, and

an evidence guide.

Competency: means the ability to apply

knowledge, skills and personal, social and

methodological skills in the workplace or

during learning, as well as in personal and

professional development. This ability or

capacity is acquired through leaning, exposure

to the tasks and series of training allowing one

to perform specific task autonomously. Reason

why in the context of the CBE Framework

competencies are described as responsibility

and independence.

Competency-based assessment (or CBA): The

gathering and judging of evidence in order to

decide whether a person has achieved a

standard of competency.

Complementary competencies: Set of

knowledge, skills and attitudes which are not

directly linked to a specific occupation or

industry, but which are important for work,

education and life in general, such as

communication, mathematics, organizational

aptitude, and computer literacy, interpersonal

and analytical competency.

Core modules: Modules leading to

competencies’ acquisition that an industry

sector has agreed upon as essential for a person

to be accepted as competent at a particular

level. All modules may be core, but in many

cases competency at a level will involve core

modules plus optional or specialization

modules. Core competencies are normally

those central to work in a particular industry.

Credential: Formal certification issued for

successful achievement of a defined set of

outcomes, e.g. successful completion of a

course in recognition of having achieved

particular knowledge, skills or competencies;

successful completion of an apprenticeship or

traineeship.

Credit: The acknowledgement that a person has

satisfied the requirements of a module.

Curriculum: The specifications for a course or

subject (module) which describe all the learning

experiences a learner undergoes, generally

including objectives, content, intended learning

outcomes, teaching methodology,

recommended or prescribed assessment tasks,

assessment exemplars, etc.

Evidence guide: The part of a competency

standard which provides a guide to the

interpretation and assessment of the unit of

competency, including the aspects which need

to be emphasized in assessment, relationships

to other units, and the required evidence of

competency.

Flexible delivery: A range of approaches to

providing education and training, giving

learners greater choice of when, where and

how they learn. Flexible delivery may involve

distance education, mixed-mode delivery,

online education, self-paced learning, self-

directed learning, etc.

Formal education: Also formal training

education or training provided in educational

institutions such as schools, universities,

colleges, etc. or off the job in a workplace,

usually involving direction from a teacher or

instructor.

General competencies: competencies

correspond to larger operations that go beyond

the tasks, but generally contribute to their

implementation. These activities require more

fundamental learning and are generally

common to several tasks and transferable to

many work situations.

Generic modules: Modules leading to the

attainment of complementary competencies.

Informal education: The acquisition of

knowledge and skills through experience,

reading, social contact, etc.

Internship: An opportunity for a learner to

integrate career related experience by

participating in planned, supervised work.

Key competencies: Any of several generic skills

or competencies considered essential for

people to participate effectively in the

workforce. Key competencies apply to work

generally, rather than being specific to work in a

particular occupation or industry. The following

are key areas of competency which were

developed into seven key competencies:

collecting, analyzing and organizing

information; communicating ideas and

information; planning and organizing activities;

working with others and in teams; using

mathematical ideas and techniques; solving

problems; and using technology.

Knowledge: means the result of the adoption

of information through the learning process.

Knowledge is a set of facts, principles, theories

and practices related to area of work or study.

In CBE context lifelong learning knowledge is

described as theoretical and / or factual.

Learning outcomes: are statements of what

learner knows, understands and can perform,

based on the completion of the learning

process, defined by knowledge, skill and

competency.

Learning activities: Suggested activities that

can be developed during lesson planning and

activity preparation. The choice of learning

activities must be tailored according to group

size, available material resources and

communication tools.

Learning hours: Amount of hours required to

acquire the competency, including the time

allocated to evaluation, which is estimated

between 5 and 10% of the total learning time of

the competency.

Learning outcomes: Statements that indicate

what learners will know or be able to do as a

result of a learning activity. Learning outcomes

are usually expressed as knowledge, skills, or

attitudes.

Learning unit: Any of the basic building blocks

of a module, which describes the key activities

or the elements of the work covered by the

module

Module: A unit of training which corresponds to

one competency and which can be completed

on its own or linked to others.

Occupation: The principal business of one’s life.

Performance criteria The part of a competency

standard specifying the required level of

performance in terms of a set of outcomes

which need to be achieved in order to be

deemed competent. It describes the quality

requirements of the result obtained in labor

performance.

Qualification: means the formal name for the

result of a process of assessment and

validation, which is obtained when a competent

body determines that an individual has

achieved learning outcomes to the standards

laid down.

Quality assurance: The systems and procedures

designed and implemented by an organization

to ensure that its products and services are of a

consistent standard and are being continuously

improved.

Recognition of prior learning (or RPL): The

acknowledgement of a person’s skills and

knowledge acquired through previous training,

work or life experience, which may be used to

grant status or credit in a subject or module.

Skills: are the ability to apply knowledge and

use the principle of “know how” to perform a

specific task and to solve the problem. In

the context of the CBE Framework, skills are

defined as cognitive (involving the use of logical,

intuitive and creative thinking), practical

(including physical skill and use of methods,

materials, devices and instruments) and social

skills (communication and cooperation skills,

emotional intelligence and other).

Specific competencies: Competencies that are

directly related to the tasks of the occupation in

the workplace context. They refer to concrete,

practical, and focused aspects

Traineeship: A system of vocational training

combining off-the-job training at an approved

training provider with on-the-job training and

practical work experience. Traineeships

generally take one to two years and are now a

part of the New Apprenticeships system.

Unit of competency: A component of a

competency standard. A unit of competency is a

statement of a key function or role in a

particular job or occupation. See also element

of competency, performance criteria, range of

variables.

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