TVET CERTIFICATE IV in ROAD CONSTRUCTION · Table of Contents iii List of abbreviations vii Acknowledgments viii 1. GENERAL INTRODUCTION ix 2. QUALIFICATION DETAILS x 2.1 Description

4

TVET CERTIFICATE IV in

ROAD CONSTRUCTION

CODE

CSTRCT4001

Kigali April, 2017

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CSTRCT4001-TVET CERTIFICATE IV

Road Construction

REQF Level 4 CURRICULUM

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© Workforce Development Authority, 2017

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:

April, 2017

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Copyright

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

(WDA). Reproduced with permission

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

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

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

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

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

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

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

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

accept any liability.

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

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

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

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

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

© Workforce Development Authority (WDA) 2017

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 i x

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

2.1 Description 10

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 3

2.6 Information about competencies 6

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

3.1 Course structure 7

3.2Competencies chart 7

3.4 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 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 1 3

LU 1: Identify hazardous areas to be improved. 15

LU 2 : Apply SHE practices. 21

LU 3: Assess and control risks. 30

LU 4: Awareness of SHE in working place. 36

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

LU 2:Describe the operating system 44

LU 3:Customize computer features 52

LU 1:Protect computer system 57

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 6 3

LU 1: Write factual, descriptive, and explanatory texts. 66

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LU 2: Apply a range of listening strategies to understand predictable messages. 74

LU 3: Discuss general and trade-related topics. 79

LU 4: Read medium texts on general and trade-related topics. 85

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 9 0

LU 1: Gukoresha ubuvanganzo gakondo bufatiye ku mwuga ashyikirana n’abandi. 93

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

ry’umwuga no kugaragaza intêgo y’izina mbonera. 100

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

kugaragaza amategeko y’igenamajwi mu izina mbonera. 109

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

ibidukikije. 115

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

kwandika yubahiriza imyandikire y’Ikinyarwanda. 122

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 1 3 0

LU 1: Develop and maintain product, service and market knowledge. 133

LU 2: Provide a quality service experience to customers. 140

LU 3: Deal with complaints and difficult customer service situations. 147

LU 4: Manage and use information about clients and customers. 155

C C M B P 4 0 1 - B U S I N E S S P L A N D E V E L O P M E N T 1 5 9

LU 1: Identify elements of business plan. 162

LU 2: Write a business plan in line with the identified elements 169

LU 3: Establish strategies to monitor evaluate and update the business plan (Contingency plan). 181

Learning unit 188

LU 4: Present a business plan 188

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

LU 1: Apply for internship/employment 196

LU 2:Demonstrate appropriate workplace behavior and attitudes 200

LU 3: Respect worker’s and employer’s rights and responsibilities 205

LU 4: Organize and evaluate one’s internship 211

G E N A M 4 0 1 2 2 3

LU 1: Determine and analyze numerical functions 226

LU 2: Apply fundamentals of differentiation 232

LU 3: Apply natural logarithmic functions 237

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LU 4: Apply exponential functions 243

R C T S P S 4 0 1 - S M A W P R O C E S S 2 4 9

LU 1: Organize work place for SMAW 251

LU 2: Organize workplace for SMAW 255

LU 3:Inspect work done 258

LU 4 : Finish work done 262

LU 5: Clean the work place and arrange tools and equipment 267

Summative Assessment 271

R C T R M 4 0 1 - R O A D M A T E R A L S R E C Y C L I N G 2 7 5

LU 1:Select tools, equipment and prepare workplace 277

LU 2:Recycle Asphalt Pavement Materials 282

LU 3:Recycle rigid pavement materials 286


R C T R D 4 0 1 - R O A D D E M O L I T I O N 2 9 3

LU 1: Select materials,tools,equipment and prepare workplace 295

LU 2: Road defect making 300

LU 3: Excavate the defected area 304


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

LU 1:Select materials, tools, equipment and prepare workplace 316

LU 2:Reconstruct Layers 322

LU 3:Perform Closing Activities 328


R C T D S 4 0 1 - D R A N A I G E S Y S T E M M A I N T E N A N C E 3 3 5

LU 1:Select materials, tools, equipment and prepare workplace 337

LU 2:Perform open channel drainage maintenance 343

LU 3: Perform subsurface drainage maintenance 348


R C T W B 4 0 1 - W O O D E N B R I D G E C O N S T R U C T I O N 3 5 7

LU 1:Excavate foundation 360

LU 2:Construct foundations 366

LU 3:Construct timber bridge deck lining 376

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R C T C B 4 0 1 - C O N C R E T E B R I D G E C O N S T R U C T I O N 3 8 0

LU 1:Excavate foundation 383

LU 2:Construct foundations 389

LU 3:Construct bridge superstructures 398


R T C M B 4 0 1 - M E T A L B R I D G E C O N S T R U C T I O N 4 1 0

LU 1:Excavate for foundation 412

LU 2:Construct for foundation 418

LU 3:Construct bridge superstructures 427

R C T S B 4 0 1 - S U S P E N D E D B R I D G E C O N S T R U C T I O N 4 3 4

LU 1:Excavate for foundation 436

LU 2:Construct foundation 442

LU 3:Construct bridge towers 453

LU 4:Construct bridge deck 458


G L O S S A R Y

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List of abbreviations

CM Complementary Modules

CDU Curriculum Development Unit

CSTRCT Construction and building Services Sector / Road Construction sub sector

ICT Information Communication Technology

PPE Personal Protective Equipment

RTQF Rwandan TVET Qualifications Framework

TVET Technical and Vocational Education and Training

WDA Workforce Development Authority

IPRC Integrated Polytechnics Regional Centers

TSS Technical Secondary Schools

VTC Vocational Training Center

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Acknowledgments

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

the development of this curriculum:

Coordination

MUHIRE Jean Marie Vianney, Head of curriculum development Unit

Matti Tominga, Service gmbh of CSC Koblenz’.

Facilitators

UWIMANA Anselme, WDA, CDU

Curriculum Development Team

# NAME FUNCTION INSTITUTION/LOCATION

1. IRYUMUGABE Vincent de Paul Highway Technician NPD Ltd.

2. NTAHONSIGAYE Geremie Highway Technician Bekiady&be-mamatiana

3. KALIMA Egide Highway Technician NPD Ltd

4. NTANTWARI Emmanuel Highway Technician CBRC Ltd

5. NTAKIYEMUNGU Mathieu Highway Engineer UR/CST

6. NIYIBIZI Jean René Trainer, SJITC

7. KAGAMBIRA Eric Geo Technician STRABAG Ltd

8. NIWEMUTONI Denyse Gardening Technician MBR Ltd

9. MUNYAKARAGWE Claver Plant Operator NPD Ltd

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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 Bridge Construction Technician, and

Road Maintenace Technician

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 purpose of this qualification is to allow

learners access to the medium Construction

sector with specific reference to the field of

Road Construction Technology. This

qualification will allow qualifying learners to

become economically active in Road

Construction Technology practices that will

have a direct impact on local economic

development through the Construction of

Infrastructures, the improvement of quality

of Road Construction works and access to

mainstream Road Construction.

Vision 2020 has identified Construction

Sector as one of the six pillars of Rwanda

economic and social development. It

recommends that the Construction sector,

now turned towards the subsistence be

transformed into a value-added

Technology, market-oriented, particularly

through the production of high value of

Construction materials and relevant

modern Technology in construction sector.

Also, the Vision 2020 and the "Economic

Development & Poverty Reduction Strategy

(EDPRS)" 2013-2018, envisions the

implementation of an ambitious

construction intensification programme in

which increasing the Productivity of

Construction sector by building on the

sector’s comparative advantage is a priority.

In order to achieve these goals, a capacity

building strategy is necessary. It’s in this

regard that, the strategic priorities

identified in the "Education Sector Strategic

Plan” (ESSP) 2010-2015, relates to an

improvement of the Technical and

Vocational Education and Training (TVET)

system to satisfy the market demand of

qualified workers.

At the end of this qualification, qualified

learners will be able to:

1. Implementing SHE policies and procedures

2. Computer skills 3. Intermediate Workplace English 4. Business plan Development 5. Ikinyarwandakiboneye 6. Providing Quality Customer

ServicePerform road demolition 7. Apply Basic Analysis 8. SMAW process 9. Perform road materials recycling 10. Perform Road demolition 11. Perform Road layers reconstruction 12. Perform Drainage system

maintenance

Title: TVET Certificate IV in Road Construction

Level: REQF Level 4

Credits: 120

Sector: Construction and Building

Services

Sub-sector: Road Construction

Issue date: April, 2017

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13. Perform Wooden bridge construction

14. Perform Concrete bridge construction

15. Perform Metal bridge construction 16. Perform Suspended bridge fixing 17. Integrate the workplace

2.2 Minimum entry requirements

The minimum entry requirement to this

qualification is to be physically and mentally

fit with broad knowledge, skills and attitude

of construction background.

2.3 Information about pathways

2.4 Job related information

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

Bridge Construction Technician; this qualification again offers the opportunity to execute the works as

concrete mason while ensuring that safety, security and environmental regulations are respected.

Possible jobs related to this qualification

Bridge Construction Technician

Road Maintenace Technician

Preferred pathways for candidates entering

this qualification include:

TVET Certificate III in Road construction

TVET Certificate III in Masonry.

Recognition of prior learning related to

this qualification

Progression route of candidates achieving

this qualification include:

TVET Certificate V in Road

construction

Pathways into the qualification

Pathways from the qualification

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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.

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.

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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.

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

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

Design electronic presentations

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

chat rooms, intranets and instant messaging.

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Number of competencies: 17 Core competencies: 11 Complementary competencies: 6 The total number of Credits: 120

2.6 Information about competencies

No Code Complementary competencies Credit

1 CCMCS401 Implementing SHE policies and procedures 3

2 CCMQS401 Computer skills 3

3 CCMHE401 Intermediate Workplace English 3

4 CCMEN401 Business plan Development 3

5 CCMKN401 Ikinyarwandakiboneye 3

6 CCMDB401 Providing Quality Customer Service 3

Total 18

No Code Core competencies Credit

GEN

ERA

L 1 GENAM401 Apply Basic Analysis 10

2 WELSP301 SMAW process 9

3 RCTMR401 Perform road materials recycling 4

SPEC

IFIC

4 RCTRD401 Perform Road demolition 4

5 RCTRR401 Perform Road layers reconstruction 4

6 RCTDM401 Perform Drainage system maintenance 4

7 RCTWB401 Perform Wooden bridge construction 9

8 RCTCB401 Perform Concrete bridge construction 10

9 RCTMB401 Perform Metal bridge construction 9

10 RTCSB401 Perform Suspended bridge fixing 9

11 RTCSIA401 Integrate the workplace 30

Total 102

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3. TRAINING PACKAGE

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

modules, the course structure, and the assessment guidelines.

3.1 Course structure

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

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

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

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

3.2Competencies chart

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

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

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

of the logical sequence of the learning of these competencies.

The competencies chart shows the relationship between general competencies and specific

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

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

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

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

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

account in the description of the specific competency.

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

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

competencies in the order they should be acquired.

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

the following pages.

Section

3

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Road Builder Technician PROCESS GENERAL AND COMPLEMENTARY COMPETENCES

SPECIFIC COMPETENCIES Du

rati

on

(7

90

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)

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#

2

3

4

5

6

7

9

10

11

Duration (410 Hrs)

30

30

30

30

30

30

10

0

90

40

1 perform road demolition 40 ▲ ▲ ▲ ▲ ▲ ○ ● ● ○ ● ○ ○ ● ●

2 Perform road layer reconstruction 40 ▲ ▲ ▲ ▲ ▲ ○ ● ● ○ ● ○ ○ ● ●

3 Perform drainage system maintenance 40 ▲ ▲ ▲ ▲ ∆ ○ ● ● ○ ● ○ ○ ● ●

4 Perform wooden bride construction 90 ▲ ▲ ▲ ▲ ∆ ○ ● ● ○ ● ○ ○ ● ●

5 Perform concrete bridge construction 100 ▲ ▲ ▲ ▲ ∆ ○ ● ● ○ ● ○ ○ ● ●

6 Perform metal bridge construction 90 ▲ ▲ ▲ ▲ ∆ ○ ● ● ○ ● ○ ○ ● ●

7 Perform suspende bridge fixing 90 ▲ ▲ ▲ ▲ ∆ ○ ● ● ○ ● ○ ○ ● ●

8 Integrate workplace 300 ▲ ▲ ▲ ▲ ∆ ● ● ● ● ● ● ● ● ●

Figure 1: Competencies chart

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

▲: Functional link application ●: Functional link application

∆: Functional link existence ο: Functional link existence

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3.4 Flowchart

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

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

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

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

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

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

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

Figure 2: Flowchart

Implementing S.H.E Policies and 3

Computer Skills 3 Ikinyarwanda cy' umunyamwuga 3

Intermediate workplace English 3 Providing Quality Customer Service 3

Basic Analysis 10

SMAW Process 9 Road Materials Recycling 4

Road Demolition 4 Road Layers Reconstruction 4

Drainage System Maintenance 4 Wooden Bridge Construction 9

Concrete Bridge Construction 10 Metal Bridge Construction 9

Suspended Bridge Construction 9

Business Plan Development 3

Industrial Attachment Program (IAP) 30

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4. ASSESSMENT GUIDELINES

4.1 Assessment Methodology

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

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

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

4.2 Portfolio

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

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

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

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

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

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

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

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

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

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

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

assessment for specific modules.

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

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

Formative Assessment

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

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

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

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

on that module

All formative assessment should be declared competent before taking the

summative/integrated assessment

Section

4

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Summative/Integrated Assessment

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

curriculum.

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

assessment is not acceptable.

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

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

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

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

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

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

can be declared competent by the following rules:

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

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

assessment indicators

Assessment Criteria Passing Line in the

assessment indicators

Quality of Process 90%

Quality of Product 100%

Relevance 90%

Rest of Criteria/ any other criteria

(example: Safety)

100%

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

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

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

poorly where there is room for improvement.

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

assisted accordingly.

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

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

with pre-requisites.

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

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

otherwise other modules can be given anytime.

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

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

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

certification.

5. Industrial Attachment Program (IAP)

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

module.

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

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

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

confirm and assist IAP especially in filling up the logbook.

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

been completed and should be documented in the trainee portfolio.

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

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Competence

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

CCMHE401 Implement S.H.E. policies and procedures

REQF Level: 4 Learning hours

Credits: 3 30

Sector: All

Sub-sector: All

Issue date: November, 2017

Purpose statement

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

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

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

implementation of recognized environmental care principles.

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Learning assumed to be in place

Maintaining SHE at workplace

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. Identify hazardous areas to be

improved

1.1 Proper physical inspection of the working area

1.2 Proper selection of the tools and materials

1.3 Proper marking and reporting of hazardous area

1.4 Proper reporting on the area of weakness according to

company procedure

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

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

2.3 Proper establishment and maintenance of

communication with others in line with SHE

requirements

2.4 Proper performance of tasks in a safe manner and in

line with SHE best practices

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

identify areas for improvement in relation to SHE issues

and hazards

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

3.3 Proper control of hazard to make them less dangerous

by looking at the most effective options

4. Promote awareness of SHE in working place

4.1 Proper implementation of environmental procedures

4.2 Adequate training of workers to operate tools and

equipment

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

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Learning unit

LU 1: Identify hazardous areas to be improved.

1

Learning Outcomes:

1. Select tools and materials 2. Inspect and identify physical feature of dangerous area 3. Mark and report on the hazardous areas 5 Hours

Learning Outcome 1.1: Select tools and materials

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

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

o Presentation on types of

equipment

o Group discussion

o Practical exercises on types of

equipment

o Setting visual aids

o Preparing video and audio

materials with types of

equipment

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

thermometer - Strings and ropes - PPEs

Resources Learning activities Content

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

Formative Assessment1.1

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 evidence

Oral evidence

Performance evidence

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

identification

Performance criterion

Proper selection of the tools and materials

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Checklist Score

Yes No

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

Dust sampler

Noise meter

Hammer

Brushes

Crowbar

Ladder

Rock drill

Tape measure

Infrared thermometer

etc

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

Hammer

Brushes

Crowbar

Ladder

Timber

Nails

Cement

Wire mesh

Marking paints

Tape measure

Level meter

Pick

Shovel

Saw

PPEs

Etc

Observation

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

Tools and equipment for

inspection: Adequate supply of tools

and equipment for inspection

Appropriate PPE for inspection according to each job specification.

Work place examination for unsafe area

Environment condition Water Cracks Air Dust

o Presentation on checklists and work place examinations

o Observation of the working place

o Group discussion about qualities of a good working place

o Practical exercises of inspecting o On checklists and work place

examinations o Preparation of visual Aid

materials o Preparation of Video and audio

aids

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

Formative Assessment 1.2




Written

Performance

Oral

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


Proper physical inspection of the working area


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Checklist Score

Yes No

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

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

PPEs for inspection are supplied according to each job specification

Indicator : Environment conditions are examined accordingly

Water

Cracks

Air

Dust

Observation

Learning Outcome 1.3: Mark and report on the hazardous areas

Introduction to tools and

equipment for marking

hazardous area:

Hammer Brushes Crowbar Ladder Timber Nails Barricade tap (Warning

sign) Cones

Use of tools and equipment for marking hazardous area

Reporting: Through the

administrative hierarchy Emergency reporting

o Presentation on tools and equipment and reporting

o Group discussion on tools and equipment and reporting

o Practical exercises on marking and temporary supporting

o Preparation of visual Aid materials

o Preparation of video and audio materials

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



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Written

Performance

Oral

Multiple choice

True or false question

Matching

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

Checklist Score

Yes No

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

Hammer

Brushes

Crowbar

Ladder

Timber

Nails

Barricade tap (Warning sign)

Cones

Indicator : Hazardous areas are reported according to the situation

Through the administrative hierarchy

Through Emergency reporting

Observation


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

weakness according to company procedure

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Learning unit

LU 2 : Apply SHE practices.

2

Learning Outcomes:

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

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

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

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

10 Hours

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

Occupational and

organizational requirements:

Organizational policies

and procedures about

Manual handling

- shifting,

- lifting and

- carrying

Machine guarding Organizational and site

guidelines Own role and

responsibility Quality assurance

and continuous improvement processes and standards

Emergency and evacuation procedures

Ethical values Recording and reporting Equipment use,

maintenance and

o Research on OHS,

environmental, legislative and

Organizational requirements.

o Brainstorming on OHS,

environmental, legislative

requirements and

Organizational requirements.

o Group discussion on OHS,

environmental, Legislative and

organizational requirements

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


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storage

Healthy and Safety

requirement:

Personal protective

equipment and clothing

First Aid and Firefighting

equipment

Hazard and risk control

equipment

Psychological conditions

control mechanisms

Environment requirement:

Safe forest practices

Waste management: Disposal, Recycling and Re-use guidelines





Written evidence

Oral evidence

Performance

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

and Environmental (OHSE) requirements


Proper identification and application of Occupational Health, Safety and

Environmental (OHSE) requirements

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Checklist Score

Yes No

Indicator : Occupational requirements are properly identified and followed

Organizational policies and procedures about

Manual handling

Machine guarding

Organizational and site guidelines

Own role and responsibility

Quality assurance and continuous improvement processes and standards

Emergency and evacuation procedures

Ethical values

Indicator: Health and safety requirements are properly identified and followed

Personal protective equipment and clothing

First Aid and Firefighting equipment

Hazard and risk control equipment

Psychological conditions control mechanisms

Indicator : Environment requirement are properly identified and followed

Safe forest practices

Waste management guidelines

Disposal,

Recycling and

Re-use guidelines

Observation

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

Appropriate SHE

standards, regulations

to be followed, and

tools and materials to

be used:

Use of PPEs

Use of inspection

checklist

o Observation about the need

of appropriate SHE

standards, regulations to be

followed, and tools and

materials to be used

o Group discussion on role of

appropriate SHE standards,

regulations to be followed,

and tools and materials to be

used

o Practical exercises on

following appropriate SHE

standards, regulations, and

using appropriate tools and

materials

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





Written evidence

Oral evidence

Performance

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


Appropriate instruction to workers to follow safety best practices and to

enforce health and safety regulations.


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Checklist Score

Yes No

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

Use of PPEs Use of inspection checklist

Observation

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

Applying basics of effective communinication:

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

Verbal and Non-Verbal Communication

Formal and Informal Communication

Downward and Upward Communication

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

Effective oral communication

Effective written communication

Techniques of Effective Oral communication in line with SHE requirements:

o Group discussion about

communication with others in

line with SHE requirements.

o Role play about effective communication

o Practical exercises of

communication with others in line with SHE requirements

- Public Board notices

- Communication

devices/phones

- Safety signage


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Active listening Constructive feedback Positive, confident and

cooperative language Appropriate language

and concepts to individually social and cultural differences

Appropriate questioning to clarify and confirm understanding

Effective control of tone of voice and body language

etc

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

questions Open-ended

questions

etc





Written evidence

Oral evidence

Performance

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

requirements


Proper establishment and maintenance of communication with others in line

with SHE requirements.

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Checklist Score

Yes No

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

Types of workplace effective communication

Verbal and Non-Verbal Communication

Formal and Informal Communication

Downward and Upward Communication

Categories of effective communication

Effective oral communication

Effective written communication

Techniques of effective oral communication

Active listening

Constructive feedback

Positive, confident and cooperative language

Appropriate language and concepts to individually social and cultural differences

Appropriate questioning to clarify and confirm understanding

Effective control of tone of voice and body language

etc

Types of questioning in oral communication

Close-ended questions

Open-ended questions

etc

Observation

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

Environmental policy

content :

Compliance, improvement (where

required to reflect) and

prevention Continuous cycle of

planning, implementing, monitoring, reviewing and improving practices

and systems

o Group discussion on content of the environment policy

o Practical exercises on applying environment policy

- Registration documents

- Regulations

- Safety standards





Written evidence

Oral evidence

Performance

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

practices ( according to their specific trade)


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

practices


29 | P a g e

Checklist Score

Yes No

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

Environmental policy content:

Compliance Improvement (where required to reflect) Prevention

Continuous cycle of

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

Observation

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Learning unit

LU 3: Assess and control risks.

3

Learning Outcomes:

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

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

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

10 Hours

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

Applying Continuous Process Improvement

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

Principles:

Stop fixing and start improving

The best practices are the ones you already have

Changing behavior is more important than changing processes

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

CPI Methods: Lean Six Sigma Theory of Constraints Business Process

Reengineering

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

o Individual work about CPI Methods

o Role play about application of CPI musts and principles

o Simulation about roles and responsibilities of CPI

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


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

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

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

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

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



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

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

31 | P a g e





Written evidence

Oral evidence

Performance

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

for improvement in relation to SHE issues and hazards

Checklist Score

Yes No

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

Analysis of Work practices and processes according CPI musts and principles

Analysis of Work practices and processes according CPI Methods

Observation


Proper analysis of work practices and processes to identify areas for

improvement in relation to SHE issues and hazards

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

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

Exposure Threshold Develop Risk Mitigation

Option

Principles for Effective Verbal Intervention

Remain calm. Isolate the individual. Watch your body

language. Keep it simple. Use reflective

questioning. Use silence. Watch your preverbal.

Elements of good quality risk

statement Event or condition,

Consequences on program

objectives, and

Cause

o Group work on observing possible risks

o Presentation about risks assessment findings

o Brainstorming on risks awareness

o Role play about effective verbal intervention

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





Proper detection and assessment of risk, and detailed report and

investigation of all incidents/ accidents.


33 | P a g e


Written evidence

Oral evidence

Performance

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

investigating all

Checklist Score

Yes No

Indicator: Risks are properly detected, assessed and reported through

Steps of Risk assessment tool

Principles for Effective Verbal Intervention Elements of good quality risk statement

Observation

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

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

Practical Problem Solving Model (PPSM):

Clarify & Validate the Problem Break Down the Problem/Identify

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

o Group discussion about control of hazards

o Practical exercises on Practical Problem Solving Model (PPSM)

o Brainstorming on control of hazards

Procedural manuals

Environmental policy

Reference books

Checklist

Papers

Pens

Internet





Written evidence

Oral evidence

Performance

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


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

effective options.


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Checklist Score

Yes No

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

Application of methods of Hazard control

Practical Problem Solving Model (PPSM)

Observation

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Learning unit

LU 4: Awareness of SHE in working place.

4

Learning Outcomes:

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

minimize or eliminate hazards.

5 Hours

Learning Outcome 4.1: Implement environmental procedures

Definitions Environmentally sustainable work practices

Environmental Sustainability Strategies Recycling Strategy Waste Reduction

Paper Reduction Photocopiers, Printers,

Faxes & Office Equipment

Travel & Meetings Energy Efficiency &

Conservation Lights Computers and

monitors Air Conditioning

Workers & Business Partner Awareness

o Brainstorming on

Environmental goals

o Research on

Environmental goals

o Group discussion

Environmental

Sustainability Strategies

- Procedural manuals - Organizational policies

and procedures - Environmental policy


37 | P a g e





Written evidence

Oral evidence

Performance

Multiple choice

True or false question

Matching

Sentence completion

Ticking

Expose (presentation)

Task: Implementing environmental procedures

Checklist Score

Yes No

Indicator: Environmental procedures are Properly implemented through:

Environmentally sustainable work practices definition

Environmental Sustainability Strategies

Observation


Proper implementation of environmental procedures

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

Design of OH&S package for training:

Program awareness Specific roles in the safety and

health program Hazard identification and

controls skills

Use of best methods in crosscutting issues training

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

Training Training Via Internship

o Brainstorming on types

of trainings

o Group discussion of best

methods of training

o Preparation SHE package

to deliver

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

equipment and clothing

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

and procedures - Environmental policy





Written evidence

Oral evidence

Performance

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

requirements


Adequate training of workers to operate tools and equipments


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Checklist Score

Yes No

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

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

Observation

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

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

Remedial actions: Workplace waste management

systems Emissions control of greenhouse

gases Use of non-renewable resources

control Chemical use control Supply chain management

o Research on environmental

impact

o Group discussion on work

sustainability

o Brainstorming on measures

for sustainability

- Environmental policy

- Procedural manuals

- Organisational policies and procedures





Proactive inspection of the working area and appropriate remedial action to

be taken to minimize or eliminate hazards.


40 | P a g e


Written evidence

Oral evidence

Performance

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

requirements

Checklist Score

Yes No

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

Environmental Impacts awareness Remedial actions

Observation

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References:

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

Principles and guidelines, Switzerland, 2009

2. The Green Workplace: Sustainable Strategies that Leigh Benefit Employees, the Environment

and the Bottom Line, Stringer 2009. New York

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

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

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

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

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

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

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

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

42 | P a g e

Competence

C C M C S 4 0 1 - COMPUTER SKILLS

CCMCS401 Apply Computer Skills


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.

43 | P a g e


Not applicable







1.Describe the operating system

1.1 Proper description of operating system components

1.2 Proper description of characteristics of an Operating System

1.3 Proper description of operating system types

1.4 Proper description of operating system functions

1.5 proper description of operating system file system

2.Customize the computer

features

2.1 Proper identification of customer requirements for an

operating system

2.2 Proper Identification of Minimum Hardware Requirements

for operating system to be used

2.3 Proper customization of operating system

3. Protect computer system

3.1 Proper installation of software utilities according to the

manufacturer specifications

3.2 Regular scanning of computer and elimination of virus as

per safety standards

3.3 Accurate backup of computer data based on OS installation

3.4 Appropriate restoration of computer data based on OS

installed

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Learning unit

LU 2:Describe the operating system

1

Learning Outcomes:

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

Learning Outcome 1.1:Describe components of operating system

User interface Graphical user interface

(GUI). Shell(CLI)

Kernel micro kernel monolithic kernel

File management system Disk-based Network-based Virtual

o Brainstorming on components of operating system

o Demonstration on components of operating system

o Group discussions on components of operating system

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


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



Proper description of components of operating system


45 | P a g e


Written evidence

Oral evidence

Performance

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

Checklist Score

Yes No

Indicator: User interface is described

Graphical user interface (GUI).

Shell(CLI)

Indicator: kernel is described

Micro kernel

Monolithic kernel

Indicator : File management system is described

Disk-based

Network-based

Virtual

Observation

Learning Outcome 1.2: Describe the characteristics of operating system

Multi-user

Multitasking

Multiprocessing

Multithreading

o Brainstorming on

characteristics of operating system

o Group discussions on

characteristics of operating system




46 | P a g e




Written evidence

Oral evidence

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

Checklist Score

Yes No

Indicator: Multi-user computer is described

Indicator: Multitasking computer is described

Indicator: Multiprocessing computer is described

Indicator: Multithreading computer is described

Observation


Proper description of characteristics of an operating system

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Learning Outcome 1.3: Describe the types of operating system

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

Multi-user, multi-task Unix Lunix

Real Time Operating Systems

Industrial machine Laboratories

machine

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

o Demonstration on types of operating system

o Group discussions on types of operating system

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





Written evidence

Oral evidence



Proper description of operating system types


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Checklist Score

Yes No

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

Android

Blackberry

iOS(iPhone OS)

Windows 8 phone

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

Unix

Lunix

Indictor: Real Time Operating Systems operating system are described

Industrial machine

Laboratories machine

Indicator : Single-user, Multi-tasking operating system are described

Windows xp

Windows vista

Windows 7

Windows 8

Windows 10

Observation

Learning Outcome 1.4: Describe the functions of operating system

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

o Group discussions on functions of operating system

o Brainstorming on functions of operating system

- Computer - Projector - software - Text books - Internet



Proper description of operating system functions


49 | P a g e




Written evidence

Oral evidence

Multiple choice True or false question Matching Sentence completion

Ticking

Expose (presentation)

Checklist Score

Yes No

Indicator: Basic functions of operating system are described

Intermediator

Process Management

File Management

Memory Management

Security

Job Scheduling

Observation

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Learning Outcome 1.5: Describe the operating system file system

File system role

File system types File Allocation

Table(FAT12,FAT16,FAT32,exFAT) New Technology File System

(NTFS). Apple file system (APFS) Hierarchical file system(HFS and

HFS Plus) Veritas File System(VFS)

o Demonstration on number and mathematical calculations

o Group discussions on addition, multiplication and division operations.

o Practical exercises on number and mathematical calculations

o Practical exercises on mathematical function(average, minimum, maximum and count numbers






Written evidence

Oral evidence



Proper description of operating system file system


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Checklist Score

Yes No

Indicator : File system types are described

File Allocation Table(FAT12,FAT16,FAT32,exFAT)

New Technology File System (NTFS).

Apple file system (APFS)

Hierarchical file system(HFS and HFS Plus)

Veritas File System(VFS)

Observation

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Learning unit

LU 3:Customize computer features

2

Learning Outcomes:

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

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

10 Hours

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

Requirements to be

considered

Budget constraints Compatibility with

current hardware Compatibility with

new hardware How the computers

will be used Compatibility with

existing applications Types of new

applications to be used

o Brainstorming on operating system customer requirements

o Group discussions on operating system customer requirements

o Demonstration on operating system customer requirements

- Computer - Projector - software - Text books



Proper identification of customer requirements for an operating system


53 | P a g e




Written evidence

Oral evidence

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

Checklist Score

Yes No

Indicator: Customer requirement for an operating system are identified

Budget constraints

Compatibility with current hardware

Compatibility with new hardware

How the computers will be used

Compatibility with existing applications

Types of new applications to be used

Observation

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

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

speed Motherboard

o Group discussions on

minimum hardware requirements




54 | P a g e




Written evidence

Oral evidence


Checklist Score

Yes No

Indicator: Possible hardware upgrades are identified

RAM capacity

Hard drive size

CPU

Video card memory and speed

Motherboard

Observation


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

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Learning Outcome 2.3:Customize the operating system

User account creation

computer and windows explorer

Manage user account

Manager disk drives

Manage windows services

Schedule tasks with Task Scheduler

Check system events with Event Viewer

Verify your network shares with Shared Folders

Control panel utilities

o Brainstorming on operating system customization

o Demonstration on operating system customization

o Practical exercises on operating system customization






Written evidence

Oral evidence



Proper customization of the operating system


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Checklist Score

Yes No

Indicator: operating system is customized

User account creation

computer and windows explorer

Manage user account

Manager disk drives

Manage windows services

Schedule tasks with Task Scheduler

Check system events with Event Viewer

Observation

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Learning unit

LU 1:Protect computer system

3

Learning Outcomes:

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

5 Hours

Learning Outcome 3.1:Install software utilities

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

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

o Brainstorming on security software

o Group discussion on computer security

o Practical exercise on antivirus installation

- Computer Lab - Projector - Computer with OS

installed - White Board - Markers - Computer Lab with

internet access - Projector - Computer with OS

installed - Antivirus



Proper installation of software utilities according to the manufacturer

specifications


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Written or Oral


Checklist Score

Yes No

Indicator: Software tools utilities are installed

Anti-virus

Anti-malware

Anti-spyware

Adware

Backup software

Backup media

Observation

Learning Outcome 3.2: Scan and Eliminate virus

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

Description of san mode Manual Automatic Scheduled

Virus elimination Elimination by neutralization Elimination by deleting Elimination by quarantine

o Presentation on computer virus scan types

o Brainstorming on computer virus scan

o Practical exercises on computer virus scan

- Computer Lab with internet access

- Projector - Computer with OS

installed - Antivirus - White Board - Markers


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Written


Checklist Score

Yes No

Indicator: Scan type are described

Full system scan

On demand scan

On access scan

Indicator: Scan mode is described

Manual

Automatic

Scheduled

Indicator: Virus are eliminated

Neutralization

Deleting

Quarantine

Observation


Regular computer scan and elimination of virus as per safety standards

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Learning Outcome 3.3: Backup of computer data based on OS

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

Selection of common backup devices Tape drive Digital audio

tape(DAT) drives Auto-loader tape

systems Magnetic optical

drives Removable disks Disk drives

o Brainstorming on backup types o Practical exercises on backup

- Computer Lab with internet access

- Projector - Computer with OS

installed - Antivirus - White Board - Markers





Written evidence

Oral

Performance

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


Accurate backup of computer data based on OS installation


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Checklist Score

Yes No

Indicator: Backup types are described

Normal/Full backup

Copy backup

Differential backup

Incremental backup

Daily backups

Indicator: Common backup devices are selected

Tape drive

Digital audio tape(DAT) drives

Auto-loader tape systems

Magnetic optical drives

Removable disks

Disk drives

Observation

Learning Outcome 3.4: Restore computer data based on OS installed

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

drives CDs DVDs Disc drives

o Brainstorming on backup types

o Practical exercises on data

restore

o Computer Lab with internet access

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

installed o Antivirus



Appropriate restoring of computer data based on OS installed


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Written evidence

Oral

Performance

Matching Expose (presentation ) Task on restoring data

Checklist Score

Yes No

Indicator: Restoring devices are selections

HHD/SSD

USB/ Flash Driver

Tapes drives

Magnetic optical drives

CDs

DVDs

Disc drives

Observation

References:

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

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

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

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

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

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Competence

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

64 | P a g e

purpose, Apply listening strategies while listening to audio messages, Use nonverbal clues to detect messages implied by the speaker.


Not applicable







1. Write factual, descriptive, and

explanatory texts

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

facts accurately 1.3 Clear distinction of factual, description and

explanatory paragraphs 1.4 Appropriate writing of well-structured factual,

descriptive, and explanatory texts on a range of topics

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

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

2. Apply a range of listening strategies

to understand predictable

messages

2.1 Accurate identification of different listening strategies

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

2.3 Active application of listening strategies while listening to audio messages

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

3. Discuss general and trade-related

topics

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

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

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

3.4 Convincing building of arguments to support or

65 | P a g e

refute an opinion (elements and types of an argument

4. Read medium texts on general and

trade-related topics

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

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

4.3 Active application of reading techniques while reading different texts messages

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

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Learning unit

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

1

Learning Outcomes:

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

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

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

industrial attachments)

10 Hours

Learning Outcome 1.1:Use proper terminology to report facts

Expressing facts

Expressions used in

outlining facts

The fact is that…

The (main) point is

that …

This proves that …

What it comes down to

is that …

It is obvious that …

It is certain that …

One can say that …

It is clear that…

There is no doubt that …

Comparing and reporting facts

Using comparatives and

superlatives

Quantifiers and modifiers

o Group discussions

o Dialogues

o Role plays

o Short presentations

o Practical writing exercises

o Modelling

Projector

Computer

Flipcharts

Markers

Scenarios

Trainee

manuals

Stationeries

Lesson plans

Reference

books

Written

speeches

Newspaper

reports


67 | P a g e





Written evidence


Presentations

Sentence completion

Matching

Writing practice

Task: Using comparatives and superlatives, report key information

facts at your workplace.

Checklist Score

Yes No

Indicator : Expressions are well used in outlining facts

The fact is that…

The (main) point is that …

This proves that …

What it comes down to is that …

It is obvious that …

It is certain that …

One can say that …

It is clear that…

There is no doubt

Indicator : Comparing and reporting facts are well used

Using comparatives and superlatives

Quantifiers and modifiers

Observation


Use proper terminology to report facts

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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

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

Present tenses

Past tenses

Observation


Describe, explain and state facts using tenses accurately


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Learning Outcome 1.3: Distinguish factual, description and explanatory paragraphs

Factual paragraph Title Introduction Describe in detail Additional info conclusion

Descriptive paragraph Sensory details Precise language Dominant impression Careful organization

Explanatory paragraph Organization Transitions Evidences and examples conclusion

o Group discussions

o Brainstorming

o Group works

-





Written

Performance

Writing practice

Discussions

Matching

True or false questions

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

to their types


Distinguish factual, description and explanatory paragraphs


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Checklist Score

Yes No

Indicator: Paragraphs are well classified and distinguished

Factual paragraphs

Descriptive paragraphs

Explanatory paragraphs

Observation

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

Sentence structure

Compound sentences

Coordinative

conjunction

Complex sentences

Main clauses

Subordinate clause

Subordinate

conjunctions

Compound complex

sentences

Structure of narrative,

argumentative, descriptive,

and explanatory texts

Present and past tenses

o Group works

o Pair work

o Jumbled paragraphs

o Gap-fill

Audiovisual

materials

Projector

Computer

Flipcharts

Markers

Lesson plans

Recordings

Reference books

Photos or pictures



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

range of topics


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Written

Performance

Matching

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

Checklist Score

Yes No

Indictor: An eassy is well written

Text is well structured

Types of texts is identified

Tense is well used

Observation

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

Introduction to business

letters

Parts of a business letter

Introduction to email

correspondence

Parts of an email

Strategies for writing a

good email

o Pair work

o Jumbled paragraphs

o Gap-fill

o Peer feedback

o Practical exercises on email

writing


business letters

Audiovisual

materials

Projector

Computer

Flipcharts

Markers

Lesson plans

Recordings

Reference books

Photos or pictures

Letter samples



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Written

Performance

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

face at work.

Checklist Score

Yes No

Indicator: Parts of an email

Recipient's Address

Cc and Bcc

Subject Line

Body

Sender’s address

Send

Indicator :Parts of letters are well placed and recognized

The heading

Addresses are well placed

The salutation

The body

The complimentary close

The signature

Observation


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

describing facts at the workplace

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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





Written

Performance

Writing practice

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

Checklist Score

Yes No

Indicator : Formal reports is well structured

Layout

Introduction

Body

Conclusion

Language is well used

Observation


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

industrial attachments)


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Learning unit

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

2

Learning Outcomes:

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

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

7 Hours

Learning Outcome 2.1:Identify different listening strategies

Listening strategies

Listening for details

listening for the gist

note taking

Active listening and

response

Listening for specific

information

predicting

drawing inferences

summarizing

recognizing cognates

recognizing word-

order patterns

o Dialogues

o Role plays


o Modelling and drilling

o Listening to TV shows

o Listening to radio programs


Projector

Computer

Flipcharts

Markers

Lesson plans

Recordings

Reference books

Written speeches

Newspaper reports

Scenarios



Identify different listening strategies


75 | P a g e




Written evidence

Oral evidence

Performance

Discussions

Presentations

Multiple choice

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

Checklist Score

Yes No

Indicator :Listening strategies are explained



note taking

Active listening and response

Listening for specific information

Summarizing

predicting

drawing inferences


recognizing word-order patterns

Observation

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

Refer to Learning Outcome 2.1

Refer to Learning Outcome 2.1 Refer to Learning Outcome 2.1



76 | P a g e




Written evidence

Oral evidence

Performance

Discussions

Presentations

Multiple choice

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

idea of a recording?

Checklist Score

Yes No

Indicator : Listening strategies are well selected



note taking

Active listening and response

Listening for specific information

Summarizing

predicting

drawing inferences


recognizing word-order patterns

Observation


Select appropriate listening strategy depending on the listening purpose

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

Refer to Learning Outcome 2.1

Refer to Learning Outcome 2.1 Refer to Learning Outcome 2.1





Written evidence

Oral evidence

Performance

Discussions

Multiple choice

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

question of comprehension on it

Checklist Score

Yes No

Indicator : The audio is well interpreted

Main points are given

Questions of comprehension are answered

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

Observation


Apply listening strategies while listening to audio messages


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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





Written evidence

Oral evidence

Performance

Multiple choice Discussions

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

speaker’s gestures mean.

Checklist Score

Yes No

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

Voice clues

Body movement

Message is fully detected

Observation


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


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Learning unit

LU 3: Discuss general and trade-related topics.

3

Learning Outcomes:

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

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

3. Detect and avoid argumentation fallacies in debates and discussions 4. Build convincing arguments to support or refute an opinion 7 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


80 | P a g e





Oral evidence

Performance

Presentation practice

Writing practice

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

share it with your class.

Checklist Score

Yes No

Indicator : Ideas and opinions are well presented during discussions

Agreeing with an opinion

Disagreeing with an opinion

Indicator : Functional language in argument building are well used

Persuasion

Asking questions

Cause and effect

Summarizing ideas to be refuted

Sequencing ideas

Predicting ideas

Observation


Present personal ideas and opinions during discussions on selected topics of

interest

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

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





Oral evidence

Performance

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

functional language in supporting or refuting ideas in a group discussion

Checklist Score

Yes No

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

Persuasion

Asking questions

Cause and effect

Summarizing ideas to be refuted

Sequencing ideas

Predicting ideas

Observation


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

discussion


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

Dealing with argumentation fallacies Types of Fallacies

Formal Fallacies

Propositional fallacies

Quantification fallacies

Formal syllogistic fallacies

Informal Fallacies

Faulty generalizations

Red herring fallacies Conditional fallacies

Responding to fallacies

o Dialogues

o Role plays

o Modelling and drilling

video materials

posters/banners

wallpapers


Projector

Computer

Flipcharts

Markers

Lesson plans

Recordings

Reference books





Written evidence

Oral evidence

Performance

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

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


Detect and avoid argumentation fallacies in debates and discussions


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

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

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

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

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

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

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Checklist Score

Yes No

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

Formal Fallacies

Informal Fallacies

Observation

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

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

Claims Counterclaims Reasons Evidence

Types of arguments Deductive Argument Inductive Argument Abductive

o Debates

o Group discussions

o Brainstorming

o Presentations

o Mock speeches

video materials

posters/banners

wallpapers


Projector

Flipcharts

Lesson plans

Recordings

Reference books

Speech samples





Written evidence

Oral evidence

Performance

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

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


Build convincing arguments to support or refute an opinion


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Checklist Score

Yes No

Indicator : Elements of an arguments are indicated

Claims

Counterclaims

Reasons

Evidence

Indicator : Types of arguments are considered

Deductive Argument

Inductive Argument

Abductive

Observation

.

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Learning unit

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

4

Learning Outcomes:

1. Identify different reading techniques

2. Select a reading technique depending on the reading purpose

and material

3. Apply reading techniques while reading different texts

4. Demonstrate ability to understand the inferences made in a

range of medium length texts

6 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


86 | P a g e


Written evidence

Performance

Reading practice

Multiple choice

True and false questions

Presentations Task: Differentiate reading techniques

Checklist Score

Yes No

Indicator: Reading techniques are differentiated

Skimming

Scanning

Deep reading

Critical reading

Observation

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






Adequate training of workers to operate tools and equipment


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Written evidence

Performance

Reading practice

Multiple choice

True and false questions

Presentations Task: Select an appropriate reading strategy based on the

reading task given to you by the teacher.

Checklist Score

Yes No

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

Skimming

Scanning

Deep reading

Critical reading

Observation

Learning Outcome 4.3: Apply reading techniques while reading different texts

Applying reading techniques to

texts

General texts

Trade-related texts

o 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

Reference books



88 | P a g e




Written evidence

Performance

Reading practice

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

given to you by the teacher.

Checklist Score

Yes No

Indicator : Reading strategies are applied according to the purpose

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

(scanning)

Looking only for the general or main ideas (skimming)

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

reading)

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

Observation

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




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

length texts



Apply reading techniques while reading different texts

89 | 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

Inferences are developed

Inferences are justified

Observation

References:

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

speeding-up-your-reading/

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

2004.

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

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

Cambridge: Cambridge University Press.

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

Heinemann Education.

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

Debate. Scottsdale, AZ: GorsuchScarisbrick, 1986.

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

25 (Winter 1989): 121–139.

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

Broadman& Holman Publishers

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

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

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Competence

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

CCMKN401 Gukoresha Ikinyarwanda cy’umunyamwuga

Ikiciro: 4 Amasaha ateganijwe

Credits: 3 30

Ishami: Yose

Agashami: Twose

Igihe yateguriwe: Mutarama, 2017

Intego nyamukuru

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

ifatana n’itandukana ry’amagambo.

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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.

92 | 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.

93 | P a g e

Imbumbe

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

1

Umusaruro w’inyigisho:

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

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

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

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

5. Gutarama akoresheje ubuvanganzo bwizwe.

Amasaha 6

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

ubuvanganzo gakondo bufatiye ku mwuga abinyujije mu ngiro zitandukanye.

Ibimenyetso byo gutega amatwi no kutarogoya ufite ijambo

Urwenya

inyunguramagambo ingingo z’umuco

n’amateka inshoza n’uturango

by’Urwenya Ihimbamwandiko

Urwenya

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

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

o Gutera urwenya baranguruye o Guhuza ibivugwa mu

nshoberane n’indangagaciro o Gusobanura ingingo z’umuco

n’amateka o Gusobanura inshoza

n’uturango by’ urwenya

- Ibitabo by’ubuvanganzo gakondo (bagiramenyo)

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

n’inkoranyamuga

Imfashanyigisho Ibikorwa by’uwiga

activities

Ibyigwa

94 | P a g e

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

yumva ubuvanganzo gakondo bufatiye ku mwuga abinyujije mu ngiro zitandukanye.

(Ibikurikira)

Ubuvanganzo

gakondo bufatiye ku

mwuga

Amavumvu, Amasare, ibyidogo, amahamba,.. Isesekaza

n’utwatuzo

Igitaramo gishingiye

ku buvanganzo

gakondo

Umwitozo wo gusoma

ubuvanganzo gakondo bufatiye ku

mwuga

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

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

o Gusoma ubuvanganzo gakondo bunyuranye bufatiye ku mwuga baranguruye

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

o Gukoresha Ikinyarwanda kiboneye uwiga agaragaza insanganyamatsiko z’ingenzi

o Gusobanura ingingo z’umuco n’amateka

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

o Guhina ubuvanganzo gakondo bunyuranye bufatiye ku mwuga

o Gutahura isomo ry’ingenzi o Gutarama

- Ibitabo by’ubuvanganzo gakondo (bagiramenyo)

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

n’inkoranyamuga

Isuzuma Mbonezanyigisho 1.1


activities

Ibyigwa

95 | P a g e

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

Gihamya Isuzuma

Amajwi n’amashusho by’uwiga ateze amatwi atarogoya

Urutonde rw’ibisuzumwa Arabishoboye

Yego Oya

Ikitabwaho 1: Ibimenyetso byo gutega amatwi no kutarogoya ufite ijambo

Ikitabwaho 2:Urwenya:

uwiga yateye urwenya aranguruye

uwiga yateye urwenya ahuza ibivugwa n’indangagaciro

uwiga yateye urwenya asobanura ingingo z’umuco n’amateka

uwiga yateye urwenya anasobanura uturango tw’urwenya

Umwanzuro

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

bufatiye ku mwuga.

Reba

Umusaruro w’inyigisho 1.1

Reba Umusaruro w’inyigisho 1.1

Reba



activities

Ibyigwa

Ubushobozi busuzumwa

Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva ubuvanganzo

gakondo bufatiye ku mwuga abinyujije mu ngiro zitandukanye.

96 | P a g e



Gihamya Isuzuma

Amajwi n’amashusho y’ibisubizo ku kumva umwandiko


Yego Oya

Ikitabwaho: Gusoma ubuvanganzo gakondo bufatiye ku mwuga

Uwiga yasomye ubuvanganzo bwitwa “amavumvu” aranguruye ijwi

Uwiga yasomye kandi asubiza ibibazo k’ubuvanganzo

bwitwa”Amasare”

Uwiga yasobanuye uturango tw’ubuvanganzo gakondo afatiye ku

buvanganzo bwitwa “Ibyidogo”

Uwiga yabashije gutarama akoresheje ubuvanganzo bwitwa

“Amahamba”

Ikitabwaho 2:igitaramo gishingiye ku buvanganzo gakondo

Umwanzuro


Yashubije mu mvugo iboneye ibibazo ku buvanganzo gakondo bufatiye ku

mwuga.

97 | P a g e

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

mwuga yubahiriza utwatuzo n’isesekaza.

Reba



Reba




Gihamya Isuzuma

Amajwi n’amashusho y’isomwa ry’umwandiko


Yego Oya

Ikitabwaho :Gusoma yubahiriza Isesekaza n’utwatuzo

Uwiga yasomye umwandiko k’ubuvanganzo yubahiriza utwatuzo

n’isesekaza

Uwiga yahinye umwandiko k’ubuvanganzo yubahiriza amategeko

y’ihinamwandiko

Umwanzuro


Yasomye neza umwandiko w’ubuvanganzo gakondo bufatiye ku mwuga

yubahiriza utwatuzo n’isesekaza.


activities

Ibyigwa

98 | P a g e

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

akurikiranya neza ingingo.

Reba



Reba




Gihamya Isuzuma

Ibihangano bishingiye ku buvanganzo gakondo mu mwuga


Yego Oya

Ikitabwaho :Ihimbamwandiko n’ihimbamwandiko

Uwiga yahimbye umwandiko afatiye k’ubuvanganzo gakondo kandi

akurikiza amategeko y’ihimbamwandiko

Uwiga yahinye umwandiko k’ubuvanganzo yubahiriza amategeko

y’ihinamwandiko

Umwanzuro


Yahinnye anahimba umwandiko akurikiranya neza ingingo.


activities

Ibyigwa

99 | P a g e

Umusaruro w’inyigisho 1.5: Gutarama akoresheje ubuvanganzo bwizwe.

Reba



Reba




Gihamya Isuzuma

Amajwi n’amashusho ku gitaramo


Yego Oya

Ikitabwaho:Igitaramo gishingiye ku buvanganzo gakondo

Uwiga yateguye igitaramo ashingiye ku buvanganzo gakondo yize

Umwanzuro


Yataramye akoresheje ubuvanganzo bwizwe.


activities

Ibyigwa

100 | P a g e


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

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;

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

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

n’inkoranyamuga; - Ibikoresho

by’ikoranabuhanga;

Imbumbe

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


activities

Ibyigwa

101 | P a g e

y’ikoranabuhanga n’ iterambere ry’umwuga;

o Gusoma bucece;



Gihamya Isuzuma



Yego Oya

Ikitabwaho 1:Ibimenyetso by’uteze amatwi atarogoya

Uwiga ntiyaciye mu ijambo uvuga

Uwiga yabajije ibibazo ku byavuzwe

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

ry’umwuga

Uwiga yasubije ibibazo ku mwandiko

Uwiga yavumbuye insanganyamatsiko iri mu mwandiko

Uwiga yagaragaje indangagaciro zo gukunda umurimo abikomoje ku

nsanganyamatsiko

Umwanzuro


Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva umwandiko

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

mu ngiro zinyuranye

102 | P a g e

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

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

abinyujije mu ngiro zinyuranye. (Ibikurikira).

Isesekaza n’utwatuzo; Ihangamwandiko ku

nsanganyamatsiko y’ikoranabuhanga n’ iterambere ry’umwuga;

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

Intego y’izina mbonera.

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

o Gusoma aranguruye agaragaza isesekaza;

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

o Gukora inshamake y’umwandiko;

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

o Kugaragaza intego y’izina mbonera.

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


n’inkoranyamuga; - Ibikoresho

by’ikoranabuhanga;



Gihamya Isuzuma




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

mu ngiro zinyuranye


activities

Ibyigwa

103 | P a g e


Yego Oya

Ikitabwaho 1:Ibimenyetso by’uteze amatwi atarogoya

Uwiga ntiyaciye mu ijambo uvuga

Uwiga yabajije ibibazo ku byavuzwe

Umwandiko ku nsanganyamatsiko y”ikoranabuhanga niterambere

ry’umwuga

Umwanzuro

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

Reba



Reba




Gihamya Isuzuma

Amajwi n’amashusho ku bibazo byo kumva umwandiko


Yashubije ibibazo mu mvugo iboneye ku mwandiko


activities

Ibyigwa

104 | P a g e


Yego Oya

Ikitabwaho: kumva umwandiko ku nsanganyamatsiko y’ikoranabuhabunga

Uwiga yagaragaje Insanganyamatsiko y’umwandiko

Uwiga yasobanuye amagambo akomeye ari mu

mwandiko(Inyunguramagambo)

Uwiha yasobanuye ingingo z’umuco ziri mu mwandiko

Uwiga yasobanuye ingingo z’amateka ziri mu mwandiko

Umwanzuro

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

Reba



Reba




Gihamya Isuzuma

Amajwi n’amashusho ry’isomwa ry’umwandiko


Yasomye umwandiko yubahiriza utwatuzo n’isesekaza


activities

Ibyigwa

105 | P a g e


Yego Oya



n’isesekaza

Umwanzuro

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

Reba



Reba




Gihamya Isuzuma

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


Yahinnye anahimba umwandiko akurikiranya neza ingingo


activities

Ibyigwa

106 | P a g e


Yego Oya

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

Uwiga yahinnye umwandiko ku nsanganyamatsiko afatiye

k’ubuvanganzo gakondo kandi akurikiza amategeko y’ihimbamwandiko

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

Uwiga yahanze umwandiko ku nsanganyamatsiko yubahiriza

amategeko y’ihangamwandiko

Umwanzuro

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

iterambere ry’umwuga.

Reba



Reba




Gihamya Isuzuma

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


Yamuritse ingero zihamya uruhare rw’ikoranabuhanga mu iterambere

ry’umwuga


activities

Ibyigwa

107 | P a g e


Yego Oya

Ingero zihamya uruhare rw’ikoranabuhanga mu iterambere ry’umwuga

Umwanzuro

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

Reba



Reba




Gihamya Isuzuma

Inyandiko y’ibisubizo ku ntêgo y’izina mbonera


Yagaragaje intêgo y’izina mbonera


activities

Ibyigwa

108 | P a g e


Yego Oya

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

zafatwa mu kubirwanya;

Uwiga Yashimangiye Ingingo Zigaragaza Ububi Bw’ibiyobyabwenge

Ikitabwaho 2:Intego y’izina mbonera

Uwiga yasobanuye icyo izina mbonera ari cyo

Uwiga yagaragaje indomo y’izina mbonera

Uwiga yagaragaje indanganteko y’izina mbonera

Uwiga yagaragaje igicumbi cy’izina mbonera

Umwanzuro

109 | P a g e

Imbumbe

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

3


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

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

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

Amasaha 6

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

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

abinyujije mu ngiro zitandukanye.

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

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

ingingo z’amateka; indangagaciro zo kubaha

ubuzima (kwiyitaho);

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

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

o Kutarogoya ufite ijambo nta mpamvu.

o Gusubiza ibibazo byo kumva umwandiko n’inyunguramagambo.

o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.

o Gukoresha Ikinyarwanda kiboneye uwiga agaragaza indangagaciro zo kubaha ubuzima.

o Gusoma bucece.

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

- Ibitabo by’ikibonezamvugo;


n’inkoranyamuga.


activities

Ibyigwa

110 | P a g e

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

Reba



Reba




Gihamya Isuzuma



Yego Oya

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

bw’ibiyobyabwenge

Uwiga yasobanuye amagambo akomeye mu

mwandikoInyunguramagambo

Uwiga yasobanuye Ingingo z’umuco ziri mu mwandiko

Uwiga yasobanuye ingingo z’amateka

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

Umwanzuro


Yashubije neza ibibazo mu mvugo iboneye ku mwandiko


activities

Ibyigwa

111 | P a g e

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

Reba



Reba




Gihamya Isuzuma



Yego Oya


Uwiga yasomye umwandiko k’ubuvanganzo yubahiriza utwatuzo n’isesekaza

Umwanzuro


Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza


activities

Ibyigwa

112 | P a g e

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

Reba



Reba




Gihamya Isuzuma

Amajwi, amashusho n’inyandiko ku ihina n’ihimbamwandiko


Yego Oya

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

Uwiga yahinnye umwandiko ku nsanganyamatsiko afatiye

k’ubuvanganzo gakondo kandi akurikiza amategeko

y’ihimbamwandiko

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

Uwiga yahanze umwandiko ku nsanganyamatsiko yubahiriza amategeko

y’ihangamwandiko

Umwanzuro


Yahinnye anahimba umwandiko akurikiranya neza ingingo


activities

Ibyigwa

113 | P a g e

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

ry’ibiyobyabwenge mu rubyiruko.

Reba



Reba




Gihamya Isuzuma

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


Yego Oya

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

Uwiga Yashimangiye Ingingo Zigaragaza Ububi Bw’ibiyobyabwenge

Uwiga yatanze ingero zigaragaza ububi bw’ibiyobyabwenge mu

rubyiruko

Umwanzuro


Yamuritse ingamba zifatika zo kurwanya ikoreshwa ry’ibiyobyabwenge mu

rubyiruko


activities

Ibyigwa

114 | P a g e

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

Reba



Reba




Gihamya Isuzuma

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


Yego Oya

Ikitabwaho:Amategeko y’igenamajwi mu izina mbonera

Uwiga yasesenguye izina mbonera rivuye mu mwandiko yubahiriza

amategeko y’igenamajwi

Umwanzuro


Yagaragaje amategeko y’igenamajwi mu izina mbonera


activities

Ibyigwa

115 | P a g e

Imbumbe

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

4


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

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

kwangiza ibidukikije. 6. Gukoresha neza indangahantu

Amasaha 6


umwandiko ku nsanganyamatsiko yerekeye uburyo bunyuranye bwo gufata neza ibidukikije mu

ngiro zitandukanye.

Umwandiko ku nsanganyamatsiko yerekeye gufata neza ibidukikije;

Ibimenyetso by’uteze amatwi atarogoye.

Inyunguramagambo ku mwandiko uvuga ku bidukikije

Insanganyamatsiko y’umwandiko ushingiye ku bidukikije

Ihimbamwandiko

Ibikorwa by’abanyamwuga bishobora kwangiza ibidukikije;

o Gutega amatwi umwandiko ku nsanganyamatsiko yerekeye gufata neza ibidukikije.


o Gusubiza ibibazo byo kumva umwandiko n’ inyunguramagambo.

o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.

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

isesekaza. o Gukorera mu matsinda,

bungurana ibitekerezo ngamba

- Ibitabo bikubiyemo imyandiko ku kurengera ibidukikije;

- Ibitabo by’ikibonezamvugo;


n’inkoranyamuga; - Amafoto.


activities

Ibyigwa

116 | P a g e

Isesekaza n’utwatuzo;

Indangahantu.

zo kurengera ibidukikije. o Gukora inshamake

y’umwandiko. o Kujya impaka ku ngaruka zo

kwangiza ibidukikije. o Gukoresha neza indangahantu.



Gihamya Isuzuma



Yego Oya

Ikitabwaho 1.Umwandiko ku nsanganyamatsiko yerekeye gufata neza ibidukikije

Uwiga yagaraje Ibimenyetso by’uteze amatwi atarogoye

Uwiga yagaragaje insanganyamatsiko y’umwandiko

Uwiga yasobanuye amagambo akomeye ari mu mwandiko

Uwiga yagaragaje ibikorwa bibangamira ibidukikije biboneka ku mwuga

we

Umwanzuro



ku nsanganyamatsiko yerekeye uburyo bunyuranye bwo gufata neza

ibidukikije mu ngiro zitandukanye

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

Reba


Reba


Reba




Gihamya Isuzuma



Yego Oya

Ikitabwaho:Gusubiza ibibazo ku mwandiko

Uwiga yasubije yasobanuye amagambo akomeye

Uwiga yavumbuye insanganyamatsiko ziri mu mwandiko

Umwanzuro


Yashubije neza ibibazo mu mvugo iboneye ku mwandiko


activities

Ibyigwa

118 | P a g e

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

Reba


Reba


Reba




Gihamya Isuzuma



Yego Oya



n’isesekaza

Umwanzuro


Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza


activities

Ibyigwa

119 | P a g e

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

Reba


Reba


Reba




Gihamya Isuzuma

Amajwi, amashusho n’inyandiko ku ihimba n’imurikamwandiko


Yego Oya

Ikitabwaho: Ihimbamwandiko ku nsanganyamatsiko

Uwiga yahimbye umwandiko ku nsanganyamatsiko akurikiranya neza

ingingo

Umwanzuro


Yahimbye anamurika umwandiko akurikiranya neza ingingo


activities

Ibyigwa

120 | P a g e

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

bishobora kwangiza ibidukikije.

Reba


Reba


Reba




Gihamya Isuzuma

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


Yego Oya

Ikitabwaho: ihimbamwandiko

Uwiga yamuritse Ibikorwa by’abanyamwuga bishobora kwangiza

ibidukikije

Umwanzuro


Yataramye akoresheje ubuvanganzo bwizwe.


activities

Ibyigwa

121 | P a g e

Umusaruro w’inyigisho 4.6: Gukoresha neza indangahantu.

Reba


Reba


Reba




Gihamya Isuzuma

Ibisubizo ku mikoreshereze y’indangahantu


Yego Oya

Ikitabwaho: kumenya no gukoresha indangahantu

Umwanzuro


Yakoresheje neza indangahantu


activities

Ibyigwa

122 | P a g e

Imbumbe

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

5


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

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

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

Amasaha 6


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

zitandukanye.

Ikinamico ku nsanganyamatsiko yerekeye k’ubutabazi bw’ibanze;

Ibimenyetso by’uteze amatwi atarogoye;

Inyunguramagambo ku ngeri y’ikinamico;

Amagambo akwiye avuga ibice n’ingingo z’umubiri;

Ingingo z’umuco n’amateka;

Udukino ku nsanganyamatsiko k’ubutabazi bw’ibanze.

Ifatana n’itandukana ry’amagambo.

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


o Gusubiza ibibazo byo kumva ikinamico n’inyunguramagambo.

o Kuvumbura insanganyamatsiko ivugwa mu ikinamico.

o Gusoma bucece ikinamico. o Gusoma bakuramwa

baranguruye bigana abakinankuru.

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

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

- Ibitabo bikubiyemo imyandiko;

- Ibitabo by’ikibonezamvugo ;

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

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


activities

Ibyigwa

123 | P a g e

kaga. o Kubahiriza ifatana n’itandukana

ry’amagambo. o Gutahura no gukosora amakosa

yubahiriza itandukana n’ifatana ry’amagambo.



Gihamya Isuzuma



Yego Oya

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

Uwiga yasomye ikinamico neza

Uwiga yagaragaje uturango tw’ikinamico

Ibimenyetso by’uteze amatwi atarogoye

Umwanzuro


Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva

ikinamico ku nsanganyamatsiko yerekeye akamaro k’ubutabazi

bw’ibanze mu ngiro zitandukanye

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

Reba



Reba




Gihamya Isuzuma



Yego Oya

Ikitabwaho :Inyunguramagambo Inyunguramagambo ku ngeri y’ikinamico

Ingingo z’umuco n’amateka

Umwanzuro


Yashubije ibibazo mu mvugo iboneye ku ikinamico


activities

Ibyigwa

125 | P a g e

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

Reba



Reba




Gihamya Isuzuma

Amajwi n’amashusho uwiga asoma ikinamico


Yego Oya

Ikitabwaho :Iyubahirizwa ry’uturango tw’ikinamico

Uwiga yasomye ikinamico yubahiriza Isesekaza n’utwatuzo

Umwanzuro

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

Reba



Reba



activities

Ibyigwa


Yasomye ikinamico yubahiriza uturango twayo


activities

Ibyigwa

126 | P a g e



Gihamya Isuzuma

Amajwi n’amashusho n’inyandiko ku ikinamico


Yego Oya

Ikitabwaho :ihangakinamico

Udukino ku nsanganyamatsiko y’ubutabazi bw’ibanze

Umwanzuro

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

ibice n’ingingo by’umubiri.

Reba



Reba



activities

Ibyigwa


Yahimbye anakina ikinamico ahuza imvugo n’ingiro

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Gihamya Isuzuma

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


Yego Oya

Ikitabwaho: Ikeshamvugo

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

Umwanzuro

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

Reba



Reba



activities

Ibyigwa


Yakoresheje mu mvugo n’inyandiko amagambo akwiye avuga ibice

n’ingingo by’umubiri

128 | P a g e



Gihamya Isuzuma

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


Yego Oya

Ikitabwaho: Imyandikire ikwiye y’ikinyarwanda

Uwiga yafatanije amagambo aho bikwiye

Uwiga yatandukanije amagambo aho bikwiye

Umwanzuro


Yanditse yubahiriza ifatana n’itandukana ry’amagambo

129 | P a g e

Ibitabo n’inyandiko byifashishijwe:

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

Edition

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

1ère Edition

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

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

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

Champion, Paris.

5. COUPEZ A. (1961) Grammaire Rwanda Simplifiée, Usumbura

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

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

Kigali

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

Fountain Publishers, Kigali

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

Publishers, Kigali

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

Publishers, Kigali

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

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

Université, Bruxelles.

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

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

Rwanda, Imfashanyigisho ibanza, Kigali

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

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

Kigali

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

mu Cyiciro cya Gatatu, Kigali

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

Nyarwanda , Kigali.

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

130 | P a g e

Competence

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.

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Not applicable

Elements of competency and perfomance criteria






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

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

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

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

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

2. Provide a quality service experience to customers.

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

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

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

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

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

3. Deal with complaints

and difficult customer

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

132 | P a g e

service situations. assessment of the impact on the customer of the situation. 3.2 Effective use of communication techniques to assist in the

management of the complaint and handle the situation sensitively, courteously and discreetly.

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

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

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

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

4. Manage and use

information about

clients and customers

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

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

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

133 | P a g e

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


Learning unit

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

1

Learning Outcomes:

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

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

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

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

5 Hours


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

Formal and informal research techniques: o Discussions with

colleagues

Reading organization information

Research of product and service information brochures

General media Attendance at

conferences, trade shows and industry events

Distributing surveys and questionnaires







Written evidence

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


Proper identification of opportunities and use of formal and informal

research to develop and maintain knowledge of products and services.


135 | 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.




136 | P a g e

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.)

ays 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.




137 | P a g e





Written

Performance

Oral

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

Checklist Score

Yes No

Identification of promotional initiatives

Application of ways to determine customer preferences, needs and expectations

Identification of Factors influencing customer preferences, needs and

expectations

Application of ways to satisfy customer preferences, needs and expectations

Observation


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

changes in customer preferences, needs and expectations.

138 | P a g e

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

Reasons to share knowledge

Methods and techniques of sharing knowledge at workplace

o Group discussion

o Role play

o Presentation






Written evidence

Practical task of a team

Checklist Score

Yes No

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

Application of methods and techniques of sharing knowledge at workplace

Observation


Effective sharing of market, product and service knowledge obtained with

colleagues to enhance the effectiveness of the team.


139 | P a g e

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.


140 | P a g e

Learning unit

LU 2: Provide a quality service experience to customers.

2

Learning Outcomes:

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

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

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

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

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

10 Hours

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

Customer needs and preferences

The importance of researching your customers needs and preferences

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




Proper determination and clarification of customer preferences, needs

and expectations.


141 | P a g e




Written evidence

Oral evidence

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

Checklist Score

Yes No

Identification of customer needs and preferences

Clarification of customer needs and preferences

Identification of the importance of researching customers needs and

preferences

Observation

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

Needs and expectations of customers on products and services

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

order

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



142 | P a g e





Written evidence

Oral evidence



Checklist Score

Yes No

Information about products and services to customers

Observation

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

Steps to anticipate customer needs and preferences

Timely customer service

Importance of timely customer service

o Role play o Simulation o Brainstorming




Proper offering of accurate information about appropriate products and

services to customers to meet their needs and expectations.

143 | P a g e





Written evidence

Oral evidence



Checklist Score

Yes No

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

Observation


Anticipation of customer preferences needs and expectations throughout

the service experience and provide products and services in a timely

manner, appropriate to individual needs and preferences, and according

to organization standards.

144 | P a g e

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

Importance of offering extras and add-ons

Ways to improve customer service

Promoting products and services

Displays Promotions special offers and

deals menus and specials word of mouth up-selling.

Selling techniques: Serving Helping Advising building rapport with

customers

arousing interest.

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

- Reference books - Online materials - Scholarly materials





Written evidence

Oral evidence



Offering possible extras and add-ons appropriately and provision of

personalized and additional services and products where appropriate.


145 | 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



146 | P a g e




Written evidence

Oral evidence



Checklist Score

Yes No

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

Observation


Proactive promotion of products and services at appropriate opportunities

according to current organization goals and promotional focus and

appropriate employment of selling

147 | P a g e

Learning unit

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

3

Learning Outcomes:

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

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

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

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

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

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

9 Hours

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

Questioning techniques

When and when not to use questioning techniques

Complaints or difficult customer service situations

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




148 | P a g e




Written evidence

Oral evidence



Checklist Score

Yes No

Identification of questioning techniques

Application of questioning techniques while dealing with difficult customer

service situations

Observation

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

o Group work o Presentation o Brainstorming o Role play




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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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.






Role play


Effective use of communication techniques to assist in the management of

the complaint and handle the situation sensitively, courteously and discreetly

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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






Written evidence

Oral evidence




Proper determination of possible options to resolve the complaint and

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

organization constraints.


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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



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



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




Reflection and evaluation of complaint and solution to enhance response

to future complaints or difficult service situations.


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Written evidence

Oral evidence

Product evidence


Checklist Score

Yes No

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

or difficult service situations

Observation

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

Customer information

Collecting customer information

Storing information

Maintaining customer information

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





Learning unit

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

4

Learning Outcomes:

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

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

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


Proper determination and record of customer information where

appropriate to provide personalized service.


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Written evidence

Oral evidence



Checklist Score

Yes No

Identification of types of customer information

Application of techniques of collecting customer information

Identification of means of storing and maintaining customer information

Observation

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

Importance of promotional activities

Types of promotional activities

Steps to successfully implement organisation promotional initiatives

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




Perfect development and maintaining of knowledge of organization

promotional initiatives and implementation where appropriate.


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Written evidence

Oral evidence


Checklist Score

Yes No

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

initiatives

Observation

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

Using stored customer information

The impact of enhanced products and services

Systems and methods of providing enhanced products and services

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

- - Reference books - Online materials - Scholarly materials



Proactive provision of enhanced products and services to clients and

customers based on client information.


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Written evidence

Oral evidence


Checklist Score

Yes No

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

services

Observation

References:

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

Profits"

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

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

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

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

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

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

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

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

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

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

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Competence

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

CCMBP401 Develop a business plan


Credits: 3

Sector: All 30

Sub-sector: All


Purpose statement

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

linked to organizational strategic outcomes and facilitates the achievement of service

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

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

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

160 | 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

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different ways to present the business plan

4.2 Appropriate presentation of a business plan

4.3 Present a business plan

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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

o Brainstorming

o Questions and answers

o Story telling

o Problem solving

o Role play

o Practical exercise

- Flipchart - Marker pen - Internet - Reference books - Case studies - scenarios - SWOT analysis

template - Industry trends

analysis template

Learning unit

LU 1: Identify elements of business plan.

1

Learning Outcomes:

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

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

3. Define elements of business plan 4 Hours


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Technical environment

Demographical environment

Natural environment

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

Current industrial trends analysis:

Industry rivalry (Degree of

competition among existing

firms)

Treat of substitutes (products

or services)

Bargaining power of buyers

Bargaining power of suppliers

Barriers to entry (threat of new

entrants)

SWOT analysis of the business

o Brainstorming


o Story telling

o Problem solving

o Role play


- Flipchart - Marker pen - Internet - Reference books - Case studies - scenarios - SWOT analysis template - Industry trends analysis

template





Written evidence

Oral evidence

Product evidence

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


Proper analysis of business environment in accordance with identified

business idea.


164 | P a g e

Checklist Score

Yes No

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

Meaning of business environment explained

Meaning of business situation

Indicator: Types of business environment explained

Internal environment

Financial resources

Assets

Human resources

Technological resources

External environment

Suppliers of Inputs

Customers

Marketing Intermediaries

Competitors

Publics

Economic environment

Social and Cultural environment

Political and Legal environment

Technical environment

Demographical environment

Natural environment

Indicator: Current industrial trends analysis applied

Industry rivalry (Degree of competition among existing firms)

Treat of substitutes (products or services)

Bargaining power of buyers

Bargaining power of suppliers

Barriers to entry (threat of new entrants)

Indicator: SWOT analysis of the business explained

Observation

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


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Meaning of business feasibility study

Purpose of business feasibility study

Components of business feasibility

study

Product feasibility

Market feasibility

Organizational feasibility

Financial feasibility

Recommendations and conclusion

Steps involved in feasibility analysis

Step 1. Conduct a preliminary

analysis

Step 2. Prepare a projected income

statement

Step 3. Conduct a market survey

Step 4. Plan business organization

and operations

Step 5. Prepare an opening day

balance sheet

Step 6. Review and analyze all data

Step 7. Make "go/no go" decision

o Brainstorming


o Problem solving

o Story telling


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

template





Written

Product evidence

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


Appropriately conduct business feasibility study in line with business

environment analysis results

166 | P a g e

Checklist Score

Yes No

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

Meaning of business feasibility study

Purpose of business feasibility study

Components of business feasibility study identified

Product feasibility

Market feasibility

Organizational feasibility

Financial feasibility

Recommendations and conclusion

Performing steps involved in feasibility analysis explained

Steps involved in feasibility analysis

Step 1. Conduct a preliminary analysis

Step 2. Prepare a projected income statement

Step 3. Conduct a market survey

Step 4. Plan business organization and operations

Step 5. Prepare an opening day balance sheet

Step 6. Review and analyze all data

Step 7. Make "go/no go" decision

Observation

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

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

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


167 | P a g e

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

- scenarios





Written

Performance

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

Checklist Score

Yes No

Indicator: elements of business plan are defined

Meaning of the term business plan

Importance of the business plan

The needs of the business plan

Internal use

External use

Indicator: Elements of business plan identified

Title/cover Page

Executive Summary


Correctly define elements of business plan

168 | P a g e

Description of the business

Production plan

Marketing plan

Business staff plan

Financial plan

Risk associated to the business identified

Meaning of business risk

Types of risks associated to the business activities

Observation

169 | P a g e

Learning unit

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

2

Learning Outcomes:

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

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

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

20 Hours

Learning Outcome 2.1: Describe the business

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

business In which month and year plan is

issued.

Executive summary the name and location of the

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

products/services and what proprietary rights of the business

the current stage of development for the venture

the legal form of the organization and why

the key management personnel

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

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

Including questions that guiding trainee to write a business plan


170 | P a g e

and what skills do they have that will help the business

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

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

being requested the expected benefits of this

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

loan the business financial milestones

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

(Manufacturing? Services? Construction?

Business mission Business vision Business objectives Competitive advantage of the

business


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

Including questions that guiding trainee to write a business plan





Proper description of the business in accordance with business environment

analysis results


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Written evidence

Oral

Product

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

Checklist Score

Yes No

Indicator: business is described

Title Page

Business name

Business logo

Product mark

Address

Name of person who developed the business

In which month and year plan is issued.

Executive summary

the name and location of the business

Type of business to be done

the industry/market of the business

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



the legal form of the organization and why

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

Projection of sales

the break-even

Who is requesting the funds

For what purpose are the funds being requested

the expected benefits of this investment to your company

funds repayment

collateral to be used to secure a loan

the business financial milestones

Description of the business are identified

The rationale of the business idea

Structure of the business

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

Business mission

172 | P a g e

Business vision

Business objectives

Competitive advantage of the business

Observation

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

Product design Branding and Packaging

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

Equipment and machinery required types, quality and quantity for the

production

Production planning process under which the

production will pass through

Raw materials The amount of raw materials

needed to produce a given quantity of product

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

Competing technologies the technology to be used during

the production process technologies that should be

developed by other and affect your business


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

template Including questions that guiding trainee to write a business plan


173 | P a g e

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

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

Quality control and ongoing service plan to avoid defects or imperfections

of products Monitoring or inspection that you

intend to build into the production process

strategies will you use to satisfy the customer changing preferences

Labour requirements Types of workers needed during

production process the required skills of each workers

Operations The design of your production

operations

Utilities and office consumables Consumables needed in the

production

Packaging equipment required Types of materials that you will use to

package your product Source of supply and the quantity

needed The terms and conditions of suppliers

Importance of business product








Proper designing of business production plan in line with results from

business environment analysis


174 | P a g e


Written evidence

Oral

Product

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

Checklist Score

Yes No

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

Product design

Identification of business premises and plant location

Estimation of equipment and machinery required

Designing production planning

Estimation of raw materials

Setting competing technologies

Manufacturing and operations

Quality control and ongoing service

Labour requirements

Operations

Utilities and office consumables

Packaging equipment required

Importance of business product

Observation

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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

o Oral presentation

o Brainstorming



- Flipchart

- Marker pen

- Pen

- Internet

- Reference books

- Case studies

- Business plan

template Including

questions that

guiding trainee to

write a business

plan


176 | P a g e

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

Market Strategies What will be the partners of your

business How will you manage your

customers How will you increase market

share

Ongoing marketing evaluation What methods will you use to

track customer satisfaction What methods will you use to

track the effectiveness of your marketing activities

What communication will you use to get feedback from customers

Marketing budget What will be the cost of

marketing activities

- Oral presentation

- Brainstorming

- Questions and answers

- Practical exercise

- Flipchart

- Marker pen

- Pen

- Internet

- Reference books

- Case studies

- Business plan

template Including

questions that guiding

trainee to write a

business plan





Written evidence

Oral

Product

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


Clearly design marketing plan in line with market feasibility study and

business products


177 | P a g e

Checklist Score

Yes No

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

Market research

Target market

Marketing objectives

Product description

Price

Place

Promotion

Market Strategies

Ongoing marketing evaluation

Marketing budget

Observation

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

Job analysis What are the business

activities

Job description How each task will be

performed

Job specifications What are the

performance requirements to a specific task

Organizational structure What is the hierarchy of

the staff






178 | P a g e




Written evidence

Oral

Product

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

Checklist Score

Yes No

Indicator: business staff in line with business activities are designed

Job analysis designed

Job description designed

Job specifications designed

Organizational structure designed

Observation


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


- Flipchart - Marker pen - Pen - Internet - Reference

books - Case studies - Business plan



180 | P a g e

Loan payment plan





Written evidence

Oral

Product

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

Checklist Score

Yes No

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

Total cost

Start-up requirements plan

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

Projected balance sheet for the first three years

Projected cash flow statement for the first three years

Liquidity ration

Debt Equity ratio

Return of investment ratio

Breakeven point

Payback period

Projected sales plan

Loan payment plan

Observation


Properly design business financial plan in line with business needs

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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

o Oral presentation

o Brainstorming



- Flipchart

- Marker pen

- Pen

- Internet

- Reference books

- Case studies

- Risk analysis

template

Learning unit

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

3

Learning Outcomes:

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

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

3 Hours


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Qualitative risk estimation)

Risk estimation tools: Risk impact chart Probability chart





Written evidence

Oral

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

Checklist Score

Yes No

Indicator: risk in accordance with business environment is analyzed

Meaning of monitoring, evaluation and updating business plan

Important tools used in updating business plan

Meaning of risk analysis

Importance of risk analysis

Steps involved in risk analysis

Steps involved in risk analysis

Observation


Clearly identified risk in accordance with business environment

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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


o Brainstorming

o Oral presentation

o Group discussion

o Documentary research

o Internet research



- Flipchart

- Markers

- Pen

- Internet

- Reference books

- Case studies

- Business plan

- Computer





Written evidence

Oral



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

plan developed


184 | P a g e

Checklist Score

Yes No

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

Factors influencing risks assessment identified

SWOT analysis

What factors are critical for the success of your plan?

What risk does your plan should face?

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

What measures can you take to avoid these risks?


PESTEL analysis

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

economy, social, technological, environment and legal

What measures can you take to avoid these risks

operational plan defined

Observation

Learning Outcome 3.3: Explain business contingency plan concepts

Meaning of contingency plan

Purpose of contingency plan

Importance of contingency plan

Types of business contingency plan

o Brainstorming on identifying

meaning of key words

o Oral presentation

o Group discussion



o Internet research

- Flipchart

- Markers

- Pen

- Internet

- Reference books

- Case studies

- Business plan

- Computer



185 | P a g e




Written evidence

Oral

Product

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

Checklist Score

Yes No

Indicator : business contingency plan concepts are explained

Meaning of contingency plan

Purpose of contingency plan

Importance of contingency plan

Types of business contingency plan

Observation


Briefly explain business contingency plan concepts

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

Steps involved in contingency plan

Identifying requirements related to

specific contingency plan

Cost Calculation of requirements

identified

Appreciation of company capacity

to cover risks identified

Decide choice to undertake

Adaptation

Complementarity

Abandon

Specific strategies to make the

contingency plan operational

Describe the risk statement

Define the protocol

o Brainstorming

o Oral presentation

o Group discussion


o Internet research



- Flipchart

- Markers

- Pen

- Internet

- Reference books

- Case studies

- Role play scenarios

- Business plan

- Computer





Written evidence

Oral

Product

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


Accurate development of contingency plan in accordance of assessed risks


187 | P a g e

Checklist Score

Yes No

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

Steps involved in contingency plan

Identifying requirements related to specific contingency plan

Cost Calculation of requirements identified

Appreciation of company capacity to cover risks identified

Decide choice to undertake

Specific strategies to make the contingency plan operational

the risk statement described

the protocol defined

Observation

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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

o Brainstorming

o Group discussion



- Flipchart

- Markers

- Pen

- Internet

- Reference books

- Case studies

- play scenarios

- Computer

Learning unit

LU 4: Present a business plan

4

Learning Outcomes:

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

3 Hours


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Presentation content Business idea Market Marketing strategy





Written evidence

Oral

Product

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

Checklist Score

Yes No

Indicator: different ways to present the business plan are explained

Purpose of business plan presentation

Financing support

Strategic orientation

Attracting investors

Types of preparation required

Content preparation

Material preparation

Psychological preparation

Steps involved in preparation of business plan presentation

Analyze your audience

Select a topic

Define the objective of the presentation of business plan

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

Prepare the suggestions and conclusion.

Practice delivering the presentation of business plan

Presentation content explained


Accurately prepare of business plan presentation in accordance with business

plan

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Business idea

Market

Marketing strategy

Observation


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

The business plan shall be presented

shareholder

stakeholder

Procedures involved in business plan

presentation

Connect with your audience Business like

Simple language

Presentation touch at a

personal level

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

visual

Lasting impression

Put credibly content

Use statistics and data

Charts

Graph

o Brainstorming Questions

and answers

o Group discussion

o Role play

- Flipchart

- Markers

- Pen

- Internet

- Reference books

- Case studies

- scenarios

- Computer

- Internet


Clearly explain different ways to present the business plan


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Written evidence

Oral


Checklist Score

Yes No

Indicator: different ways to present the business plan are explained

The business plan shall be presented

Shareholder

stakeholder

Procedures involved in business plan presentation

Connect with your audience

Business like

Simple language

Presentation touch at a personal level

Paint a picture in your audience’ minds

Pick out great images and visual

Lasting impression

Put credibly content

Use statistics and data

Charts

Observation

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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





Written evidence

Oral

Performance

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


Appropriately present a business plan


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Checklist Score

Yes No

Indicator: Present a business plan explained

Techniques to present your business plan explained

Integrating comments, suggestions and remarks in the business plan explained

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

further collaboration explained

Observation

References:

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

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

third edition. Uganda: Kyambogo University.

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

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

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

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Competence

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

RCTIA401 Integrate workplace


Credits: 30 300

Sector: ALL

Sub-sector: ALL

Issue date: July, 2019

Purpose statement

This module describes the skills, knowledge and attitudes required to integrate the workplace for an internship or employment. At the end of this module, participants know how to apply for and present themselves for employment. They demonstrate good time management and show up for work on time. They demonstrate behavior and attitudes that are appropriate for the workplace and understand that workplaces have policies and procedures that need to be followed. They take initiative and responsibility for their own work and know how to work under and respect supervision. Participants are familiar with the rights and responsibilities of workers and employers and have explored ways to exercise rights in the workplace.

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All the modules covered at REQF level 3.

Elements of competence and performance criteria

Learning units describe the essential outcomes of a competence


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

Elements of competence Performance criteria

1. Apply for internship/employment

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

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

2. Demonstrate workplace behavior and attitudes

2.1. Appropriate application of workplace habits and attitudes 2.2. Adequate implementation of strategies to manage time

effectively 2.3. Efficient management of personal and work lives

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

a. Respect of universal human rights b. Respect of worker’s and employer’s obligations according

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

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

workplace e. Appropriate reaction when the labor code is broken

4. Organize and evaluate one’s internship

a. Appropriate securing of the internship agreement with the enterprise

b. Adequate outlining of findings and experience c. Proper writing of the internship report that contains all

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

experience

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

5. Develop one’s competences on the workplace

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

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

5.3. Adequate demonstration of work behaviour and attitudes

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

Resources to find employment in the community and at national level

- Job announcements

- Newspapers

advertisements

- From recruitment

agencies

- Internet websites

Identify contact persons

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

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


Learning unit

LU 1: Apply for internship/employment

1

Learning Outcomes:

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

10 Hours


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


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Written evidences Perfomance

Essay

Scenarios

Checklist Score

Yes No

Indicator: Resources to find a job are identified

Job announcements

From recruitment agencies

Newspaper advertisements

Internet websites

Observation

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

Differences between a CV and an application letter

Types of application letters

Elements of a well written CV

Elements of an application letter

o Large group discussion o Individual work o Pair work

- Sample CVs and application letters

- Format of an application letter



Proper writing of a basic accurate and neat CV


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Written evidence

Observation checklist

Questions and answers

Checklist Score

Yes No

Indicator: difference between CV and letter is explained

A letter is more concise

A letter express interest

CV gives detailed information

Observation

Learning Outcome 1.3: Take part in an interview.

Main parts of an interview

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

Typical questions asked during an interview

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

- Interview observation tool





Proper demonstration of effective interviewing skills


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written

oral

performance

questionnaires and answers

scenarios

True or false questioning

Checklist Score

Yes No

Indicator : Main parts of the interview are identified

- The body of the interview

- The opening

- The closing

Indicator: Typical questions asked during an interview are identified

Tell me about yourself.

Describe a difficult work situation or project and how.

How do you handle stress and pressure?




Why do you want this job?

What are your salary expectations?

Why are you leaving or why have you left your job?

What is your greatest weakness?

What is your greatest strength?

Why should we hire you?

Observation

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Learning unit

LU 2:Demonstrate appropriate workplace behavior and attitudes

2

Learning Outcomes:

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

15 Hours

Learning Outcome 2.1:Identify appropriate workplace behaviours and attitudes.

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

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

o Small group work o Large group discussion o Brainstorming

- Workplace behaviour scenarios

- Work habits inventory



Appropriate application of workplace habits and attitudes


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Written evidence

Oral evidence

Performance

Essay& Cases study



A produced schedule

Checklist Score

Yes No

Indicator1: appropriate workplace behaviors and attitudes are identified

dress code

time management

respect

honesty

integrity

work as a team member

Indicator2: Appropriate working habits are identified

Cooperation

Initiative

Courtesy

Constructive criticism

Supervision, accuracy

Pace of work

Adaptability

Personal appearance

Punctuality

Attendance

Observation

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Learning Outcome 2.2: Manage time.

Importance of task planning and managing time

Strategies to better manage time

Start your day with a clear focus.

Have a dynamic task list.

Focus on high-value activities.

Minimize interruptions.

Limit multi-tasking. Review your day.

o Large group discussion o Small group activity (tower

building) o Reflection o Pair sharing

- Workplace behaviour scenarios

- Work habits inventory





pPerformance

Product

Scenarios Different workplace documents


Adequate implementation of strategies to manage time effectively


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Checklist Score

Yes No

Indicator: Effective management of time

Plan activities on time

Attend regularly

Promote effective work

Indicator Strategies to better manage time are mentioned

Start your day with a clear focus.

Have a dynamic task list.

Focus on high-value activities.

Minimize interruptions.

Limit multi-tasking.

Review your day.

Observation

Learning Outcome 2.3: Balance work and personal life.

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

Tips to manage personal and work lives

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

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





Efficient management of personal and work lives


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Written

Workplace documents

Checklist Score

Yes No

Indicator : Challenging to balance work and personal life are mentioned

Lack of control.

Unrealistic demands.

Unsupportive relationships

Lack of resources.

Unhelpful attitude

High-stress levels.

Indicator : Tips to manage personal and work lives are identified

Prioritize your time

Know your peaks and troughs

Have set work hours and stick to them

Find time for your finances

Manage your time, long term

Make your workspace work for you

Observation

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Learning unit

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

3

Learning Outcomes:

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

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

5Hours

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

Definition of “right” and “human rights.

Universal Declaration of Human Rights

o Small group work o Large group discussion

-Universal Declaration of Human Rights - Plain language version





Appropriate of universal human rights


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written

oral

performance

Essay& Cases study



A produced schedule

Checklist Score

Yes No

Indicator: Universal declaration is explained

know about your right

be informed touniversal declaration human rights

Observation

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

Legal obligations of employers Duty to pay worker Plan for work To have managerial skills

Legal obligations of workers Control of the workplace Provide information Take reasonable care

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

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

- Articles 47 and 48 of the labour code





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


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writtten evidence

oral evidence

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

Checklist Score

Yes No

Indicator :Legal obligations of employers are identified

Duty to pay worker

Plan for work

To have managerial skills

Indicator : Legal obligations of workers are mentioned

Provide information

Control of the workplace

Take reasonable care

Observation

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

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

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

o Large group discussion o Small group work o Skits

- Worksheet on rights and responsibilities at work.



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


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writtten

oral

Perfornce


Expose

Discussion

Scenarios

Checklist Score

Yes No

Indicator: one’s rights and responsibilities at work are identified.

- Understanding the conditions of your employment.

- Working in a way that is not harmful to the health and safety of yourself or

others

Observation

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

Definition of “responsibility”

Relationship between rights and responsibilities

o Individual work o Pair share o Large group brainstorming and

discussion

- Worksheet on rights and responsibilities at work.



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


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writtten evidence

oral evidence

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

Checklist Score

Yes No

Indicator: Definition of responsibility is well understood

- the state or fact of having a duty to deal with something or of having control

over someone.

Indicator: Relationship between rights and responsibilities is indicated.

- Right is a freedom that is protected, such as the right to free speech and religion.

- A responsibility is a duty or something you should do, such as recycling or doing

your homework.

- Voting is both a right and a responsibility

Observation

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

Possible solutions or responses in case the labour code is broken

o Small group work o Scenario analysis o Large group discussion

- Labour code scenarios

- Labour code excerpts



Appropriate reaction when the labour code is broken


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Writtten

oral

Perfornce

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

Checklist Score

Yes No

Indicator: possible solutions when the labour code is broken are identified

Dismiss the work

Reduction to a lower post

Stoppage of promotion

Suspension without wages

Withholding of increment

Observation

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Learning unit

LU 4: Organize and evaluate one’s internship

4

Learning Outcomes:

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

270 Hours

Learning Outcome 4.1:Conclude an internship agreement.

Definition of the concept “internship”

Objectives of the internship

Presentation of internship agreement

o Brainstorming o Group discussion o Presentation by the trainer

- Sample internship agreement





Appropriate securing of the internship agreement with the enterprise


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Writtten

Oral

Perfornce

o Essay (short responses /extended responses) o Role play o Questionnaire and answers. o Scenarios – Completed checklist.

Checklist Score

Yes No

Indicator: Definition of internship is well understood

- A structured work experience related to a student's major and/or career goal. An

experience that should enhance a student's academic, career, and personal

development.

Indicator: Objectives of the internship are mentioned

- Gain valuable work experience

Explore a career path.

Develop and refine skills.

Receive financial compensation

Network with professionals in the field.

Gain confidence

Transition into a job

Indicator :Presentation of internship agreement is indicated

Number your slides and give them a title

Prepare an Agenda or Table of Contents slide.

Tell a story

Prepare a company logo slide for your presentation

You can add a logo and other graphics to every slide using the slide master feature or by adding them to the footer

Observation

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

Presentation of the logbook

Tips to fill in the logbook

o Presentation by the trainer - Logbook





writtten

oral

Expose


Checklist Score

Yes No

Indicator: presentation of the logbook is identified

IAP list of competencies to be developed

sheet

IAP agreement

IAP report form

IAP interview form

IAP Evaluation form

Indicator: Tips to fill in the logbook are mentioned

Take Time to Write Your Log.

Use a Rough Book.

Have One Logbook Per Project

Keep a Summary List

Computer Filing

Be Consistent

Write a Conclusion.

Observation


Adequate outlining of findings and experience


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

Presentation techniques Contents of the internship report

o Group discussion o Role play

- Sample internship report





writtten

oral


present

oral questions and their answers

Checklist Score

Yes No

Indicator: contents of the internship report

- Declaration

- Approval

- Acknowledgement

- Abbreviations and acronyms

- General introduction

- Presentation of the institution where internship took place

- achievements

- conclusion and recommendation

Indicator 2: Presentation techniques

Students-centered approach

make a structure


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


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Observation

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

Internship assessment and self-assessment packages

o Group discussion o Presentation by the trainer





writtten

oral

Perfornce

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


Active participation in the assessment of one’s internship


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Checklist Score

Yes No

Indicator:Internship assessment and self-assessment packages are indicated

Internship data

Educational and professional aspects

Relational and management aspects

Future perspective

Observation

Reference books:

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

2. https://www.jobjumpstart.gov.au/article/know-your-workplace-rights-and-responsibilities

3. https://www.slideshare.net/ranobiswas/labour-law-case-solutions

4. https://fremont.edu/8-benefits-of-an-internship/

5. https://internsdc.com/internship-opportunities/its-all-in-the-presentation/

6. https://mef.unimi.it/wp-content/uploads/Non-COSP

7. https://canadiangis.com

8. https://www.lifecoach-directory.org.uk

9. https://www.roche.com/careers/country/

10. https://www.collinsdictionary.com

Note:

https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&cad=rja&uact=8&ved=2ahUKEwie14WTke3hAhWDxIUKHZXDC9YQFjABegQICxAF&url=https%3A%2F%2Fwww.jobjumpstart.gov.au%2Farticle%2Fknow-your-workplace-rights-and-responsibilities&usg=AOvVaw0awznx0iIart86lOnqp25U

https://fremont.edu/8-benefits-of-an-internship/

https://mef.unimi.it/wp-content/uploads/Non-COSP

https://canadiangis.com/

https://www.lifecoach-directory.org.uk/

https://www.roche.com/careers/country/

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Competence

GENAM401 - BASIC ANALYSIS

GENAM401 Apply Basic Analysis


Credits: 10 100

Sector: All

Sub-sector: All

Issue date: August, 2019

Purpose statement

This general module describes the knowledge, skills and attitude required to apply basic analysis.

Analysis is at a depth, complexity, and possibly beauty, since under the surface of everyday

mathematics, there is an assurance of correctness, that we call consistency. Thus, from Analysis, in other

fields of academic study, there are sights of a strange land increasingly brought to the head (forefront)

of standard critical thinking. At the end of this module, the trainee of Level Four will be able to apply

analysis numerical functions, fundamentals of differentiation, natural logarithmic and exponential

functions. This module will be useful to trainee as a means of both measuring and improving their

understanding of Mathematics and he/she will be equipped to perform well in any fields that require

some knowledge of mathematics as well as working in design, demography, solving real problems, good

performance in critical thinking and so on.

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Not applicable


Learning units describe the essential outcomes of a competence.

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



1. Determine and analyze numerical functions

1.1. Accurate determination of the domain and range of numerical function based on existence condition.

1.2. Adequate identification of symmetry (parity) of numerical function based on definitions of key words (even and odd).

1.3. Perfect determination of limits of a function based on theory of calculating limits.

1.4. Accurate determination of the asymptotes to the rational and irrational functions based on limits calculation.

2. Apply fundamentals of differentiation

2.1. Proper determination of derivative from given definition.

2.2. Adequate interpretation of derivative of a function by illustrating a curve with its tangent and secant line.

2.3. Appropriate application of derivative based on definitions and calculation of derivatives.

2.4. Accurate curve sketching of a numerical function from the table of variation of the given function.

3. Apply natural logarithmic functions

3.1. Proper determination of the domain of natural logarithmic functions based on existence conditions.

3.2. Accurate calculation of limits of natural logarithmic functions based on logarithmic properties.

3.3. Appropriate solving of equations involving logarithms based on domain of validity.

3.4. Perfect differentiation of natural logarithmic functions according to differentiation definition.

3.5. Accurate curve sketching of logarithmic functions based on table of variation.

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4. Apply exponential functions

4.1. Accurate determination of the domain of definition of function based on existence condition.

4.2. Adequate calculation of limit of exponential functions based on properties of exponentials.

4.3. Appropriate determination of solutions of exponential equations according to domain of validity.

4.4. Perfect differentiation of exponential functions based on definition of derivative.

4.5. Adequate curve sketching of exponential functions according to the table of variation.

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Learning unit LU 1: Determine and analyze numerical functions

1

Learning Outcomes:

1. Determine the domain and range of numerical function

2. Identify the symmetry of numerical function

3. Determine limits of a function

4. Determine the asymptotes to the rational and polynomial functions 20 Hours

Learning Outcome 1.1: Determine the domain and range of numerical function

Definitions Existence

condition Domain of

definition of a function

Range of a function

Calculations Domain of

definition of a function

Range of a function

o Group discussion on existence condition

o Practical exercises determination of domain and range of a function

o Documentary Research

- Reference Books - Didactic materials such as

manila paper, … - Hand-out notes - Internet



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Written evidence Short questions Open questions Matching

Checklist Score

Yes No

Indicator: Definition is well given

Concept of existence condition is properly given

Concept of domain of definition (all allowed inputs) is properly given

Concept of range (all possible outcomes) is properly given

Indicator: Calculation is accurately done

Launch of existence condition is appropriately given

Determination of domain of definition is appropriately done

Determination of range is accurately found

Observation

Learning Outcome 1.2:Identify the symmetry of numerical function

Even function

Odd function

o Group discussion symmetry of

numerical function

o Pairing work

o Practical exercises o Documentary Research

- Reference Books - Didactic materials

such as manila paper, …

- Hand-out notes - Internet



Accurate determination of the domain and range of numerical function based on

existence condition

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Written evidence Short questions based on symmetry of numerical function Open questions based on symmetry of numerical function

Checklist Score

Yes No

Indicator: Identification of Parameters that influence symmetry

Definition of even function is well given

Definition of odd function is well given

Identification of even function is correctly done

Identification of odd function is appropriately done

Observation

Learning Outcome 1.3:Determine limits of a function

Finite limits

Infinite limits

Limit at infinity

Indeterminate case

0

0

0

o Group discussion on

calculation of limits

o Pairing work

o Practical exercises on calculation of limits


- Reference Books - Hand-out notes - Didactic materials


- Internet



Adequate identification of symmetry (parity) of numerical function based on

definitions of key words (even and odd)

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Written evidence

Open questions Short questions

Checklist Score

Yes No

Indicator: Perfect determination of limit

Finite limits are accurately determined

Infinite limits are accurately determined

Limit at infinity are accurately determined

Indeterminate cases are accurately determined

Indicator: Good performance in Determination of limit for indeterminate case

0

0

0

Observation


Perfect determination of limits of a function based on theory of calculating limits

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Learning Outcome 1.4: Determine the asymptotes to the rational and polynomial functions

Definitions

Boundaries of

domain of definition

Horizontal

asymptote

Vertical asymptote

Oblique asymptote

Calculations

Horizontal

asymptote

Vertical asymptote

Oblique asymptote

o Pairing work on boundaries of

domain of definition

o Practical exercises on different

types of asymptotes


- Reference Books - Didactic materials


- Hand-out notes - internet





Written evidence

Open questions

Short questions


Accurate determination of the asymptotes to the rational and irrational

functions based on limits calculation


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Checklist Score

Yes No

Indicator: Definition is well given

Definition of Boundaries of domain of definition is properly given

Definition of Horizontal asymptote is perfectly given

Definition of Vertical asymptote is perfectly given

Definition of Oblique asymptote is perfectly given

Indicator: Calculation/ determination of related asymptote is accurately done

Determination of Horizontal asymptote is appropriately done

Determination of Vertical asymptote is perfectly done

Determination of Oblique asymptote is appropriately done

Observation

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Learning unit LU 2: Apply fundamentals of differentiation

2

Learning Outcomes:

1. Determine derivative of a function 2. Interpret derivative of a function 3. Apply derivative 4. Sketch an accurate curve of a function

20 Hours

Learning Outcome 2.1:Determine derivative of a function

Definition of derivative

Calculation of derivatives Derivative of function at a given point Derivative of a polynomial function Derivative of a rational function Derivative of an irrational function Successive derivatives

o Group discussion on derivative of function


- Reference Books - Didactic

materials such as manila paper, …

- Hand-out notes - internet


Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.


Written evidence

Short questions Open questions all based on definition or determination of derivative


Proper determination of derivative from given definition


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Checklist Score

Yes No

Indicator:Definition is given

Definition of derivative is correctly given

Indicator : Calculation is well performed

Calculation of derivative of a function at a given point is accurately done

Calculation of derivative of a polynomial function is accurately done

Calculation of derivative of a rational function is accurately done

Calculation of derivative of an irrational function is accurately done

Calculation of successive derivative is accurately done

Observation

Learning Outcome 2.2 :Interpret derivative of a function

Geometric interpretation of a derivative of a function at a point

Kinematical meaning of a derivative

o Group discussion on derivative function


- Reference Books - Geometric

instruments - Didactic materials






Written evidence

Short questions based on interpretation of derivative Open questions based on interpretation of derivative


Adequate interpretation of derivative of a function by illustrating a curve with its

tangent and secant line


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Checklist Score

Yes No

Indicator: Interpretation of derivative is correctly given

Geometric interpretation of a derivative is correctly given

Kinematical meaning of a derivative is correctly given

Observation

Learning Outcome 2.3:Apply derivative

Tangent and normal at a point of a function

Increasing and decreasing function

Maximum and minimum points of a function

Concavity, inflection point on a curve

o Group discussion on differentiation of function

o Practical exercises on different applications of derivative



instruments - Didactic materials


- Hand-out notes




Written evidence

Short questions Open questions


Appropriate application of derivative based on definitions and calculation of

derivatives


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Checklist Score

Yes No

Indicator : Application of derivative is accuratelydone

Determination of tangent at a point of a function is properly done

Determination of increasing interval is appropriately done

Determination of decreasing interval is appropriately done

Calculation of Minimum point of a function is accurately done

Calculation of Maximum point of a function is accurately done

Determination of concavity of a curve is appropriately done

Determination of inflexion point on a curve is accurately done

Observation

Learning Outcome 2.4: Sketch an accurate curve of a given function

Parameters required Variation table Additional points

Curve sketching Curve sketching of

polynomial function Curve sketching of rational

function Curve sketching of

irrational function

o Group discussion on different types of function

o Practical exercises on curves sketching


- Scientific calculator


instruments (Ruler, T-square,..)

- Didactic materials such as manila paper, …




Accurate curve sketching of a numerical function from the table of variation of

the given function


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Written evidence

Short questions based on derivative Open questions based on derivative and table of variation Curve sketched

Checklist Score

Yes No

Indicator : Parameters that influence curve skecthing are well established

Construction of table of variation is appropriately done

Choice of additional points is appropriately done

Indicator : Curve sketching is accurately done

Curve sketching of polynomial function is properly done

Curve sketching of rational function is properly done

Curve sketching of irrational function is properly done

Observation

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Learning unit LU 3: Apply natural logarithmic functions

3

Learning Outcomes:

1. Determine the domain of definition of natural logarithmic

functions

2. Calculate limits of natural logarithmic functions

3. Solve equations involving logarithms

4. Differentiate natural logarithmic functions

5. Sketch the curve of logarithmic functions 20 Hours

Learning Outcome 3.1: Determine the domain of definition of natural logarithmic functions

Existence conditions

Boundaries

Domain of definition

o Brainstorming on existence condition

o Pairing in determining the boundaries of domain of definition

o Group work on determination of domain of definition

- Hand-out notes - Reference books - Didactic materials such as

manila paper, … - Internet





Proper determination of the domain of natural logarithmic functions based on

existence conditions


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Written evidence

Short questions related to existence condition

Open questions related to determination of domain of definition of logarithmic functions.

Checklist Score

Yes No

Indicator: Existence condition is appropriate to the given function

Determination of existence conditions is well given

Indicator: Determination of domain is accurate

Determination of boundaries of domain of definition is perfectly done

Deduction of domain of definition is correctly done

Observation

Learning Outcome 3.2: Calculate limit of natural logarithmic functions

Properties of logarithms

Finite limits

Limits at infinity

Deduction of Asymptotes

o Brainstorming on calculation of limits

o Documentary Research o Group work in determining

asymptotes equations

- Reference books - Didactic materials such as






Written evidence

Short questions based on logarithmic properties Open questions related to limits calculation of natural

logarithmic function


Accurate calculation of limit of natural logarithmic functions based on

logarithmic properties


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Checklist Score

Yes No

Indicator: Calculation is perfectly done


Limits at infinity are well identified

Indicator: Deduction/ Calculation of asymptotes is appropriately done

Vertical asymptotes are appropriately determined

Horizontal asymptotes are appropriately determined

Oblique asymptotes are appropriately determined

Observation

Learning Outcome 3.3: Solve equations involving logarithms

Domain of validity

Solving logarithmic equations

Set of solutions

o Brainstorming on domain of validity and solution set of logarithmic equation

o Group discussion on solving logarithmic equations








Written evidence

Short questions Open questions Solving equations


Appropriate solving of equations involving logarithms based on domain of validity


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Checklist Score

Yes No

Indicator: Application of properties of logarithms is well performed

Application of properties of logarithms is properly done

Indicator: Domain of validity is accurately mentioned

Determination of domain of validity is accurately done

Indicator: Solving logarithmic equation is well done

Solutions of logarithmic equations are accurately given

Identification of domain of validity and set of solutions is accurately done

Observation

Learning Outcome 3.4: Differentiate natural logarithmic functions

Differentiation

Increasing and decreasing intervals

Concavity

o Brainstorming on differentiation o Group discussion on

differentiating natural logarithmic functions

o Pairing work on increasing or decreasing intervals and concavity for logarithmic functions.







Perfect differentiation of natural logarithmic functions according to

differentiation definition


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Written evidence

Short questions Open questio

Checklist Score

Yes No

Indicator: Determination/ calculation is well performed

Calculation of First derivative

Identification of increasing intervals

Identification of decreasing intervals

Determination of maximum points

Determination of minimum points

Calculation of second derivative

Identification of concavity

Determination of inflection points

Observation

Learning Outcome 3.5: Sketch the curve of logarithmic functions


Curve sketching

o Brainstorming variation table o Group discussion on how to

choose additional points o Pairing work on curve sketching o Documentary Research

- Hand-out notes - Reference books - Geometric instruments

(Ruler, T-square,..) - Didactic materials such as




Accurate curve sketching of logarithmic functions based on table of variation


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Written evidence

Short questions Open questions Curve sketched

Checklist Score

Yes No

Indicator: Parameters that influence curve sketching are well identified

Presentation of variation table is properly done

Selection of additional points is properly done

Indicator: Curve sketched is accurate

Presentation of asymptotes if any is properly done

Plotting the curve is properly done

Observation

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Learning Outcome 4.1: Determine the domain of exponential functions

Existence conditions

Boundaries

Domain of definition

o Brainstorming domain and range of exponential function

o Group work on determination of domain of definition of exponential function



manila paper, … - Internet - Hand-out notes





Written evidence

Short questions related to existence condition Open questions related to determination of domain of definition

of exponential functions.

Learning

unit LU 4: Apply exponential functions

4

Learning Outcomes:

1. Determine the domain of exponential functions

2. Calculate limit of exponential functions

3. Solve equations involving exponentials

4. Differentiate exponential functions

5. Sketch the curve of exponential functions 40 Hours


Accurate determination of the domain of definition of function based on

existence condition


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Checklist Score

Yes No

Indicator: Existence condition is appropriate to the given function

Existence conditions are appropriately indicated

Indicator: Determined domain is appropriate

Determination of boundaries of domain of definition is properly done

Deduction of domain of definition is perfectly done

Observation

Learning Outcome 4.2: Calculate limit of exponential functions

Finite limits

Limits at infinity

Deduction/ calculation of Asymptotes

o Brainstorming on calculating limits

o Documentary Research o Group work on determination

of asymptotes

- Hand-out notes - Reference books - Didactic materials such as






Written evidence

Short questions Open questions


Adequate calculation of limit of exponential functions based on properties of

exponentials


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Checklist Score

Yes No

Indicator: Limits calculation is perfectly done


Limits at infinity are properly found

Indicator: Deduction/ Calculation of asymptotes is appropriate

Horizontal asymptotes are appropriately determined

Vertical asymptotes are appropriately determined

Oblique asymptotes are accurately determined

Observation

Learning Outcome 4.3: Solve equations involving exponentials

Properties of exponentials

Domain of validity

Solving equations involving exponentials

Set of solutions

o Discussion on domain of validity o Group work on solving

exponential equations o Documentary Research

Hand-out notes

Reference books

Didactic materials such as manila paper, …

Internet





Written evidence

Short questions Open questions Solving equations


Appropriate determination of solutions of exponential equations according to

domain of validity


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Checklist Score

Yes No

Indicator: Application of properties of exponentials is well performed

Application of properties of exponentials is properly done

Indicator: Domain of validity is accurately mentioned

Determination of domain of validity is appropriately done

Indicator: Solving exponential equation is well done

Solutions of exponential equations are appropriately found

Identification of domain of validity is properly done

Determination of solutions set is appropriately done

Observation

Learning Outcome 4.4: Differentiate exponentials functions

Differentiation


Concavity

o Brainstorming differentiation o Group discussion on increasing

and decreasing intervals o Pairing work on concavity o Documentary Research

Hand-out notes

Reference books


Internet





Written evidence

Short questions related to derivative Open questions related to derivative


Perfect differentiation of exponential functions based on definition of derivative


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Checklist Score

Yes No

Indicator: Calculation/determination is well performed

First derivative


Maximum or minimum points

Second derivative

Concavity

Inflection points

Observation

Learning Outcome 4.5: Sketch the curve of exponential functions


Curve sketching

o Brainstorming on variation table

o Group discussion on curve sketching


Hand-out notes

Reference books

Geometric instruments (Ruler, T-square,..)


Internet





Adequate curve sketching of exponential functions according to the table of

variation


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Written evidence

Open questions related to table of variation Sketching curve

Checklist Score

Yes No

Indicator: Parameters that influence curve sketching are well identified

Presentation of variation table

Selection of additional points

Indicator: Curve sketched is accurate

Presentation of asymptotes if any

Plotting the curve

Observation

Reference books:

1. A. J. Sadler, D. W. S. Thorning (1987). Understanding Pure Mathematics, Oxford University Press.

2. Arthur Adam, Freddy Goossens and Francis Lousberg (1991). Mathematisons 65, DeBoeck, 3rd

edition. 3. David Rayner (2000). Higher GCSE Mathematics, Oxford University Press.

4. DPES- RWANDA (1990). Complexes 5th, Livre de l’élève. IMPRISCO-Kigali.

5. Frank Ebos, Dennis Hamaguchi, Barbana Morrison & John Klassen (1990), Mathematics Principles & Process, Nelson Canada A Division of International Thomson Limited.

6. George B. Thomas, Maurice D. Weir & Joel R. Hass (2010), Thomas’ Calculus Twelfth Edition, Pearson Education.

7. J CRAWSHAW, J CHAMBERS (1984). A concise course in A-Level statistics with worked examples, Stanley Thornes (Publishers) LTD.

8. Ngezahayo, E. P. (2017). Advanced Mathematics for Rwanda Secondary Schools. Learners’ Book Senior Six. Kigali: Fountain.

9. Ngezahayo, E. P. (2017). Advanced Mathematics for Rwanda Secondary Schools. Learners’ Book Senior Five. Kigali: Fountain.

10. Ngezahayo, E. P. (2016). Advanced Mathematics for Rwanda Secondary Schools. Learners’ Book Senior Four. Kigali: Fountain.

11. Peter Smythe (2005). Mathematics HL & SL with HL options, Revised Edition, Mathematics Publishing Pty. Limited.

12. Shampiona, A. (2005). Mathématiques 6. Kigali: Rwanda Education Board

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R C T S P S 4 0 1 - SMAW PROCESS

RCTSP401 Apply SMAW process

RTQF Level: 4 Learning hours

Credits: 9 90

Sector: Construction

Sub-sector: Welding

Issue date: February 2017

Purpose statement

This specific module describes the performance outcomes, skills and knowledge required to perform

welded joints on mild steel using SMAW process.

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Fitting



Performance criteria describe the required performance needed to demonstrate achievement of by the

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


1. Execute the welded joints using SMAW 1.1. Correct use of measuring and marking Tools is

done as required

1.2. Correct edge preparation is done

1.3. Correct application of Welding techniques in all

positions is respected

2. Inspect work done 2.1. Visual defects are marked out

2.2. Accuracy of dimensions is verified as required

2.3. Defects obtained by testing machine are marked

out

3. Finish work done 3.1. The aesthetics of the product are respected

3.2. work done is protected as required

3.3. Defects are corrected as required

4. Clean the work place and arrange Tools and equipment

4.1. Tools and equipment are cleaned appropriately

4.2. Storage of Tools and equipment are in appropriate

locations

4.3. work place is cleaned as required

5. Execute the welded joints using SMAW 5.1. Correct use of measuring and marking Tools is

done as required

5.2. Correct edge preparation is done

5.3. Correct application of Welding techniques in all

positions is respected

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LU 1: Organize work place for SMAW

1

Learning Outcomes:

1. Introduce welding. 2. Identify activities to be done

35 Hours

Learning Outcome1.1: Introduce welding.

Metal joining methods Welding Bolting Seaming Riveting Soldering Brazing

Welding conception: Welding history

Welding principles: Definition of welding

and welding items Mode of operation Advantages and

disadvantages of SMAW

Area of applications Welding Arc

Welding equipment : -Welding machine

o Brainstorming on welding conception, principles and processes

o Brainstorming on o Welding equipment and

accessories

o Further research on internet

o Further research in Library o Physical demonstration of

Tools and equipment

- Books - Internet connection - Handout notes - Equipment - Tools


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Checklist Score

Yes No

Observation

Learning Outcome 1.2Identify activites to done

The choice of Materials and equipment for SMAW:

a. Materials:

Shape and size: -Sheet metal (all sizes) -Tubes (all sizes) -Profiles (all types) -Round bar (all sizes) -Iron Tee (all sizes) -Angle iron (all sizes)

Brainstorming on SMAW machine

Group discussion on SMAW machine

Demonstration of Tools and equipment, accessories by using:

Video Photos Pictures

- Books - Internet

connection - Handout

notes - Video aid - Computer - Projector - Workshop - Equipment - Tools - Materials



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-Flat bar (all sizes) -square bar (all sizes) -Pipes (all sizes) b. Equipment:

Welding machines: -DC machine -AC machine -AC/DC machine -welding generator

Installation of SMAW machine

Source of energy: -Single phase source

-Three phase source

Connection of machine parts: -Welding cables

-Electrode holder

-Earth clamp:

Physical demonstration of Tools and equipment

Workshop practices

Further research on internet

Further research in Library

Study tour

- Transport means

- Welding benches

- Angle grinder - Hand drilling

machine - Riveting

machine - Bench

grinder - Cut off

machine - Shearing

machines - Bending

machines





Checklist Score

Yes No

Observation


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Learning Outcome 1.3: Describe the parts of embroidery machine

Introduction of embroidery machine

Types of embroidery machine and theirs parts.

o Research on history of embroidery machine

o Observation on embroidery machine Group discussion on embroidery machine parts

See Learning Outcome 1.1





Written evidence


Open questions

Multiple questions

Short questions

Task: Select embroidery material, tools and equipment.

Checklist Score

Yes No

Observation


Precise the parts of embroidery equipment and tools


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LU 2: Organize workplace for SMAW

2

Learning Outcomes:

1. Use tools 2. Perform welding in all positions

25 Hours

Learning Outcome 2.1Use tools

Types of tools: - marking out tools -measuring instruments -Cutting tools -Common tools -clamping tools

o Brainstorming on tools o Group discussion on tools o Demonstration of Tools using:


o Physical demonstration of Tools o Hands on practices

o Further research on internet o Further research in Library o Study tour

Types of tools: - marking out tools -measuring instruments -Cutting tools -Common tools -clamping tools






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Checklist Score

Yes No

Observation

Learning Outcome 2.2 Perform welding in all positions

Types of joints: -Butt joint -Lap joint -Corner joint -Tee joint -Edge joint

Types of welding positions: -Down hand -Horizontal -Vertical -Over head

o Brainstorming on types of joints

o Brainstorming on types of welding positions

o Group discussion onjoints and welding in all positions

o Demonstration of different

joints and welding in all positions using:


o Hands on practices o Further research on internet o Further research in Library o Study tour

Types of joints: -Butt joint -Lap joint -Corner joint -Tee joint -Edge joint

Types of welding positions:

-Down hand -Horizontal -Vertical -Over head


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Checklist Score

Yes No

Observation


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LU 3:Inspect work done

3

Learning Outcomes:

1. Mark out visual defects 2. Verify dimensions 3. Mark out defects obtained by testing machine

15 Hours

Learning Outcome 3.1: Mark out visual defects

Types of visual defects Distortion Luck of fusion Luck of penetration Under cut Porosity cracks

o Brainstorming ontypes of visual

defects o Group discussion on visual

defects o Demonstration of different types

of visual defects o using:


o Physical demonstration of visual defects


Types of visual defects - Distortion - Luck of fusion - Luck of

penetration - Under cut - Porosity - cracks




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Checklist Score

Yes No

Observation

Learning Outcome 3.2: Ferify dimensions

Types of measurement Angles Length

o Brainstorming on types of measurements

o Group discussion on types of measurements

o Demonstration on application of measuring tools using:

-drawing -Photos

o Physical demonstration on measurement taking

o Hands on practices

o Further research on internet o Further research in Library

- Books - Internet

connection - Handout notes - Computer - Projector - Measuring tools - Materials


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Checklist Score

Yes No

Observation

Learning Outcome 3.3: Mark out defects obtained by tsting machine

Types of defects by testing machines Leakages Slags inclusion cracks

o Brainstorming on types of defects by testing machines

o Demonstration of types of defects by testing machines

o using: -Video

-Photo o Physical demonstration of

defects o Hands on practices


- Books

- Internet connection

- Handout notes

- Video aid

- Computer

- Projector

- Workshop

- Testing machines

- Materials



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- Transport means





Checklist Score

Yes No

Observation


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LU 4 : Finish work done

4

Learning Outcomes:

1. Apply esthetics on the welded parts 2. Correct defects 3. Protect the work done

10 Hours

Learning Outcome 4.1:Apply esthetics on welded parts

Cleaning of welded surface chipping out the slag Brushing Grinding

Grouting - Sanding

o Brainstorming on how to clean welded surface

o Group discussion on how to clean welded surface

o Demonstration of how to clean welded surface and how to grout using: Video

o Physical demonstration of how to clean welded surface and grouting


o Further research on internet o Further research in Library

- Books - Internet connection - Handout notes - Video aid - Computer - Projector - Workshop - Materials - Mastic




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Checklist Score

Yes No

Observation

Learning Outcome 4.2: Correct defects

Straightening

Grinding and re-welding

o Brainstorming on correction of defects

o Group discussion on defects correction

o Demonstration of correction of defects using:

-Video o Physical demonstration of

defects correction o Hands on practices


- Books - Internet connection - Handout notes - Video aid - Computer - Projector - Workshop - Angle grinder - Tools - Materials - Transport means


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Checklist Score

Yes No

Observation


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Learning Outcome 4.3: Protect the work done

Types of metal protection - Painting - Galvanizing

o Brainstorming on metal protection

o Group discussion on metal protection

o Demonstration of protecting metals using:

-Video -Photos o Physical demonstration of

painting o Hands on practices


- Books - Internet connection - Handout notes - Video aid - Computer - Projector - Workshop - Spraying gun - Air compressor - Materials - Transport means







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Checklist Score

Yes No

Observation

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LU 5: Clean the work place and arrange tools and equipment

5

Learning Outcomes:

1. Clean tools and equipment 2. Store tools and equipment 3. Clean the work place

5 Hours

Learning Outcome 5.1:Clean tools and equipment

Types of cleaning - Air pressure cleaning - Cleaning with cloth

rugs

o Brainstorming on hygiene of tools and equipment

o Group discussion on tools and equipment hygienic

o Physical demonstration of Tools and equipment cleaning


- Books - Handout notes - Workshop - Tools - Cloth rugs - Air pressure - Aspirator






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Checklist Score

Yes No

Observation

Learning Outcome 5.2: Store tools and equipment

Re arrange tools and Equipment

o Brainstorming on tools and equipment re arrangement

o Group discussion on tools and equipment re arrangement

o Demonstration of Tools and equipment re arrangement using:

-Video -Photos -Pictures o Physical demonstration of Tools

and equipment re arrangement o Hands on practices

- Books - Internet connection - Handout notes - Video aid - Computer - Projector - Workshop - Tools - Equipment




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Checklist Score

Yes No

Observation

Learning Outcome 5.3: Clean the workplace

Remove Metal remains, metal chips and dust from the working place

o Brainstorming on how to Clean the work place

o Group discussion on how to Clean the work place


- Books - Handout notes - Workshop - Materials - Bloom - Metal scrap yard






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Checklist Score

Yes No

Observation

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Summative Assessment

Integrated situation Resources

EMGECO has made an order of fabricating 1 metallic window in tubes (150x110) CCM, 1 door (90x210) CCM in HS and profilé bouteille and 1 metallic bed (90x190x45) CCM at GATAGARA Welding Workshop. As a welder, you are requested to perform this work not later than 10 hours each item.

1. Fabricate Metallic window 2. Fabricate Metallic door 3. Fabricate Metallic

- Tape measure - Scriber - Square - Hacksaw - Flat hand file - Screw driver - Clamps - Center punch - Bench vice - Chipping hammer - Ball pane hammer - Portable drilling

machine - Angle grinder - Ac/Dc arc welding

m/c - Tubes - Flat bar - Iron tee bar - Handles - Hinges - Electrodes - Wire brush - Drill bit - Screws - Cutting disc - Grinding disc - Cutting blade - Painting brush - Anti rust paint - PPE: helmet, goggles,

ear muffs, overall, leather apron, leather gloves ,leather shoes ,leather spats .

272 | P a g e

Assesment Criterion 1: Quality of Process

Checklist Score

Yes No

Indicator: Tools, equipment and materials are selected

Materials estimates are well done

Tools, equipment and Materials are well selected

Measurements are well done

Marking out is properly done

Cutting is well done

Assembling is well done

Welding is well done

Grinding is well done

Cleaning is well done

Painting is properly done

Observation

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

Appearance is attractive

Joints are permanently bonded.

Design is well done.

Observation

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Assesment Criterion 3: Relevance

Checklist Score

Yes No

Correct materials are well used (profile bouteille, profile HS, tee bar)

Dimensions well are respected

Squareness is well respected

Observation

Assesment Criterion 4: Safety

Checklist Score

Yes No

Indicator: PPE

Helmet

Goggles

Leather apron

Ear

Muffs

Leather parts

Overall

Leather gloves

Leather shoes

Respiratory mask are used properly

Indicator: Tools and equipment are used properly and in good condition

Welding machine

Angle grinder

Drilling machine

Hummer

Indicator: Materials are well handled

Lifting

Removing

Chips

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Clamping

Indicator: Working environment is prepared properly

Cleanliness

Fire extinguisher,

Ventilation

First aid kit

Observation

Reference books:

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R C T R M 4 0 1 - ROAD MATERALS RECYCLING

RCTRM401 Perform Road Materials Recycling


Credits: 4 40


Sub-sector: Road construction

Issue date: March, 2017

Purpose statement

This is a core module, which describes the performance outcomes, skills knowledge and attitude

required to perform road materials recycling.


Implement safety, health and environmental policies and procedures

Technical drawing

Caring textile fibers


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1. Select tools, equipment and prepare workplace 1.1. Proper selection of tools according to the type of

work.

1.2. Proper selection of equipment with respect to the

work to be done

1.3. Convenient preparation of workplace according to

the work activities

2. Recycle asphalt pavement materials 1.1. Relevant identification of asphalt pavement

materials recycling method with respect to their

usage

1.2. Adequate processing of asphalt pavement

materials in accordance with the work

requirements

1.3. Proper transportation and disposing of recycled

material in accordance with types of materials

1.4. Proper dumping of recycled materials in

accordance with environment impact assessment

3. Recycle rigid pavement materials 3.1. Adequate identification of rigid pavement materials

recycling method with respect to their usage

3.2. Adequate processing of rigid pavement materials

in accordance with the work requirements

3.3. Proper transportation and disposing of recycled

material in accordance with types of materials

3.4. Proper preparation of rigid pavement materials for

reuse

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LU 1:Select tools, equipment and prepare workplace

1

Learning Outcomes:

1. Select tools 2. Select equipment 3. Prepare workplace

15 Hours

Learning Outcome1.1Select tools, equipment and prepare workplace

Description of tools used in recycling:

Pick axes Hoe Forked hoe Hummer Spade Levels Wheelbarrow brushes blade rake spade measuring tools

o Group discussion tools recycling

reconstruction o Group discussion on tools used in

recycling

- Pick axes - Hoe - Forked hoe - Hummer - Spade - Tapes measure - Levels - Wheelbarrow - Book - Notebook - Pen - Workshop - Whiteboard/ Black

board - Marker pen - Chalks - Projector - Computer


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Written evidence

Oral evidence

Matching

Multiple choice question

Checklist Score

Yes No

Measurement tools

Construction tools

Cutting tools

Mechanical properties

Chemical properties

Environmental properties

Thermal properties

Observation


Proper selection of tools according to the type of work.

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Learning Outcome 1.2: Select equipment

Description of equipment used in recycling

Milling machine Concrete crusher Cleaning machines Cutting machines Trucks Concrete vibrator Rock drill

o Group Discussion on equipment used in recycling

o brainstorming on equipment used in recycling

- Book - Notebook - Pen - Workshop - Whiteboard/ Black

board - Marker pen - Chalks - Projector - Computer - Milling machine

- Concrete crusher

- Cleaning machines

- Cutting machines

- Trucks

- Concrete vibrator

- Rock drill





Written evidence

Oral evidence

Multiple choice exercises


Proper selection of equipment with respect to the work to be done.


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Checklist Score

Yes No

Milling machine

Concrete crusher

Cleaning machines

Cutting machines

Trucks

Concrete vibrator

Rock drill

Observation

Learning Outcome 1.3: Prepare workplace

Preparation of tools and equipment Testing of equipment Assessment of tools

Preparation of workplace Demarcation of work

area Addressing of obstacles

Positioning signs for safety measures

o Brain storming on preparation of workplace

o Site visit on how to prepare workplace

o Demonstration on preparation of workplace

- Book - Notebook - Pen - Workshop - Whiteboard/ Black board - Marker pen - Chalks - Projector - Computer - Warning tape - Jack hummer - Tape measure - Excavator machine - Compactor machine - Backhoe - Wheel loader - Pickaxe - Hoe - Fork hoe - Hummer - Spade - Levels - Pang - Axes - Cleaning machine - Brushes


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performance criterion has been achieved


productive evidence



Checklist Score

Yes No

Demarcation of working area

No obstacles

No dust

No waste materials

Mechanical cleaning

Manual cleaning

Observation


Convenient preparation of workplace according to the work activities

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Learning Outcome 2.1: Identify asphalt pavement materials recycling method

Types of method

Central plant recycling

In-situ recycling

Techniques of in-situ

recycling

Hot in-place recycling

Cold in-place recycling

o Group Discussion on Techniques of in-situ recycling

o video aid on recycling method


board - Marker pen - Chalks - Projector - Computer - Milling machine

- Wheelbarrow


LU 2:Recycle Asphalt Pavement Materials

2

Learning Outcomes:

1. Identify asphalt pavement materials recycling method 2. Process the asphalt pavement materials 3. Dump waste material

15 Hours


Relevant identification of asphalt pavement materials recycling method with

respect to their usage


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Written evidence

oral evidence


Checklist Score

Yes No

Types of method

Techniques of in-situ recycling.

Observation

Learning Outcome 2.2 Process the asphalt pavement materials

Hot in place recycling process

Heating the existing pavement

Milling of the softened pavement

A recycling agent is applied to the

milled material

The material is mixed with the

recycling agent,

Apply the hot mix with the

recycling agent

Cold in-place recycling steps

Milling roadway to create

reclaimed asphalt pavement

Crushing of reclaimed asphalt

pavement to a specified grade

Mixing of reclaimed asphalt

pavement with recycling agent

Full depth reclamation

o Site visit on how to

process the asphalt

materials recycling

o Presentation on Hot in

place recycling process

o video aid on recycling

process

- Book - Notebook - Pen - Workshop - Whiteboard/

Black board - Marker pen - Chalks - Projector - Computer - Milling

machine - Recycling agent - Water


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Checklist Score

Yes No

Cleaning the working area

Non destruction of other layers

Mixing of recycled materials

Observation

Learning Outcome 2.3 Dump waste material

Types of waste

E-waste

Non-usable materials

Description of dumping site for waste materials

o Group discussion on the types of waste


Black board - Marker pen - Chalks - Projector - Computer - Dumping trucks




Adequate processing of asphalt pavement materials in accordance with the work

requirements

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Written evidence

Oral evidence


Checklist Score

Yes No

Types of waste materials

Dumping site requirements

Respect the environmental instructions

Observation


Dump waste material

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LU 3:Recycle rigid pavement materials

3

Learning Outcomes:

1. Identify rigid pavement materials recycling method 2. Process the rigid pavement for recycling 3. Dump waste material

10 Hours

Learning Outcome 3.1:Identify rigid pavement materials recycling method

Types of method

Central plant recycling

In-situ recycling


perform cement

concrete recycling


asphalt recycling

method methods

o video aid on recycling

method


Black board - Marker pen - Chalks - Projector - Computer - Recycling plant



Identify rigid pavement materials recycling method


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Written evidence

Oral evidence

Multiple choice exercises Matching

Checklist Score

Yes No

Types of method

Recycling technologies

Observation

Learning Outcome 3.2 Process the rigid pavement for recycling

Clean the rigid pavement surface

Plant operations

Removing embedded metal

Cement concrete Recycling

Technologies

Heating and rubbing method Eccentric-shaft rotor method Mechanical grinding method

Processing phases

Crushing

Sizing

o Group discussion on plant

operation

o Site visit on how rigid

pavement materials are

processed


Black board - Marker pen - Chalks - Projector - Computer - Jaw/cone - combination - Horizontal-shaft

impactor - Jaw/roll

combination - Vibratory sieves


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productive evidence



Checklist Score

Yes No

Recycling technologies

Size of recycled materials

Observation

Learning Outcome 3.3: Dump waste material

Types of waste

E-waste


Description of dumping site for

waste materials

o Group discussion on the

types of waste


Black board - Marker pen - Chalks - Projector - Computer - Dumping

trucks



Process the rigid pavement for recycling

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Product Evidence

Performance Evidence


Checklist Score

Yes No

Types of waste materials


Respect the environmental instructions

Observation


Dump waste material

290 | P a g e



CRBC Company Ltd has signed a contract with KIGALI CITY to rehabilitate Kigali center roundabout- Nyabugogo road section situated at Nyarugenge District, Kigali City. The project consists of removing the existing asphalt surface layer, replace with new layer and increase the width of the road, and the demolished materials will be reused in sub-base of new layer. As technician worker for foresaid Company you are required to conduct the asphalt recycling for a section of 200m length in 6hrs. During the milling process you are required to respect marked area to be removed as well as a proper communication with the milling machine operator. The in-situ recycling method will be used. Drawings, materials and equipment are provided. Other information Lane width: 3.5m Transverse slope: 2%

Longitudinal slope: varying from 4 to 12%

Asphalt layer: 5cm thickness (bitumen and aggregate)

Base layer: 15cmthickness (coarse aggregate) Sub-base layer: 20cmthickness (laterite)

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Checklist Score

Yes No

Indicator: Required drawings are properly interpreted and complied

Vertical profile

Horizontal

Observation


Checklist Score

Yes No

Indicator:Tools and equipment are properly selected

Pick axes

Hoe

Forked hoe

Hummer

Spade

Levels

Wheelbarrow

Brushes

Blade

Rake

Measuring tools

Pick axes

Milling machine

Indicator:The working area is properly cleared from any unwanted materials

Clearance

Indicator:Recycling materials are properly produced

Heating temperature

Milling

Indicator:Unwanted materials are properly removed Biodegradable waste

Chemical waste

Demolition waste

E-waste

292 | P a g e

Industrial waste

Indicator:Tools and equipment are properly maintained Cleanness

Arrangement

Indicator:Respect of Battery disconnect and connect ed rules

Time:6hour

Arrangement

Indicator:Instructions are respected

Time: 6 hour

200m length

Layer thickness

Observation


Checklist Score

Yes No

Properties required

Observation

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R C T R D 4 0 1 - ROAD DEMOLITION

RCTRD401 Perform road demolition


Credits: 4 40




Purpose statement

This is a core module which describes the performance outcomes, skills knowledge and attitude

required to perform road demolition

294 | P a g e


Not applicable



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

learning unit.



1.Select materials ,tools, equipment and prepare workplace

1.1. Proper selection of tools according to the type of work. 1.2. Proper selection of equipment with respect to the work

to be done 1.3. Convenient preparation of workplace according to the

work

2. Perform road defect marking

2.1. Proper interpretation of drawing according to the location of distress

2.2. Careful installation of security signs in accordance with work activities.

2.3. Neat marking of delimitation of damaged area according to the extent of distress

3. Excavate defected area 3.1. Adequate trimming of damaged area in accordance

with the extent of distress 3.2. Adequate digging of damaged area according to the

extent of distress. 3.3. Proper loading and transportation of cut materials as

per waste materials type 3.4. Proper dumping demolition materials

295 | P a g e

LU 1: Select materials,tools,equipment and prepare workplace

1

Learning Outcomes:

1. Select tools 2. Select equipment 3. Prepare workplace

15 Hours

Learning Outcome1.1Select tools.

Description of materials used in demolition:

Pick axes Hoe Forked hoe Hummer Spade Tapes measure Wheelbarrow Road markers

Group discussion on tools

used in demolition

Pick axes Hoe Forked hoe Hummer Spade Tapes measure Wheelbarrow Road markers Book Notebook Pen Workshop Whiteboard/ Black

board Marker pen Chalks Projector Computer


296 | P a g e





Written Evidence

Oral Evidence

. Matching

Multiple choice questions

Checklist Score

Yes No

Cutting tools

Construction tools

Measurement tools


Chemical properties

Electrical properties


Thermal properties

Observation


Proper selection of tools according to the type of work.

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Learning Outcome 1.2: Select equipment

Description of tools used in used demolition reconstruction Excavation equipment

Loading machine

Cleaning machine

Cutting machine

Trucks

o Group discussions categories of equipment used in demolition


board - Marker pen - Chalks - Projector - Computer - Excavation equipment

- Loading machine

- Cleaning machine

- Cutting machine

- Trucks





Written evidence

Oral evidence


Matching


Proper selection equipment with respect to the work to be done


298 | P a g e

Checklist Score

Yes No

Excavation equipment

Loading machine

Cleaning machine

Cutting machine

Trucks

Observation

Learning Outcome 1.3: Prepare workplace

Testing of equipment Assessment of tools


area Addressing of obstacles Positioning signs for

safety measures

o Brain storming on

preparation of workplace



- Book - Notebook - Pen - Workshop - Whiteboard/ Black board - Marker pen - Chalks - Projector - Computer - Warning tape - Jack hummer - Tape measure - Bulldozer - Excavator machine - Compactor machine - Backhoe - Wheel loader - Pickaxe - Hoe - Fork hoe - Hummer - Spade - Levels - Pang - Axes


299 | P a g e





Product evidence



Checklist Score

Yes No


No obstacles

No dust

No waste materials

Mechanical cleaning

Manual cleaning

Observation


Convenient preparation of workplace according to the work

300 | P a g e

Learning Outcome 2.1 Interprete drawing

Interpretation of road

drawings

Line

Dimensioning

Scale

Symbols

Profiles


interpretation of drawings

- Book - Notebook - Pen - Workshop - Whiteboard/ Black board - Marker pen - Chalks - Projector - Computer - Drawing sets




LU 2: Road defect making

2

Learning Outcomes:

1. Interpret drawing 2. Install security signs 3. Make delimitation of damaged area

10 Hours


Proper interpretation of drawing according to the location of distress


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Written evidence Product evidence Written evidence


Checklist Score

Yes No

Dimensions

Symbols

Title block

Road profiles

Observation

Learning Outcome 2.2: Install security signs

Security sign types

Sheet wall

Sign post/notice sign

Positioning of security signs

Locating the position for security

sign

Prepare the location area

Place the security sign

o Brainstorming on

security sign types


install security signs

o Practical exercise on

installation of security

sign


Black board - Marker pen - Chalks - Projector - Computer - Sign posts - Site - Metal sheet - Truck - Cement - Sand - Aggregates - Water - Masonry tools - Masonry

equipment


302 | P a g e





Product Evidence



Checklist Score

Yes No

Types of security signs

Installing methods

Position

No soil sliding

Observation

Learning Outcome 2.3 Make delimitation of damaged area

Distress types

Ravelling

Depression

Fatigue cracking

Block cracking

Bleeding

Polished aggregates

Layer bonding

Non uniform texture

o Brainstorming on road distress

types

o Practical exercises on marking

damaged area


Black board - Marker pen - Chalks - Projector - Computer



Careful installation of security signs in accordance with work activities.

303 | P a g e

Mat tearing

Mat shoving

Marking delimitation area

process

Clean the area

Mark the area

- Road markers





Product Evidence



Checklist Score

Yes No

Distress types

Delimited area

Observation


Neat marking of delimitation of damaged area according to the extent of distress

304 | P a g e

LU 3: Excavate the defected area

3

Learning Outcomes:

1. Trim 2. Select cleaning materials and products 3. Apply basic maintenance of equipment and tools 15 Hours

Learning Outcome 3.1: Trim damaged area

Trimming steps

Prepare the surface

Setting the cuter machine

Saw cut around damaged

area

o Practical exercise on asphalt

and rigid pavement cutting

(recommended)


Black board - Marker pen - Chalks - Projector - Computer - Asphalt cuter

- Cutting blade

- Rigid pavement

cuter



Adequate trimming of damaged area in accordance with the extent of distress


305 | P a g e




Product Evidence



Checklist Score

Yes No

Delimitation area cleanness

Cuttingness

Observation

Learning Outcome 3.2 Dig the domaged area

Digging materials methods

Manual

Mechanized

o practical exercise on removing the cut materials (recommended)

- wheel loader - Loading

machine - Book - Notebook - Pen - Workshop - Whiteboard/



306 | P a g e





Product Evidence



Checklist Score

Yes No

Removal method

Deep of distress

Observation

Learning Outcome 3.3.Loading and transport materials

Loading methods

Manual

Mechanized

Waste types from demolished

area

Recycled materials

Non-recycled materials

o Trip visit on how to load

materials

o Brainstorming on

loading methods

- Site (road, airport, playground,..)

- Loading machine - Waste(asphalt and cement

concrete materials) - Book - Notebook - Pen - Workshop - Whiteboard/ Black board - Marker pen - Chalks - Projector - Computer

Resources Learning

activities

Content


Adequate digging of damaged area according to the extent of distress

307 | P a g e





Product Evidence



Checklist Score

Yes No

Types of demolished material

Loading methods

Observation

Learning Outcome 3.3.Dump waste materials

Types of waste

E-waste


Description of dumping site for

waste materials

o Group discussion

on the types of

waste

Book Notebook Pen Workshop Whiteboard/ Black board Marker pen Chalks Projector Computer Dumping trucks




Proper loading and transportation of cut materials as per waste materials type

308 | P a g e




Written evidence

Product evidence


Checklist Score

Yes No

Types of waste


Observation


Proper dumping of demolished materials

309 | P a g e



HORIZON Construction Ltd has signed a contract with KIGALI CITY to rehabilitate Kabuga-Rusororo road section situated at GASABO District, Kigali City. The project consists of removing the existing rigid pavement layer, replace with wearing course layer and increase the width of the road. As technician works for HORIZON Construction Ltd you are required to conduct the demolition of section of 200m length in 6hrs. During the demolition you are required to respect marked area to be removed as well as a proper communication with the machine operators. Drawings, materials and equipment are provided. Other information Lane width: 3 m Transverse slope: 2%


Rigid pavement: 14 cm thickness Sub-base layer: 20 cm thickness (lateritic)

310 | P a g e


Checklist Score

Yes No


Vertical profile

Longitudinal profile

Indicator: Materials , tools and equipment are properly selected

Vertical profile

Longitudinal profile

Pick axes

Hoe

Forked hoe

Hummer

Spade

Tapes measure

Wheelbarrow

Road markers


Loading machine

Cleaning machine

Cutting machine

Trucks

Indicator: The working area is properly cleared from any unwanted materials

Cleanness

Clearance

Observation

311 | P a g e


Checklist Score

Yes No

Indicator: Area to be trimmed is properly marked

Cleanness

Marking

Indicator: pavement materials are properly removed

Cleanness

Trimness

Marking area

Thickness

Indicator: pavement materials are properly removed

cleanness

free from harmful waste

Indicator: tools and equipment are properly maintained

Cleanness

Arrangement of tools and equipment

Free from dust

Free from lubricant

Observation


Checklist Score

Yes No

Indicator: instructions are respected

Time: 6hour

Layer thickness

200m length

3m width

Indicator: tools and equipment specifications

Properties required

312 | P a g e

Observation

Reference books:

13. http://www.diynetwork.com/how-to/rooms-and-spaces/floors/how-to-install-a-hardwood-floor

14. 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




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R C T R R 4 0 1 - ROAD LAYER RECONSTRUCTION

RCTRR401 Road Layer Reconstruction


Credits: 4 40




Purpose statement

This is a core module, which describes the performance outcomes, skills knowledge and

attitude required to perform road layers reconstruction.

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N/A







1.Select materials ,tools, equipment and prepare workplace 1.1. Proper selection of materials according to the type of

work.

1.2. Proper selection of tools and equipment with respect

to the work to be done

1.3. Convenient preparation of workplace according to the work to requirement

2.Reconstruct layers

2.1. Proper preparation of bottom surface layer as per

specifications

2.2. Proper placing of layers material according to the

specifications

2.3. Adequate compaction of layer materials according to

the specifications

2.4. Relevant application of flexible and rigid pavement

techniques in accordance with distress types

3.Perform closing activities

3.1. Careful clearing of the work area in accordance with

environmental impact assessment.

3.2. Careful removal of ravage materials as per

315 | P a g e

environmental impact assessment

3.3.Proper maintenance of tools and equipment in

accordance with manufacturer recommendations

316 | P a g e

LU 1:Select materials, tools, equipment and prepare workplace

1

Learning Outcomes:

1. Select materials 2. Select tools and equipment 3. Prepare workplace

5 Hours

Learning Outcome1.1Select materials.

Description of materials used in reconstruction of road layers:

Water Gravers Sand Cement Blinding wire Steel bars Wood Nails Stones Paraffin Bitumen

o Discussion on materials used in road layers reconstruction

o Brainstorming on materials used in reconstruction of road layers

o Site visit on quarry site

- Water - Gravers - Sand - Cement - Lattice - Blinding wire - Wood - Nails - Steel bars - Stones - Paraffin - Bitumen - Site/quarry - Book - Notebook - Pen - Workshop - Whiteboard/ Black board - Marker pen - Chalks - Projector - Computer


317 | P a g e





Written evidence


Matching questions

Multiple questions

Short questions

Checklist Score

Yes No

Water

Gravels

Sand

Cement

Blinding wire

Steel bars

Wood

Nails

Stones

Paraffin


Chemical properties

Stones

Paraffin


Chemical properties

Observation


Select materials

318 | P a g e

Learning Outcome 1.2:Select tools and equipment

Purpose of petrol fuel supply Description of tools and equipment used in road layers reconstruction

Pick axes

Hoe

Forked hoe

Hummer

Spade

Tape measures

Topographic instruments

Wheelbarrow


Grading equipment

Paver machine

Compaction equipment

Concrete mixer

Loading machine

Sprayer machine

Cleaning machine

Cutting machine

Trucks

Concrete vibrator

Rock drill

Load roller

Cleaning machine

Dumper

o Group discussions on the types and categories of tools and equipment used in road layer reconstruction

o brainstorming on different use of tools and equipment

o Presentation on types of tools and equipment used in layers reconstruction


board - Marker pen - Chalks - Projector - Computer - Catalogue - Pipe - Nail - disc - brushes - blade - rake - spade - measuring tools - barrel - wheelbarrow - concrete saw - concrete blades - asphalt cuter - compressor - concrete mixer - paver machine - Tyre roller - cleaning machine - grader machine - concrete vibrator - wheel loader - Rock drill machine - Compaction

machine - Excavators - Bulldozer - Trucks - Dumper - Curing trucks - Bitumen sprayer


319 | P a g e





Types of evidence

Written evidence

Oral evidence

w

proposed Activities


matching

Checklist Score

Yes No

Cutting tools

Construction tools

Measurement tools


Grading equipment

Paver machine


Concrete mixer

Loading machine

Sprayer machine

Cleaning machine

Cutting machine

Trucks

Concrete vibrator

Rock drill

Load roller

Cleaning machine

Observation


Select tools and equipment

320 | P a g e

Learning Outcome 1.3: Describe the parts of embroidery machine



area Addressing of obstacles Positioning signs for

safety measures Site installation

o Brainstorming on preparation of workplace


o Demonstration on preparation of

- Book - Notebook - Pen - Workshop - Whiteboard/ Black board - Marker pen - Chalks - Projector - Computer - Warning tape - Jack hummer - Tape measure - Excavator machine - Compactor machine - Backhoe - Wheel loader - Pickaxe - Hoe - Fork hoe - Hummer - Spade - Levels - Pang - Axes





Prepare workplace


321 | P a g e


Types of evidence

Product evidence


w

proposed Activities


Checklist Score

Yes No


No obstacles

No dust

No waste materials

Mechanical cleaning

Manual cleaning

Observation

322 | P a g e

LU 2:Reconstruct Layers

2

Learning Outcomes:

1. Prepare the bottom surface layer 2. Place layers material 3. Compact layer materials 4. Apply flexible and rigid pavement techniques

20 Hours

Learning Outcome 2.1Prepare the bottom surface layer

Cleaning of bottom surface layer

Leveling the bottom layer surface

o Presentation on how to prepare the bottom layer

o Group discussion on how to prepare the bottom layer

- Books - Pictures - Video Aids - Notebook - Pen - Workshop - Whiteboard/ Black board - Marker pen - Chalks - Projector - Computer - Road standards - Measurement tools - Small compactor - Big drum compactor - Manual roller compactor - Big drum compactor - Manual roller compactor


323 | P a g e





Types of Evidence

Performanceevidence

Productevidence

Proposed Activities


Checklist Score

Yes No

Cleaning

Leveling

Compaction

Observation

Learning Outcome 2.2 Place layers material

Dumping layers material process Placing of layer materials Estimate the spacing distance

o Site visit on how base material are dumped

o Brainstorming the dumping process

o Presentation on dumping process

- Books - Notebook - Pen - Workshop - Whiteboard/

Black board - Marker pen - Chalks - Projector - Computer - Road standards - Measurement



Prepare the bottom surface layer.

324 | P a g e

tools - Pegs - dumping

machines





Types of Evidence

Performanceevidence

Productevidence

Proposed Activities


Checklist Score

Yes No

Dimensions

Soil quantity

Observation


Place layers material

325 | P a g e

Learning Outcome 2.3: Compact layer materials

Compaction degree

Compaction of bottom layer surface process Succession of

compaction machines

Monitor pass of rolling and vibrating according to the load of machines

o Site visit on how base material are compacted

o brainstorming on the compaction process

o demonstration by video on compaction process

o

- Books - Notebook - Pen - Workshop - Whiteboard/ Black board - Marker pen - Chalks - Projector - Computer - Video aid - Road standards - Measurement tools - Theodolites - Total station - Compaction machines - Curing trucks - Tyre roller - Small compactor - Big drum compactor - Manual roller compactor - Site

(roads,airports,playgroun

d,…)





Types of Evidence

Performanceevidence

Productevidence

Proposed Activities



Compact layer materials


326 | P a g e

Checklist Score

Yes No

Dimension

Compaction layer by layer

Observation

Learning Outcome 2.4: Apply flexible and rigid pavement techniques

Flexible pavement techniques Slurry seals Bituminous surface

treatments Crack seals Non-structural

overlays Fog seals Re-painting of

markings

Rigid pavement techniques

PCC joint and crack sealing

Diamond grinding Slab stabilization Joint repair Re-painting of

markings

o Practical exercises on application of maintenance techniques

o Group discussion on application techniques

- Notebook - Pen - Workshop - Whiteboard/ Black board - Marker pen - Chalks - Projector - Computer - Road standards - Measurement tools - Theodolites - Total station - Compaction machines - Curing trucks - Concrete mixer - Concrete vibrator - Paver machine - Tyre roller - Small compactor - Big drum compactor - Manual roller compactor - Sealant - Site - Road paint



Apply flexible and rigid pavement techniques


327 | P a g e




Types of Evidence

Performanceevidence

Productevidence

Proposed Activities

Observation

checklist

Checklist Score

Yes No

Crack well repaired

Joint well sealed

No depression

Layers well overlaid

Rigid pavement repairing techniques

Asphalt pavement repairing techniques

Observation

328 | P a g e

LU 3:Perform Closing Activities

3

Learning Outcomes:

1. Clear the work area Clean, 2. Remove ravage materials 3. Maintain tools and equipment

15 Hours

Learning Outcome 3.1: Clear the work area

Description of environmental impact assessment

Description of general safety rules

Clearing method Manual clearing method

Mechanized clearing method

o Practical exercises on site clearing

o Group discussion on clearing methods

- Hoe - Blade - Wheelbarrow - Bulldozer - Mulch - Hammer - Axes - Brush grubber - Brush mower - Chainsaw - Hand saw - Book - Notebook - Pen - Workshop - Whiteboard/



329 | P a g e





Types of Evidence

Performanceevidence

Productevidence

Proposed Activities

Observation

checklist

Checklist Score

Yes No

No dust


Respect environment instructions

Observation

Learning Outcome 3.2 Remove ravage materials

Types of waste Biodegradable waste Chemical waste Demolition waste Electronic waste Industrial waste Recyclable waste

Removing method Manual

Mechanized method Lubricating

o Brainstorming on types of waste

o Group discussion on removing methods

o Practical exercises on materials removal


board - Marker pen - Chalks - Projector - Computer - Removal machine - Site



Prepare the bottom surface layer

330 | P a g e





Types of Evidence

Performanceevidence

Productevidence

Proposed Activities

Observation

checklist

Checklist Score

Yes No

Identification of cleaning material

Identification of cleaning product

Observation

Learning Outcome 3.3.Maintain tools and equipment

Cleaning methods Manual Mechanical

Maintain tools and equipment

Storing the tools and equipment

o Group discussion on cleaning methods

o Practical exercises on cleaning tools and equipment


Black board - Marker pen - Chalks - Projector - Computer - Brush



Remove ravage materials

331 | P a g e

- Cleaning agent

- Road vacuum cleaner

- Mechanic broom

- Compressor - Sweeper truck - Hoe - Blade - wheelbarrow

o





Types of Evidence

Performanceevidence

Productevidence

Proposed Activities

Observation

checklist

Checklist Score

Yes No

No dust

No wet

Tools storing

Observation



332 | P a g e



ACCO Ltd has signed a contract with KIGALI CITY to maintain SONATUBE-REMERA road section situated at Kicukiro District, Kigali City. The project consists of maintaining all types of distress located in that section (asphalt pavement). As technician worker for ACCO you are required to trim, remove the demolished materials, prepare the bottom layer and put new surface layer on 2 m2 area in 6hrs. During the construction you are required to respect marked area to be removed, job requirement and control the traffic. Drawings, materials and equipment are provided.

Other information

Lane width: 3.5m

Transverse slope: 2%



Base layer: 15cm thickness (coarse aggregate)

Sub-base layer: 20cm thickness (laterite)

333 | P a g e


Checklist Score

Yes No


Vertical profile

Horizontal profile

Observation


Checklist Score

Yes No

Indicator: Materials, tools and equipment are properly selected

Water

Aggregate

Paraffin

Bitumen

Hummer

Spade

Tape measures

Topographic instruments

Wheel barrow

Sprayer machine

Cleaning machine

Cutting machine


Trucks

Indicator: The working area is properly

Cleanness

Indicator: Provided mixing rate

cleared from any unwanted materials

Clearance

Indicator: Pavement is properly trimmed

334 | P a g e

Cleanness

Trimness

Indicator: Pavement materials are properly removed

Cleanness

Free from harmful waste

Indicator: Materials are properly mixed

Mixing ratio

Homogeneity

Observation


Checklist Score

Yes No

Indicator: Instructions are respected

Observation


Checklist Score

Yes No

Indicator: Tools and equipment specifications

Observation

335 | P a g e

R C T D S 4 0 1 - DRANAIGE SYSTEM MAINTENANCE

RCTDS401 Perform Dranaige System Maintenance


Credits: 4 40



Issue date: May, 2017

Purpose statement


required to perform drainage system maintenance

336 | P a g e


Not applicable







1.Select materials ,tools, equipment and

prepare workplace

1.1. Proper selection of materials according to the type

of work.

1.2. Proper selection of tools and equipment with

respect to the work to be done

1.3. Convenient preparation of workplace according to

the work

2.Perform open channel drainage

maintenance

2.1. Adequate identification of open channel defects as

per water flow

2.2. Proper reparation of open channel defect

according to defect type

2.3. Correct cleaning of tools, equipment and

workplace as per the environment impact

assessment

3. Perform subsurface drainage

maintenance

3.1. Adequate identification of subsurface drainage

defects as per water flow

3.2. Proper reparation of subsurface drainage defects

according to defect type

3.3. Correct cleaning of tools, equipment and workplace

as per the environment impact assessment

337 | P a g e

LU 1:Select materials, tools, equipment and prepare workplace

1

Learning Outcomes:

1. Select materials

2. Select tools and equipment

3. Prepare workplace

10 Hours

Learning Outcome1.1: Select materials.

Description of materials used in reconstruction of road layers:

Water Aggregate Sand Cement Lattice Blinding wire Wood Nails Stones Steel bars Cement concrete

structures

o Brainstorming on materials used in drainage system maintenance

Water

Gravers

Sand

Cement

Lattice

Blinding wire

Wood

Nails

Stones

Steel bars

Cement concrete structures

Book

Notebook

Pen

Workshop

Whiteboard/ Black board

Marker pen

Chalks

Projector

Computer


338 | P a g e





Written evidence

Oral evidence


Matching.

Checklist Score

Yes No

Water

Aggregate

Sand

Cement

Lattice

Blinding wire

Wood

Nails

Stones

Steel bars



Chemical properties

Observation


Proper selection of materials according to the type of work.

339 | P a g e

Learning Outcome 1.2Select tools and equipment

Description of tools used drainage system maintenance Pick axes Hoe Forked hoe Hummer Spade Tapes measure Levels Wheelbarrow Excavation equipment

Compaction

equipment

Concrete mixer

Loading machine

Cleaning machine

Cutting machine

Trucks

Concrete vibrator

Rock drill

o Group discussions on the types and categories of tools and equipment drainage system maintenance

Book

Notebook

Pen

Workshop


Marker pen

Chalks

Projector

Computer

Catalogue

Pipe

Nail

disc

brushes

blade

rake

spade

measuring tools

barrel

wheelbarrow

concrete saw

concrete blades

asphalt cuter

compressor

concrete mixer

cleaning machine

concrete vibrator

wheel loader

rock drill machine

compaction machine

excavators

bulldozer

trucks

dumper

curing trucks



340 | P a g e




Checklist Score

Yes No

Cutting tools

Construction tools

Measurement tools



Concrete mixer

Loading machine

Cleaning machine

Cutting machine

Trucks

Concrete vibrator

Rock drill


Chemical properties

Electrical properties


Observation


Proper selection of tools and equipment according to the type of work.

341 | P a g e

Learning Outcome 1.3: Convenient preparation of workplace according to the work


Preparation of workplace Demarcation of work area Addressing of obstacles Positioning signs for safety

measures

o Brain storming on

preparation of workplace



Book

Notebook

Pen

Workshop


Marker pen

Chalks

Projector

Computer

Warning tape

Jack hummer

Tape measure

Excavator machine

Compactor machine

Backhoe

Wheel loader

Pickaxe

Hoe

Fork hoe

Hummer

Spade

Levels

Pang

Axes





Product evidence




Convenient preparation of workplace according to the work


342 | P a g e

Checklist Score

Yes No


No obstacles

No dust

No waste materials

Mechanical cleaning

Manual cleaning

Observation

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LU 2:Perform open channel drainage maintenance

2

Learning Outcomes:

1. Identify open channel defects 2. Repair open channel defects 3. Cleaning tools, equipment and workplace.

15 Hours

Learning Outcome 2.1Identify open channel defects

Types of open channels

Flume

Chute

Drop

Culvert

Classification 1 of open channel natural

artificial

Classification 2 of open channel rigid boundary

mobile boundary

Classification 3 of open channel prismatic

non-prismatic

Regime flow

Steady and unsteady flow

Uniform and non-uniform

flow

Gradually varied and rapid

gradually varying flow

Spatially varying flow

o Brainstorming on types and classification of open channels

o Demonstration by video on open channel defects

Book

Notebook

Pen

Workshop


Marker pen

Chalks

Projector

Computer

Sediment

Video aid


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Defects types

Debris accumulation

Joint cracks

Sediment accumulation

Material deterioration

Cracks

Insect attacks

Dampness penetration

Unstable foundation

Fungus stain and harmful

growth

Bed settlement





Written evidence

Oral evidence


Matching

Checklist Score

Yes No

Types of open channels

Types of flow

Types of open channel defects

Observation


Adequate identification of open channel defects as per water flow

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Learning Outcome 2.2: Repair open channel defects

Repairing techniques

Cleaning

Replacement

Increase size of channel

Stabilization of

foundation

Repair defected area

Resurfacing


of open channel

repairing techniques


repairing damaged area

o Site visit on reparation

of damaged channels

Book

Notebook

Pen

Workshop


Marker pen

Chalks

Projector

Computer


Site

Cleaning equipment

Cement

Water

Sand

Aggregates

Compaction machine

Bulldozer

Excavator machine





Product Evidence




Proper reparation of open channel defect according to defect type


346 | P a g e

Checklist Score

Yes No


Cleaning

Free from debris accumulation

Leakage

Surrounding area compaction

Channel slope

Channel size

Observation

Learning Outcome 2.3 Cleaning tools, equipment and workplace

Types of waste

Biodegradable waste

Chemical waste

Demolition waste

E-waste

Industrial waste

Recyclable waste

Cleaning methods

manual

mechanical




cleaning methods


of waste materials


cleaning tools,

workplace and

equipment

Book

Notebook

Pen

Workshop


Marker pen

Chalks

Projector

Computer

Brush

Cleaning agent

Road vacuum cleaner

Mechanic broom

Compressor

Sweeper truck

Hoe

Blade

wheelbarrow


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Product Evidence



Checklist Score

Yes No

No dust

Not wet


Observation


Correct cleaning of tools, equipment and workplace as per the environment

impact assessment

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LU 3: Perform subsurface drainage maintenance

3

Learning Outcomes:

1. Identify sub-surface drainage defects 2. Repair sub-surface drainage defect 3. Cleaning tools, equipment and workplace

15 Hours

Learning Outcome 3.1: Identify CAD user interface

Types of sub-surface channels

Corrugated and PVC slotted subsurface pipes

Mole drains

Interceptor drains

Ground water pumps

Box drain

Culvert

Defects types of sub-surface channels

Inlet debris accumulation

Sediment accumulation

Material deterioration

Cracks

Insect attacks

Unstable foundation

Corrosion

Damaged culvert end

Fungus stain and harmful growth

Leakage

Abrasion


types of defects of sub-

surface channel

Book

Notebook

Pen

Workshop


Marker pen

Chalks

Projector

Computer

Drains


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Scour





Written evidence

Oral evidence


Matching

Checklist Score

Yes No

Types of sub-surface channels

Types of sub-surface channel defects

Observation


Adequate identification of sub-surface drainage defects as per water flow

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Learning Outcome 3.2: Repair sub-surface drainage defect

Repair techniques

Inlet cleaning

Replacement

Stabilization of foundation

Repair defected area

Increase grade of a drain


of sub-surface drainage

defect


repairing damaged area

Book

Notebook

Pen

Workshop


Marker pen

Chalks

Projector

Computer

Sand

Cement

Water

Aggregate






Product Evidence




Proper reparation of sub-surface drainage defects according to defect type


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Checklist Score

Yes No


Cleaning

Free from debris accumulation

Leakage

Surrounding area compaction

Channel slope

Channel size

Observation

Learning Outcome 3.3:Cleaning tools, equipment and workplace

Types of waste

Biodegradable waste

Chemical waste

Demolition waste

E-waste

Industrial waste

Recyclable waste

Cleaning methods

manual

mechanical




of waste materials


cleaning tools, workplace

and equipment

Book

Notebook

Pen

Workshop


Marker pen

Chalks

Projector

Computer

Brush

Cleaning agent

Road vacuum cleaner

Mechanic broom

Compressor

Sweeper truck

Hoe

Blade

wheelbarrow


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Product Evidence

Performance

Evidence


Checklist Score

Yes No

No dust

Not wet


Observation



impact assessment

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NPD Company Ltd has signed a contract with KIGALI CITY to replace the drainage system (culvert) passing across the Nyamirambo- City center section. The project consists to replace all old drainage system that crossing that section and install new one at a slope 3%. As technician works for NPD Company you are required to install the culvert at 3m in 6hrs and construct the surrounding of the culvert for its protection. During the installation you are required to respect the surveying data set by surveyors as well as a proper communication with the lift operator. Drawings, materials and equipment are provided. Other information Culvert: 1m length and 100mm diameter Lane width: 3.5m Transverse slope: 2%

Longitudinal slope: varying according to the section 4 to 12%


Base layer: 15cm thickness (coarse aggregate) Sub-base layer: 20cm thickness (laterite)

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Checklist Score

Yes No


Foundation slope

Culvert dimension

Location of culvert

Indicator: Materials, tools and equipment are properly selected

Aggregate

Sand

Cement

Water

Blinding wire

Wood

Nails

Stones

Steel bars


Pick axes

Hoe

Forked hoe

Hummer

Spade

Tapes measure

Levels

Wheelbarrow



Concrete mixer

Lift

Loading machine

Cleaning machine

Cutting machine

Trucks

Concrete vibrator

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Indicator: The working area is properly cleared from any unwanted materials

Cleanness

Clearance

Observation


Checklist Score

Yes No

Indicator: Channel is properly replaced

Cleanness

Culvert slope

Channel size

Foundation stabilization

Culvert joint

Anchorage

Indicator: Unwanted materials are properly removed

Biodegradable waste

Chemical waste

Demolition waste

E-waste

Industrial waste

Indicator: Tools and equipment are properly maintained

Cleanness

Arrangement of tools and equipment

Free from dust

Free from lubricant

Observation

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Checklist Score

Yes No

Indicator: Instructions are respected

6hour

Respect culvert size

Respect of installation slope

Indicator: Materials specifications

Properties required

Observation


Checklist Score

Yes No

Indicator:Innovation

Creativity

Observation

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R C T W B 4 0 1 - WOODEN BRIDGE CONSTRUCTION

RCTWB401 Perform Wooden Bridge Construction


Credits: 9 90




Purpose statement

This specific module describes the performance outcomes, skills and knowledge required to

make different surface developments and to perform metal forming processes and metal

joining methods.

358 | P a g e


N/A







1. Excavate foundation 1.1 Proper preparation of materials, tools, equipment and

workplace with respect to the type of work

1.2 Adequate setting out of foundation according to design

requirements.

1.3 Convenient earth excavation in accordance with job

specifications.

1.4 Proper installation of ground support according to the

foundation design.

2. Construct foundation 2.1 Proper preparation of materials, tools, equipment and


2.2 Proper placing of footings formwork in accordance with

bridge design

2.3 Adequate casting of concrete according to the mix

design.

2.4 Proper construction of abutment as per design

specifications.

2.5 Convenient execution of backfilling with respect to

work requirements.

2.6 Proper cleaning of tools, equipment and workplace as

per the environment impact assessment and

manufacturer’s manual.

359 | P a g e

3. Construct bridge deck

3.1 Proper preparation of materials, tools, equipment and


3.2 Proper fixing of wooden beams in accordance with

bridge design

3.3 Proper installation of guardrails in accordance with

bridge design

360 | P a g e

LU 1:Excavate foundation

1

Learning Outcomes:

1. Prepare materials, tools, equipment and workplace

2. Set out foundation

3. Excavate earth

4. Install ground support

25 Hours

Learning Outcome1.1: Prepare materials ,tools, equipment and workplace

Materials used in excavation of wooden bridge foundation Pegs Building lines Nails

Equipment used in excavation of wooden bridge foundation: Excavating

equipment Compactor Wheel loader Dumper Topographic

instrument

Tools used in excavation of wooden bridge foundation Cutting tools Excavating tools

Preparation of

o Brain storming on tools

,equipment used in excavation of wooden bridge foundation

o Practical exercise on preparation of Materials, tools and workplace

o Site visit on excavation of wooden bridge foundation

o Demonstration by video on wooden bridge foundation

- Book - Notebook - Pen - Workshop - Whiteboard/ Black board - Marker pen - Chalks - Projector - Computer - Warning tape - Jack hummer - Tape measure - Excavator machine - Compactor machine - Backhoe - Wheel loader - Pickaxe - Hoe - Fork hoe - Hummer - Spade - Levels (Topographic) - Pang - Axes


361 | P a g e

workplace steps: Demarcation of work

area Addressing of

obstacles Positioning signs for

safety measures

Site installation

- Nails - Building lines - Dumper





Written

Multiple choice

Checklist Score

Yes No

Observation


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Learning Outcome 1.2:Set out foundation

Interpretation of drawing Dimensioning Views Section Verification

Setting out of the site datum

Introduction on 3-4-5 method

Marking of the profile positions Measurement Positioning

Fixing of the pegs

Fixing of building line

o Practical exercises on drawing interpretation

o Practical exercises on setting out foundation

- Foundation drawing - Building line - Tape measure - Pegs - Timber - Nails - Spirit level - Square - Hummer





Checklist Score

Yes No

Observation



363 | P a g e

Learning Outcome 1.3: Excavate earth

Earth Excavation method Manual Mechanical

Instructions to machine operator/ manual labors Measurement Positioning

o Brainstorming on earth excavation

o Site visit on earth excavation

- Book - Notebook - Pen - Workshop - Whiteboard/ Black board - Marker pen - Chalks - Projector - Computer - Warning tape - Jack hummer - Boring machine - Tape measure - Excavator machine - Compactor machine - Backhoe - Wheel loader - Pickaxe - Hoe - Fork hoe - Hummer - Spade - Levels - Pang - Axes - Site






364 | P a g e


Checklist Score

Yes No

Observation

Learning Outcome 1.4: Install ground support

Requirements of soil protection: Cohesive soil Non cohesive soil Slope of existing soil

Protection of ground Sliding ground Wet ground

o Brainstorming on requirements of soil

o Group discussion on requirements of soil protection

o Site visit on ground support installation

o Practical exercise on ground support

- Books - Notebook - Pen - Workshop - Whiteboard/ Black board - Marker pen - Chalks - Projector - Computer - Video aids - Timber - Hummer - Nails - Waterproof membrane - Site




365 | P a g e




Checklist Score

Yes No

Observation

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LU 2:Construct foundations

2

Learning Outcomes:

1. Prepare materials, tools, equipment and workplace 2. Place formwork for footings 3. Cast concrete 4. Construct abutment 5. Execute backfilling

50 Hours

Learning Outcome 2.1: Prepare materials ,tools, equipment and workplace

Materials used in construction of wooden bridge foundation Cement Sand Aggregates Water Additives Steel bars wires Stones

Equipment used in construction of wooden bridge foundation: Excavating equipment Steelworks equipment Straightening machine Cutting machine

Tools used in construction of wooden bridge foundation Cutting tools Excavating tools

Preparation of workplace

o Brain storming on tools ,equipment used in construction of wooden bridge foundation

o Group discussion on preparation of Materials, tools and workplace

o Demonstration by video on construction of bridge foundation

o Site visit on construction of wooden bridge foundation

- Book - Notebook - Pen - Workshop - Whiteboard/ Black board - Marker pen - Chalks - Projector - Computer - Hummer - Spade - Topographic levels - Steel bars - Timbers - Sand - Aggregates - Cement - Stones - Building line - Steel wire - Concrete additives - Concrete mixer - Steel bender - Straightening machines


367 | P a g e

steps: Demarcation of work

area Clearance of work area

Site installation

- Tape measure - Float - Roof sheet - Trowel - Steel ruler - Vernier caliper - Vice - Pliers - Pincers - Hacksaw - Cutting machine - Grinding machine - Cutting disc





Checklist Score

Yes No

Observation


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Learning Outcome 2.2: Place formwork for footings

Setting out of footing formwork: Fixing pegs and profiles Calculation of running dimensions

(Diagonal rule) Checking for angles

Adjustment of main frame elements Notion to stability of frame

elements Marking of symbols

Techniques of fixing planks/boards Screwing Nailing Gluing

o Practical exercises on fixing formwork

o Demonstration by video on fixing formwork

o Site visit on fixing formwork

- Books - Notebooks - Pens - Pencil - Workshop - Whiteboard/ Black

board - Marker pen - Chalks - Projector - Computer - Video aids - Screws - Nails - Hummer - Glue - Timber - Square - Tape measure - Saw







369 | P a g e

Checklist Score

Yes No

Observation

Learning Outcome 2.3: Cast concrete

Concrete mixing Mixing ratio Mixing procedures

Setting time of concrete Initial setting Final setting

Concrete vibration

Concrete defects Segregation Bleeding Laitance

Concrete curing technique Water curing Membrane curing Master cure

o Brainstorming on concrete ingredients

o Group discussions on concrete defect

o Practical exercise on concrete casting

o Demonstration by video on setting time of concrete

o Site visit on concrete casting


Black board - Marker pen - Chalks - Projector - Computer - Video aids - Cement - Aggregates - Water repellent

cement - Concrete

vibrator - Wheelbarrow - Spade - Concrete mixer - Concrete plant - Concrete mixing

track - Mixing box - Bucket - Cover - Master cure


370 | P a g e





Checklist Score

Yes No

Observation


371 | P a g e




Concrete vibration










cement - Concrete








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Checklist Score

Yes No

Observation

Learning Outcome 2.4:Construct abutment

Interpretation of abutment drawings Dimension Scale Symbols

Types of abutment Concrete Masonry

Erection of abutment walls

o Brainstorming on abutment materials

o Practical exercise on concrete/masonry abutment erection

o Demonstration by video on abutment erection

o Site visit on abutment construction

- Books - Notebook - Pen - Workshop - Whiteboard/ Black

board - Marker pen - Chalks - Projector - Computer - Video aids - Cement - Aggregates - Water - Stones - Concrete mixer - Timber - steel bars - Steel wires


373 | P a g e





Checklist Score

Yes No

Observation

Learning Outcome 2.5:Execute backfilling

Backfilling steps: Cleaning of base Laying filling materials Curing of soil ( layer by

layer) Compaction of soil

(layer by layer)

o Brainstorming on foundation backfilling

o Demonstration by video on backfilling execution

o Site visit on backfilling execution





374 | P a g e

- Video aids - Spade - Wheelbarrow - Tape measure - Dumper - Wheel loader - Grader - Compactors - Water tank - Sprinkler





Checklist Score

Yes No

Observation


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Learning Outcome 2.6: Clean tools, equipment and workplace

Methods of cleaning Wet Dry

Storing tools and equipment procedures: Selection of area for

storing tools and equipment

Prioritize tools and equipment

Divide tools and equipment

Discard unused tools and equipment

o Demonstration on how to clean and store tools, equipment,

o Group discussion on how to clean and store tools, equipment,

o Practical exercises on cleaning and storing tools, equipment


Black board - Marker pen - Chalks - Projector - Computer - Video aids - Water container - Metal brush - Oil - Basin





Checklist Score

Yes No

Observation



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LU 3:Construct timber bridge deck lining

3

Learning Outcomes:

1. Prepare materials, tools, equipment and workplace 2. Fix wooden beams 3. Install railing

15 Hours


Materials used in construction of bridge deck Water Cement Aggregates Steel bars Timbers Nails

Equipment used in construction of bridge deck Timber cutter Lifting machine

Tools used in construction of bridge deck Drilling tool Holding tool Measuring tools Cutting tools

Preparation of workplace steps: Demarcation of work area

o Brain storming on preparation of tools ,equipment and materials

o Group discussion on preparation of tools ,equipment and materials

o Practical exercise on preparation of work place


board - Marker pen - Chalks - Projector - Computer - Hummer - Spade - Levels - Steel bars - Timbers - Tape measure - Steel ruler - Vice - Pliers - Hacksaw


377 | P a g e

Clearance of work area

Site installation

- Pegs - Lift crane - Timber cutter - Steel bender - Drilling Machine - Warning tape - Roof sheets





Checklist Score

Yes No

Observation


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Learning Outcome 3.2: Fix wooden beams

Steps of fixing a wooden beam Lifting of timber beam Positioning of timber beam Joining timber beams with steel bar Anchorage of timber beams

o Site visit on fixing wooden beams

o Demonstration by video on fixing of wooden beams

o Practical exercises on fixing wooden beams

- Workshop - Projector - Video aids - Timbers - Lift crane - Steel bars - Steel wire - Site for fixing

wooden beam





Checklist Score

Yes No

Observation



379 | P a g e

Learning Outcome 3.3: Install railing

Types of railing Metal railing Timber railing

Preparation of railing Cutting Drilling

Welding of steel joints

Fixing techniques of railings With bolt With welding With nailing

o Group discussion on types of railing

o Site visit on installation of railing

o Demonstration by video on installation of railing

o Practical exercise on railing installation

- Books - Notebook - Pen - Workshop - Video aids - Steel members - Timber - Nails - Bolt and nuts - Saw - Drilling machine - Cutting machine - Gas cylinder - Welding machine - Welding rods





Checklist Score

Yes No

Observation



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R C T C B 4 0 1 - CONCRETE BRIDGE CONSTRUCTION

RCTCB401 Perform concrete bridge construction


Credits: 10 100

Sector: construction

Sub-sector: Bridge Construction


Purpose statement


required to perform concrete bridge construction.

381 | P a g e


N/A







1. Excavate for foundation 1.1Proper preparation of materials, tools, equipment and


1.2 Adequate setting out of foundation according to the

design requirement.

1.3 Proper installation of ground support in accordance

with work requirement

1.4 Convenient excavation in accordance with foundation

design

2. Construct foundation 2.1 Proper preparation of materials, tools, equipment and


2.2 Proper making of framework in accordance with

drawing

2.3 Proper casting of concrete in accordance with

specifications

2.4 Proper construction of abutment as per work

specifications.

2.5 Convenient execution of backfilling in accordance with

specifications

2.6 Correct cleaning of tools, equipment and workplace as

382 | P a g e

per the environment impact assessment.

3. Construct bridge superstructure.

3.1 Proper preparation of materials ,tools, equipment and


3.2 Proper fixing of precast concrete beams in accordance

with bridge design

3.3 Adequate formwork fixing of bridge deck as per

specifications

3.4 Adequate making of framework for bridge deck as per

specifications

3.5 Proper casting of concrete in accordance with

specifications

3.6 Proper installation of railing in accordance with bridge

design

383 | P a g e

LU 1:Excavate foundation

1

Learning Outcomes:

1. Prepare materials, tools, equipment and workplace 2. Set out foundation 3. Excavate earth 4. Install ground support

30 Hours

Learning Outcome1.1Prepare materials ,tools, equipment and workplace

Identification of bridge foundation elements Pile Pier Abutment Pile cap

Selection of Materials used in excavation of concrete bridge foundation Fuel Lubricants Caisson/formwork

Selection of equipment Excavating equipment Compactor Wheel loader

Selection of tools Cutting tools Excavating tools Tape measure Warning tape

Preparation of workplace steps:

o Brain storming on selection of

tools, equipment

o Practical exercise on preparation of workplace

o Site visit on bridge foundation

o Demonstration by video on bridge foundation

- Book - Notebook - Pen - Workshop - Whiteboard/ Black board - Marker pen - Chalks - Projector - Computer - Warning tape - Jack hummer - Tape measure - Excavator - Compactor - Backhoe - Wheel loader - Pickaxe - Hoe - Fork hoe - Hummer - Spade - Topographic levels - Pang - Axes


384 | P a g e

Demarcation of work area

Addressing of obstacles


Site installation

- Fuel - Lubricant - Caisson/formwork





Written Evidence


Sentence completion Matching Multiple choice question Observation checklist

Checklist Score

Yes No

Pile

Pier

Abutment

Caisson/formwork

Excavating equipment

Compactor

Wheel loader

Cutting tools

Excavating tools

Tape measure

Demarcations

Obstacle removed

Signs for safety measures

Site installation

Observation


Proper preparation of materials, tools, equipment and workplace with respect to

the type of work

385 | P a g e

Learning Outcome 1.2: Set out foundation





Fixing of the pegs



o Practical exercises on setting out

- Foundation drawing - Building line - Tape measure - Pegs








Adequate setting out of foundation according to the design requirement


386 | P a g e

Checklist Score

Yes No

Elevation data

Measurements

Right angles

Profile positioned

Pegs

Building line

Observation

Learning Outcome 1.3: Excavate earth

Earth Excavation Method Manual Mechanical



o Site visit on earth excavation

- Book - Notebook - Pen - Workshop - Whiteboard/ Black board - Marker pen - Chalks - Projector - Computer - Warning tape - Jack hummer - Boring machine - Tape measure - Excavator machine - Compactor machine - Backhoe - Wheel loader - Pickaxe - Hoe - Fork hoe - Hummer - Spade - Levels - Pang - Axes - Site


387 | P a g e





Written evidence

Sentence completion

Matching


Checklist Score

Yes No

Manual

Mechanical

Measurement

Positioning

Observation



Protection of wall Temporary Permanent


o Group discussion on requirements of soil



- Books - Notebook - Pen - Workshop - Whiteboard/ Black board - Marker pen - Chalks - Projector - Computer - Video aids - Timber - Hummer



Convenient excavation in accordance with foundation design

388 | P a g e

- Nails - Caisson - Waterproof membrane - Site





Product evidence

Proposed Activities:

Observation checklist.

Checklist Score

Yes No

Support fixed

Soil not sliding

Cement

Observation


Proper installation of ground support in accordance with work requirement

389 | P a g e

LU 2:Construct foundations

2

Learning Outcomes:

1. Prepare materials, tools, equipment and workplace 2. Make framework 3. Cast concrete 4. Construct abutment 5. Execute backfilling 6. Clean tools, equipment and workplace 35 Hours

Learning Outcome 2.1Prepare materials ,tools, equipment and workplace

Selection of Materials used in construction of concrete bridge foundation Fuel Lubricants Cement Sand Aggregates Water Additives Steel bars wires Stones Cutting disc

Selection of equipment Concrete work

equipment Cutting machine

Selection of tools Cutting tools Measuring tools

Preparation of workplace steps: Demarcation of work

area

o Brain storming on preparation of tools, equipment and materials

o Group discussion on selection of materials

o Practical exercise on clearance of work area


- Book - Notebook - Pen - Workshop - Whiteboard/ Black board - Marker pen - Chalks - Projector - Computer - Hummer - Spade - Levels - Fuel - Lubricant - Caisson/formwork - Steel bars - Timbers - Sand - Aggregates - Cement - Stones - Building line - Steel wire - Concrete additives - Steel bender - Straightening machines


390 | P a g e


Site installation

- Tape measure - Steel ruler - Vernier caliper - Vice - Pliers - Pincers - Hacksaw - Cutting machine - Grinding machine - Cutting disc





Written Evidence


Sentence completion

Matching



Checklist Score

Yes No

Sand

Aggregates

Water

Additives

Steel bars

Wires

Stones

Cutting disc

Cutting machine

Concrete mixer

Cutting tools

Measuring tools




the type of work

391 | P a g e

Obstacles removed

Site installation

Observation

Learning Outcome 2.2 Make framework

Interpretation of drawings Dimension Scale Symbols

Cutting of Steel bars Manual cutting Mechanical cutting

Bending of steel bars Hooks Overlap

Tying of steel bars Fixing of support bars Tying of distribution

reinforcements

o Practical exercise on framework making

- Workshop - Reinforcement

drawings - Whiteboard/ Black

board - Marker pen - Chalks - Hummer - Fuel - Lubricant - Steel bars - Timbers - Steel bender - Straightening

machines - Tape measure - Steel ruler - Vernier caliper - Vice - Pliers - Pincers - Hacksaw - Cutting machine - Grinding machine - Cutting disc



Proper making of framework in accordance with drawing


392 | P a g e




Product Evidence



Checklist Score

Yes No

Dimension

Position

Manual cutting

Mechanical cutting

Hooks

Overlap

Fixing of support bars

Tying of distribution reinforcements

Observation

Learning Outcome 2.3 Cast concrete



Concrete vibration


Concrete curing technique Water curing









393 | P a g e

Membrane curing Master cure

cement - Concrete









Checklist Score

Yes No

Concrete batching

Homogeneity

No segregation

No bleeding

No Laitance

Observation


Proper casting of concrete in accordance with specifications

394 | P a g e

Learning Outcome 2.4: Construct abutment









Black board - Marker pen - Chalks - Projector - Computer - Video aids - Cement - Aggregates - Water - Stones - Concrete mixer - Timber - steel bars - Steel wires








Proper construction of abutment as per work specifications


395 | P a g e

Checklist Score

Yes No

Dimensions

Position

Shape of walls

Material types

Observation

Learning Outcome 2.5Execute backfilling

Backfilling steps: Cleaning of base Laying filling materials Curing of soil (layer by

layer) Compaction of soil

(layer by layer)

o Brainstorming on backfilling o Demonstration by video on

backfilling execution o Site visit on backfilling

execution


Black board - Marker pen - Chalks - Projector - Computer - Video aids - Spade - Wheelbarrow - Tape measure - Dumper - Wheel loader - Grader - Compactors - Water tank - Sprinkler





Convenient execution of backfilling in accordance with specifications


396 | P a g e



Product Evidence


Checklist Score

Yes No

Cleaning of base

Laying filling materials

Curing/drying of soil ( layer by layer)

Compaction of soil (layer by layer)

Observation

Learning Outcome 2.6: Clean tools, equipment and workplace


Storing tools and equipment procedures: Selection of area for

storing tools and equipment


Divide tools and equipment

Discard unused tools and equipment









impact assessment.


397 | P a g e




Product Evidence


Checklist Score

Yes No

No dust

Not wet

Respect of environment instructions

Observation

398 | P a g e

LU 3:Construct bridge superstructures

3

Learning Outcomes:

1. Prepare materials, tools, equipment and workplace 2. Fix precast concrete beams 3. Fix formwork for bridge deck 4. Make framework for bridge deck 5. Cast concrete 6. Install railing 35 Hours


Selection of Materials used in construction of bridge superstructures Fuel Lubricants Cement Sand Aggregates Water Additives Steel bars wires Stones Timbers Steel members kerbs Pre-cast concrete cornice Pre-cast concrete beams Steel beam Pre-stressed concrete beam

Types of equipment

Types of tools

Preparation of workplace steps: Demarcation of work area



o Practical exercise on clearance of work place

o Demonstration by video on bridge superstructure


board - Marker pen - Chalks - Projector - Computer - Hummer - Spade - Levels - Fuel - Lubricant - Steel bars - Timbers - Steel members - Sand - Aggregates - Cement - Stones - Concrete additives - Steel bender


399 | P a g e


Site installation

- Straightening machines

- Tape measure - Steel ruler - Vernier calliper - Vice - Pliers - Pincers - Hacksaw - Cutting machine - Grinding machine - Cutting disc - Pre-cast concrete

cornice - Pre-cast concrete

beams - Steel beam - Pre-stressed

concrete beam - Steel wires - Pegs - Pipes





Written Evidence


Proposed Activities:

Sentence completion

Matching





the type of work

400 | P a g e

Checklist Score

Yes No

Cement

Sand

Aggregates

Water

Additives

Steel bars

wires

Stones

Timbers

Steel members

kerbs

Pre-cast concrete cornice

Pre-cast concrete beams

Steel beam

Pre-stressed concrete beam



Site installation

Observation

Learning Outcome 3.2: Fix precast concrete beams

Step of fixing a precast concrete beam Preparation of bridge bearing Lifting a pre-cast beam Positioning of pre-cast beam

o Site visit on fixing a pre-cast beam

o Demonstration by video on fixing of pre-cast beams

o

- Books - Notebooks - Pens - Workshop - Whiteboard/

Black board - Marker pen - Chalks - Projector - Computer - Video aids - Site for fixing pre

cast beam


401 | P a g e





Written Evidence

Oral Evidence

Sentence completion

Matching



Checklist Score

Yes No

Preparation of bridge bearing

Lifting a pre-cast beam

Positioning of pre-cast beam

Observation

Learning Outcome 3.3: Fix formwork for bridge deck

Setting out of deck joists Basic setting out techniques using

pegs and profiles Calculation of running dimensions

(Diagonal rule) Checking for ‘square’ by using a

builder’s square and the 3:4:5 method

Adjustment of main frame elements

Notion to stability of frame elements

o Practical exercises on fixing formwork

o Demonstration by video on fixing formwork

o Site visit on fixing formwork

- Books - Notebooks - Pens - Workshop - Whiteboard/

Black board - Marker pen - Chalks - Projector - Computer - Video aids - Screws



Proper fixing of precast concrete beams in accordance with bridge design.

402 | P a g e

Marking of symbols

Fix floor joists

Techniques of fixing planks/boards

Screwing Nailing Gluing

- Nails - Glue - Timber - Square - Tape measure





Product Evidence



Checklist Score

Yes No

Setting of pegs

Setting of profiles

Application of Diagonal rule

Checking of right angle

stability of frame elements

Position

Size

Observation


Adequate formwork fixing of bridge deck as per specifications

403 | P a g e

Learning Outcome 3.4: Make framework for bridge deck





reinforcements

o Practical exercise on framework making

o Practical exercises on framework making Demonstration by video on framework making

o Site visit on framework making


drawings - Whiteboard/

Black board - Marker pen - Chalks - Hummer - Fuel - Lubricant - Steel bars - Timbers - Steel bender - Straightening

machines - Tape measure - Steel ruler - Vernier caliper - Vice - Pliers - Pincers - Hacksaw - Cutting machine - Grinding machine - Cutting disc








Adequate making of framework for bridge deck as per specifications


404 | P a g e

Checklist Score

Yes No

Dimension

Position

Manual steel bar cutting

Mechanical steel bar cutting

Hooks size

Overlap size



Observation




Concrete vibration









board - Marker pen - Chalks - Projector - Computer - Video aids - Cement - Aggregates - Water repellent

cement - Concrete vibrator - Wheelbarrow - Spade - Concrete mixer - Concrete plant - Concrete mixing track - Mixing box - Bucket - Cover - Master cure


405 | P a g e







Checklist Score

Yes No

Concrete batching

homogeneity

No segregation

No bleeding

No Laitance

Observation

Learning Outcome 3.: Install railing

Types of railing Metal railing Timber railing

Preparation of railing Cutting Drilling

Fixing techniques of railings With bolt With welding

o Site visit on installation of railing

o Demonstration by video on installation of railing

o Practical exercise on preparation of railing


Black board - Marker pen - Chalks - Projector




406 | P a g e

With nailing - Computer - Video aids - Steel members - Timber - Nails - Bolt and nuts - Saw - Drilling machine - Cutting machine





Product Evidence



Physical end product

Checklist Score

Yes No

Cutting

Drilling

Fixing

Material type

Position

Dimensions

Observation


Proper installation of railing in accordance with bridge design

407 | P a g e



STRISCO LTD won a tender to construct a bridge in marshland crossing Nyabarongo river between Nyarugenge and Kamonyi districts. As a bridge technician from the foresaid company you are assigned to perform construction of foundations by casting the first pile of 1m diameter and 20 m depth, within 5 hours given that:

i. All Materials, tools, equipment and Manpower are available upon demand

ii. Excavation of hole have been completed

iii. Detailed drawings and specifications are provided

iv. The formwork is made from metal

v. Steel frame is made but not fixed

vi. Cement ratio should be 400kg/m3

vii. 500 g water proof cement should be mixed in 50 kg cement bag

viii. Steel reinforcements shall be of sizes and dimensions shown on the drawings

ix. Environmental Impact Assessment (EIA) should be complied

408 | P a g e


Checklist Score

Yes No

Indicator: Tools, equipment and materials are properly selected

Helmet

Gloves

Overall clothes

Safety shoes

Dust mask

Wheelbarrow

Concrete mixer

Water

Cement

Aggregates

Water proof cement

Vibrator

Concrete spacers

Tape measure

Indicator: Workplace is adequately prepared

No obstacles

Sign post

Fence

Formwork cleaned

Indicator: Foundation excavation is properly checked

Depth

Diameter

No mud

Indicator: Steel frame is properly checked

Spacing

Dimensions

Overlaps

Hooks

Observation

409 | P a g e


Checklist Score

Yes No

Indicator: Pile is adequately casted

Location

Verticality

No voids

1m diameter

20m Depth

500 g water proof cement per 50 kg cement bag

Cement ratio 400kg/m3

Compliance with drawing and specification

Compliance with EIA

Indicator: Time is respected

- 5 hours

Observation

410 | P a g e

R T C M B 4 0 1 - METAL BRIDGE CONSTRUCTION

RTCMB401 Perform metal bridge construction


Credits: 9 90




Purpose statement


required to perform metal bridge construction

411 | P a g e


Not applicable







1. Excavate for foundation

1.1. Proper preparation of materials, tools, equipment and workplace with respect to the type of work

1.2. Adequate setting out of foundation according to the design requirement.

1.3. Proper installation of ground support in accordance with work requirement

1.4. Convenient excavation in accordance with foundation design

2. Construct foundation. 2.1. Proper preparation of materials, tools, equipment and workplace with respect to the type of work

2.2. Proper making of framework in accordance with job requirement

2.3. Proper casting of concrete in accordance with specifications

2.4. Proper construction of abutment as per work specifications.

2.5. Convenient execution of backfilling in accordance with specifications

2.6. Correct cleaning of tools, equipment and workplace as per the environment impact assessment.

3. Construct bridge superstructure 3.1. Materials, tools, equipment and workplace with respect to the type of work

3.2. Correct preparation of structure members in accordance with bridge design

3.3. Proper fixing of bridge beams in accordance with bridge design

3.4. Adequate fixing of bridge truss as per specifications 3.5. Proper fixing of bridge slab as per specification

412 | P a g e

LU 1:Excavate for foundation

1

Learning Outcomes:

1 Prepare materials, tools, equipment and workplace 2 Set out foundation 3 Excavate for foundation 4 Install ground support

30 Hours

Learning Outcome 1.1:Prepare materials ,tools, equipment and workplace

Identification of metal bridge foundation elements

Pile Pier Abutment Pile cap

Materials used in excavation of metal bridge foundation Water Caisson/formwork

Equipment used in excavation of foundation

Types of tools

Preparation of workplace steps: Demarcation of work

area Addressing of

obstacles Positioning signs for

safety measures Site installation

o Brain storming on selection of tools ,equipment


o Site visit on metal bridge foundation

Demonstration by video on

metal bridge foundation

- Book - Notebook - Pen - Workshop - Whiteboard/ Black board - Marker pen - Chalks - water - Projector - Computer - Warning tape - Jack hummer - Tape measure - Excavator machine - Compactor machine - Backhoe - Wheel loader - Pickaxe - Hoe - Fork hoe - Hummer - Spade - Topographic levels - Pang


413 | P a g e

- Axes - Fuel - Lubricant - Caisson/formwork





Written Evidence

Performance

Evidence

Proposed Activities: Sentence completion Matching Multiple choice question Observation checklist

Checklist Score

Yes No

Pile

Pier

Abutment

Caisson/formwork


Compactor

Wheel loader

Cutting tools


Site installation

Observation



the type of work

414 | P a g e

Learning Outcome 1.2:Set out foundation





Fixing of the pegs


o Practical exercises on foundation drawing


- Book - Notebook - Pen - Whiteboard/ Black

board - Marker pen - Chalks - Projector - Computer - Foundation drawing - Building line - Tape measure - Pegs





Performance

Evidence



Adequate setting out of foundationaccording to the design requirement.


415 | P a g e

Checklist Score

Yes No

Elevation data

Measurements

Right angles

Profile positioned

Pegs

Building line

Learning Outcome 1.3: Excavate for foundation




o Group discussion on depth of foundation base

o Site visit on mechanical excavation

- Book - Notebook - Pen - Workshop - Whiteboard/ Black board - Marker pen - Chalks - Projector - Computer - Warning tape - Jack hummer - Boring machine - Tape measure - Excavator machine - Compactor machine - Backhoe - Wheel loader - Pickaxe - Hoe - Fork hoe - Hummer - Spade - Topographic levels - Pang - Axes



416 | P a g e




Written Evidence

Sentence completion Matching Multiple choice question Essay Matching Exercises True or false questioning

Checklist Score

Yes No

Manual

Mechanical

Measurement

Positioning

Observation








- Books - Notebook - Pen - Workshop - Whiteboard/ Black board - Marker pen - Chalks - Projector - Computer - Video aids




417 | P a g e

- Timber - Hummer - Nails - Caisson/formwork - Waterproof membrane





Product Evidence


Checklist Score

Yes No

Support fixed

Soil not sliding

Observation



418 | P a g e

LU 2:Construct for foundation

2

Learning Outcomes:

1. Prepare materials ,tools, equipment and workplace 2. Make form work 3. Make framework 4. Cast concrete 5. Construct abutment 6. Execute backfilling 7. Clean tools, equipment and workplace

30 Hours


Materials used in construction of concrete bridge foundation Cement Aggregates Water Additives Steel bars wires Stones

Equipment used in construction of concrete bridge foundation

Tools used in construction of metal bridge foundation

Preparation of workplace steps: Positioning signs for

safety measures Demarcation of work

area




o Demonstration by video on metal bridge foundation

- Book - Notebook - Pen - Workshop - Whiteboard/ Black board - Marker pen - Chalks - Projector - Computer - Hummer - Spade - Levels - Fuel - Lubricant - Warning tape - Caisson/formwork - Steel bars - Timbers - Sand - Aggregates - Cement - Stones


419 | P a g e

Clearance of work area Site installation

- Building line - Steel wire - Concrete additives - Steel bender - Straightening machines - Tape measure - Steel ruler - Verniercaliper - Vice - Pliers - Pincers - Hacksaw - Cutting machine - Grinding machine - Cutting disc





Written Evidence



Checklist Score

Yes No

Water

Additives

Steel bars

wires

Stones

Cutting disc

Cutting machine

Concrete mixer

Cutting tools

Measuring tools




the type of work

420 | P a g e

Obstacles removed

Site installation

Observation

Learning Outcome 2.2:Make form work

Setting out of form work Measurement Checking angle

Shuttering assembling Measurement Adjustment Supporting

Techniques of fixing Pranks/boards


o Site visit on shuttering assembling

o Practical exercise on making form work


board - Marker pen - Chalks - Screw - Nails - Timber - hummer - Square - Tape measure - Saw - Glue





Product Evidence




Proper making of framework in accordance with job requirement


421 | P a g e

Checklist Score

Yes No

Position

Manual cutting

Mechanical cutting

Hooks

Overlap



Observation

Learning Outcome 2.3 Make framework





reinforcements

Practical exercise on framework making




machines - Tape measure - Steel ruler - Vernier caliper - Vice - Pliers - Pincers - Hacksaw - Cutting machine - Grinding

machine


422 | P a g e

- Cutting disc







Checklist Score

Yes No

Concrete batching

homogeneity

No segregation

No bleeding

No Laitance

Observation



423 | P a g e

Learning Outcome 2.4Cast concrete



Concrete vibration









board - Marker pen - Chalks - Projector - Computer - Video aids - Cement - Aggregates - Water repellent

cement - Concrete vibrator - Wheelbarrow - Spade - Concrete mixer - Concrete plant - Concrete mixing











424 | P a g e

Checklist Score

Yes No

Dimensions

Position

Shape of walls

Material types

Observation

Learning Outcome 2.5Construct abutment









board - Marker pen - Chalks - Projector - Computer - Video aids - Cement - Aggregates - Water - Stones - Concrete mixer - Timber - steel bars - Steel wires





425 | P a g e




Product evidence Performance evidence


Checklist Score

Yes No

Cleaning of base




Observation

Learning Outcome 2.6 Clean tools, equipment and workplace


Storing tools and equipment procedures:

Selection of area for storing tools and equipment


Divide tools and equipment Discard unused tools and

equipment





board - Marker pen - Chalks - Projector - Computer - Video aids - Water container - Metal brush - Oil - Basin



426 | P a g e




Product evidence


Checklist Score

Yes No


No dust

Observation



impact assessment.

427 | P a g e

LU 3:Construct bridge superstructures

3

Learning Outcomes:

1. Prepare materials, tools, equipment and workplace 2. Apply basic maintenance of equipment and tools 3. fix bridge beams 4. Fix bridge truss 5. fix bridge slab

30 Hours


Materials used in construction of metal bridge superstructure Steel Bolts Nuts Cutting disc Welding rod

Equipments used in construction of metal bridge superstructure Lifting equipments Cutting equipment Surveying instruments Welding machines

Types of tools Measurement tools Cutting tools Welding tools Drilling tools Holding tools

Identification of steel section T section L section I section C section


Group discussion on materials used in construction of metal bridge superstructure

o Practical exercise on preparation of workplace steps


board - Marker pen - Chalks - Hummer - Surveying

instruments - Warning tape - Steel - Building line - Straightening

machines - Tape measure - Steel ruler - Welding rod - Vice - Pliers - Pincers - Bolts - washer


428 | P a g e

Box section Steel panels

Preparation of workplace steps: Positioning signs for safety

measures Demarcation of work area Clearance of work area Site installation

- Nuts - Rivet - Rivet gun - Gas cylinder - Lifting machine - Cutting machine - Grinding machine - Cutting disc - Tirfor





Product Evidence



Checklist Score

Yes No

Structure members

Surveying instrument

Measurement tools

Cutting machine

Lift crane

Bolts

Nuts

Rivets




Site installation

Cutting disc



the type of work

429 | P a g e

Welding rod

Observation

Learning Outcome 3.2 : Prepare structure members


Methods of jointing steel members

With welding Cylinder welding Electrical welding With bolts

o Group discussions on Preparation of structure members

o Practical exercise on jointing methods

o Demonstration by video on Preparation of structure members

- Books - Notebooks - Pens - Workshop - Whiteboard/ Black

board - Marker pen - Chalks - Projector - Computer - Video aids - Steel panels - Driller machine - Diestock - Cutting machine - Welding cylinder - Welding rod





Performance

evidence



Correct preparation of structure members in accordance with bridge design


430 | P a g e

Checklist Score

Yes No

Dimensioning

Section

Verification

Jointing methods

Observation

Learning Outcome 3.3: Fix bridge beams

Types of beams Floor beam Stringers

Procedures of fixing a metal beam Fixing of bridge bearing Cutting steel Drilling steel Lifting beam Fixing beam

o Practical exercises on beam fixing

o Demonstration by video on fixing bridge beam

- Steel - Straightenin

g machines - Tape

measure - Steel ruler - Vice - Pliers - Bolts - Driller

machine - Cutting

machine - Grinding

machine - Cutting disc - Welding

cylinder - Welding rod - Diestock



Proper fixing of bridge beams in accordance with bridge


431 | P a g e




Product Evidence



Checklist Score

Yes No

Lifting beam methods

Floor beam position

Stringers position

Fixing of bridge bearing

Steel beams joints with bolts

Observation

Learning Outcome 3.4.Fix bridge truss

Assembling of truss Fixing braces Vertical Braces Diagonal braces

Positioning of truss

o Practical exercises on fixing of bridge truss

o Demonstration by video on how to fix bridge truss.

o Site visit on fixing bridge truss

- Notebooks - Pens - Workshop - Whiteboard/

Black board - Marker pen - Chalks - Computer - Projector - Steel - Straightening

machines - Tape measure - Steel ruler - Vice - Pliers - Bolts - Driller machine


432 | P a g e

- Cutting machine - Grinding machine - Lift crane - Cutting disc





Product Evidence



Checklist Score

Yes No

Fixing with bolts/rivet/weld

Vertical Braces

Diagonal braces

Positioning of truss

Observation


Adequate fixing of bridge truss as per specifications

433 | P a g e

Learning Outcome 3.5: Fix bridge slab

Procedures of fixing a metal slab deck Cutting steel panels Drilling steel panels Fixing with bolts Fixing with rivet Fixing with welding

o Practical exercises on cutting and drilling

o Demonstration by video on bridge fixing slab

- Steel - Straightening

machines - Tape measure - Steel ruler - Vice - Pliers - Bolts - Driller

machine - Cutting

machine - Grinding

machine - Cutting disc






Checklist Score

Yes No

Cutting steel panels

Drilling steel panels

Fixing with bolts/ rivet/welding

Observation

Reference books:


Proper fixing of bridge slab as per specifications


434 | P a g e

R C T S B 4 0 1 - SUSPENDED BRIDGE CONSTRUCTION

RCTSB401 Perform suspended bridge construction


Credits: 9 90


Sub-sector: Bridge construction


Purpose statement


required to perform suspended bridge construction

435 | P a g e


Not applicable







1. Excavate for foundation

1.1 Proper preparation of materials ,tools, equipment and workplace with respect to the type of work

1.2 Adequate setting out of foundation according to the design requirement.

1.3 Proper installation of ground support in accordance with work requirement

1.4 Convenient excavation in accordance with foundation design

2. Construct foundation. 2.1 Proper preparation of materials ,tools, equipment and workplace with respect to the type of work

2.2 Proper making of framework in accordance with job requirement

2.3 Proper casting of concrete in accordance with specifications 2.4 Proper construction of abutment as per work specifications. 2.5 Convenient execution of backfilling in accordance with

specifications 2.6 Correct cleaning of tools, equipment and workplace as per

the environment impact assessment.

3. Construct bridge towers 3.1 Proper preparation of materials ,tools, equipment and workplace with respect to the type of work

3.2 Correct preparation the structure member in accordance with bridge design

3.3 Proper erection of tower in accordance with bridge design

4. Construct bridge deck 4.1 Proper preparation of materials ,tools, equipment and workplace with respect to the type of work

4.2 Proper fixing of cables according to bridge design 4.3 Proper fixing of slab parts in accordance with bridge design

436 | P a g e

LU 1:Excavate for foundation

1

Learning Outcomes:

1. Prepare materials, tools, equipment and workplace 2. Set out foundation Describe the parts of embroidery machine 3. Excavate for foundation 4. Installer ground support

20 Hours

Learning Outcome1.1Prepare materials ,tools, equipment and workplace

Identification of suspended bridge foundation elements

Pile Pier Abutment Pile cap

Selection of Materials used in excavation of concrete bridge foundation Caisson/formwork Pegs Building lines Nails

Types of equipment Excavators machines Compaction

machines

Types of tools Cutting tools Excavation tools

Preparation of workplace steps:

o Brain storming on selection of tools ,equipment


o Site visit on metal bridge foundation

Demonstration by video on metal

bridge foundation

- Book - Notebook - Pen - Workshop - Whiteboard/ Black board - Marker pen - Chalks - Projector - Computer - Warning tape - Jack hummer - Tape measure - Excavator machine - Compactor machine - Wheel loader - dumper - Backhoe - Wheel loader - Pickaxe - Hoe - Fork hoe - Hummer - Spade - Topographic levels


437 | P a g e


Addressing of obstacles


Site installation

- Pang - Axes - Fuel - Lubricant - Caisson/formwork





Written Evidence



Checklist Score

Yes No

Pile

Pier

Abutment

Caisson/formwork


Compactor

Wheel loader

Cutting tools


Observation


Proper preparation of materials, tools, equipment and workplace with respect to the type of work

438 | P a g e

Learning Outcome 1.2: Set out foundation




Fixing of the pegs




- Book - Notebook - Pen - Whiteboard/ Black

board - Marker pen - Chalks - Projector - Computer - Foundation drawing - Building line - Tape measure - Pegs







Checklist Score

Yes No

Elevation data

Measurements

Right angles

Profile positioned

Pegs

Building line

Observation


Adequate setting out of foundation according to the design requirement.


439 | P a g e

Learning Outcome 1.3: Excavate for foundation




o Site visit on excavation for suspended bridge foundation

- Book - Notebook - Pen - Workshop - Whiteboard/ Black board - Marker pen - Chalks - Projector - Computer - Warning tape - Jack hummer - Boring machine - Tape measure - Excavator machine - Compactor machine - Backhoe - Wheel loader - Pickaxe - Hoe - Fork hoe - Hummer - Spade - Topographic levels - Pang - Axes





Product Evidence





440 | P a g e

Checklist Score

Yes No

Support fixed

Soil not sliding

Observation

Learning Outcome 1.4: Installer ground support







- Books - Notebook - Pen - Workshop - Whiteboard/ Black board - Marker pen - Chalks - Projector - Computer - Video aids - Timber - Hummer - Nails - Caisson/formwork - Waterproof membrane







441 | P a g e


Written Evidence

Sentence completion Matching Multiple choice question Essay Matching Exercises True or false questioning Sentence completion

Checklist Score

Yes No

Manual

Mechanical

Measurement

Positioning

Observation

442 | P a g e

LU 2:Construct foundation

2

Learning Outcomes:

1. Prepare materials, tools, equipment and workplace 2. Make form work 3. Make framework 4. Cast concrete 5. Construct abutment 6. Execute backfilling 7. Clean tools, equipment and workplace

30 Hours

Learning Outcome 2.1Prepare materials ,tools, equipment and workplace

Selection of Materials used in construction of concrete bridge foundation Cement Sand Aggregates Water Additives Steel bars wires Stones

Selection of equipment Excavation machines Compaction machines

Selection of tools Measurement tools Cutting tools Topographic

instruments






- Book - Notebook - Pen - Workshop - Whiteboard/ Black board - Marker pen - Chalks - Projector - Computer - Hummer - Spade - Levels - Fuel - Lubricant - Warning tape - Caisson/formwork - Steel bars - Timbers - Sand - Aggregates - Cement - Stones - Building line


443 | P a g e


area Clearance of work area Site installation

- Steel wire - Concrete additives - Steel bender - Straightening machines - Tape measure - Steel ruler - Verniercaliper - Vice - Pliers - Pincers - Hacksaw - Cutting machine - Grinding machine - Cutting disc





Written Evidence



Checklist Score

Yes No

Sand

Aggregates

Water

Additives

Steel bars

Wires

Stones

Cutting disc

Cutting machine



444 | P a g e

Concrete mixer

Cutting tools

Measuring tools


Obstacles removed

Site installation

Observation

Learning Outcome 2.2 Make form work

Setting out of form work

Shuttering assembling Measurement Adjustment Supporting

Techniques of fixing Pranks/boards


o Site visit on shuttering assembling

o Practical exercise on making form work


board - Marker pen - Chalks - Screw - Nails - Timber - hummer - Square - Tape measure - Saw - Glue





Proper making of framework in accordance with job requirement


445 | P a g e


Product Evidence



Checklist Score

Yes No

Position

Manual cutting

Mechanical cutting

Hooks

Overlap



Observation

Learning Outcome 2.3: Make framework





reinforcements

Practical exercise on framework making




machines - Tape measure - Steel ruler


446 | P a g e

- Vernier caliper - Vice - Pliers - Pincers - Hacksaw - Cutting machine - Grinding

machine - Cutting disc







Checklist Score

Yes No

Concrete batching

Homogeneity

No segregation

No bleeding

No Laitance

Observation



447 | P a g e




Concrete vibration










cement - Concrete









448 | P a g e




Checklist Score

Yes No

Dimensions

Position

Shape of walls

Material types

Observation

Learning Outcome 2.5 Construct abutment









Black board - Marker pen - Chalks - Projector - Computer - Video aids - Cement - Sand - Aggregates - Water - Stones - Concrete mixer - Bucket - Cover - Timber - steel bars - Steel wires


449 | P a g e







Checklist Score

Yes No




Observation

Learning Outcome 2.6: Execute backfilling

Backfilling steps: Cleaning of base Laying filling materials Curing of soil ( layer by

layer) Compaction of soil (layer by

layer)

o Brainstorming on backfilling o Demonstration by video on

backfilling execution o Site visit on backfilling

execution


Black board - Marker pen - Chalks - Projector - Computer - Video aids - Spade




450 | P a g e

- Wheelbarrow - Tape measure - Dumper - Wheel loader - Grader - Compactors - Water tank - Sprinkler





Correct cleaning of

tools, equipment

and workplace as

per the

environment impact

assessment.


Checklist Score

Yes No

No dust

Not wet


No dust

Observation



impact assessment.

451 | P a g e

Learning Outcome 2.7 Clean tools, equipment and workplace


Storing tools and equipment procedures:

Selection of area for storing tools and equipment


Divide tools and equipment Discard unused tools and

equipment












452 | P a g e

Checklist Score

Yes No

Observation

453 | P a g e

LU 3:Construct bridge towers

3

Learning Outcomes:

1. Prepare materials, tools, equipment and workplace 2. Prepare structure 3. Erect bridge towers

15 Hours


Materials used in construction of suspended bridge tower Fuel Lubricants Structure members Bolts Nuts Rivet Cutting disc

Equipment used in construction of suspended bridge tower Lift crane Cutting machine

Tools used in construction of suspended bridge tower Cutting tools Measurement tools Leveling instruments

Preparation of workplace steps: Positioning signs for safety

measures Demarcation of work area Clearance of work area Site installation





board - Marker pen - Chalks - Hummer - Square - Topographic Levels - Fuel - Lubricant - Warning tape - T section - L section - I section - C section - Box section - Steel panels - Building line - Straightening

machines - Tape measure


454 | P a g e

- Steel ruler - Vice - Pliers - Pincers - Cutting machine - Grinding machine - Cutting disc





Product Evidence



Checklist Score

Yes No

Structure members

Levering instrument

Measurement tools

Cutting machine

Lift crane

Bolts




Site installation

Nuts

Cutting disc

Cylinder welding

Electrical welding

Views

Section

Verification



455 | P a g e

Observation

Learning Outcome 3.2 Prepare structure


Types of welding of steel joints Cylinder welding Electrical welding

Preparation of structure members Cut Drill Weld

o Group discussions on preparation of structure members

o Practical exercise on steel welding

o Demonstration by video on Preparation of structure members


board - Marker pen - Chalks - Projector - Computer - Video aids - T section - L section - I section - C section - Box section - Steel panels - Welding machine - Driller machine - Cutting machine - Cylinder gaz - Oxygen - Welding rod - PPE





Correct preparation of structure member in accordance with bridge design


456 | P a g e




Checklist Score

Yes No

Dimensioning

Views

Section

Verification

Cut

Drill

Weld

Observation

Learning Outcome 3.3.Erect bridge towers

-

Types of tower Metal towers Concrete towers

Procedures of erecting towers Assembling Erection of tower

o Practical exercises on assembling of tower

o Demonstration by video on bridge tower erection

- Video aid - Fuel - Lubricant - Steel - Straightening

machines - Tape measure - Steel ruler - Vice - Pliers - Bolts - Driller

machine - Cutting

machine - Grinding

machine


457 | P a g e

- Cutting disc Cylinder gas

- Oxygen - Welding rod - PPE





Product Evidence



Checklist Score

Yes No

Metal tower

Concrete towers

Assembling

Erection of tower

Observation


Proper erection of tower in accordance with bridge design

458 | P a g e

LU 4:Construct bridge deck

4

Learning Outcomes:

1. Prepare materials, tools, equipment and workplace Develop the 2. Fix cables 3. Fix slab parts

25 Hours

Learning Outcome 4.1:Prepare materials ,tools, equipment and workplace

Materials used in construction of suspended bridge. Fuel Lubricants Steel Bolts Nuts Rivet Cutting disc Cables Timber Aggregates Bitumen Cement Water sand

Equipments used in construction of Suspended bridge

Lift crane Cutting machine Tirfor

Types of tools



o Practical exercise on preparation of workplace steps

- Book - Notebook - Pen - Workshop - Whiteboard/ Black board - Marker pen - Chalks - Hummer - Topographic Levels - Fuel - Lubricant - Warning tape - Steel - Building line - Straightening machines - Tape measure - Steel ruler - Vice - Pliers - Pincers - Cutting machine - Grinding machine - Cutting disc - Tirfor


459 | P a g e

Measurement tools Topographic

equipments Cutting tools



area Clearance of work area Site installation

- Lift crane





Product Evidence



Checklist Score

Yes No

Steel

Bolt

Rivet

Nuts

Cutting disc

Cables

Timber

Aggregates

Bitumen

Cement

Sand



460 | P a g e

Water

Lift crane

Tirfor

Cutting machine

Measurement tools

Topographic Equipment

Cutting tools



Site installation

Observation

Learning Outcome 4.2: Fix cables


Identification of cables Main cables Suspenders

Procedures of fixing cables Construct mass of

anchorage Fixing of cables under

tension

o Group discussions on fixing cables

o Practical exercise on fixing cables

o Demonstration by video on fixing cables


board - Marker pen - Chalks - Projector - Computer - Video aids - section - L section - I section - C section - Box section - Steel panels - Tirfor


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Product evidence


Checklist Score

Yes No

Dimensioning

Views

Section

Verification

Main cables

Suspenders

Construct of mass anchorage

Fixing of cable under tension

Observation


Proper fixing of cables according to bridge design

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Learning Outcome 4.3: Fix slab parts

Types of slabs Timber slab Metal slab Concrete slab Asphalt slab

Types of beams Floor beam Stringers

Procedures of fixing a metal beam Fixing of bridge

bearing Cutting steel Drilling steel Fixing

o Practical exercises on fixing of slab parts

o Demonstration by video on bridge slab fixing

o Site visit on bridge fixing parts.

- Fuel - Lubricant - Steel - Straightening machines - Tape measure - Steel ruler - Vice - Pliers - Bolts - Driller machine - Cutting machine - Grinding machine - Cutting disc





Product Evidence




Proper fixing of slab parts in accordance with bridge design


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Checklist Score

Yes No

Storage of tools

Cleanness of tools and equipment

Storage of equipment

Observation

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CHC Company had signed contract with RDB to build a suspended bridge of 100m of span with 2m width in Nyungwe national park, as a bridge technician from the contracted company, you are requested to perform a task of erection of towers and fixing of main cables within 8 hours. Given that:

i. All materials tools and equipment are available on site

ii. Foundation has been finished.

iii. Bridge towers must be done in metal

iv. Detailed drawings are provided.

v. Size of anchorage is 1x2x3m in concrete

vi. Fixing of cables must be under tension

vii. Clearance is a master

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Checklist Score

Yes No

Indicator: Tools, equipment , materials and workplace are properly prepared

Steel

Cables

Tirfor

Cutting machine

Cutting disc

Grinding machine

Timbers

Cement

Aggregates

Water

Lift crane

Hummer

Tape measure

Helmet

Gloves

Safety shoes

Indicator: Work place is properly prepared

Non obstacles

Sign post

Indicator: Bridge towers are well fixed

Dimensions

Tension

Observation

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Checklist Score

Yes No

Indicator: Model is producedBridge main cables are well done

Tension of main

Size of anchorage (1x2x3m)

Cables under tension

Span is 100m

Work place is cleaned

Indicator: Model is producedBridge main cables are well done

8 hours

Observation

GLOSSARY

Assessment: A process of gathering and judging

evidence in order to decide whether a person

has attained a standard of performance.

Assessment criteria: Statements which describe

performances and place them in context with

sufficient precision to allow valid and reliable

assessment.

Best practice: Management practices and work

processes that lead to outstanding or top-class

performance and provide examples for others.

Competency standard: An industry-determined

specification of performance which sets out the

skills, knowledge and attitudes required to

operate effectively in employment.

Competency standards are made up of units of

competency, which are themselves made up of

elements of competency, together with

performance criteria, a range of variables, and

an evidence guide.

Competency: means the ability to apply

knowledge, skills and personal, social and

methodological skills in the workplace or

during learning, as well as in personal and

professional development. This ability or

capacity is acquired through leaning, exposure

to the tasks and series of training allowing one

to perform specific task autonomously. Reason

why in the context of the CBE Framework

competencies are described as responsibility

and independence.

Competency-based assessment (or CBA): The

gathering and judging of evidence in order to

decide whether a person has achieved a

standard of competency.

Complementary competencies: Set of

knowledge, skills and attitudes which are not

directly linked to a specific occupation or

industry, but which are important for work,

education and life in general, such as

communication, mathematics, organizational

aptitude, and computer literacy, interpersonal

and analytical competency.

Core modules: Modules leading to

competencies’ acquisition that an industry

sector has agreed upon as essential for a person

to be accepted as competent at a particular

level. All modules may be core, but in many

cases competency at a level will involve core

modules plus optional or specialization

modules. Core competencies are normally

those central to work in a particular industry.

Credential: Formal certification issued for

successful achievement of a defined set of

outcomes, e.g. successful completion of a

course in recognition of having achieved

particular knowledge, skills or competencies;

successful completion of an apprenticeship or

traineeship.

Credit: The acknowledgement that a person has

satisfied the requirements of a module.

Curriculum: The specifications for a course or

subject (module) which describe all the learning

experiences a learner undergoes, generally

including objectives, content, intended learning

outcomes, teaching methodology,

recommended or prescribed assessment tasks,

assessment exemplars, etc.

Evidence guide: The part of a competency

standard which provides a guide to the

interpretation and assessment of the unit of

competency, including the aspects which need

to be emphasized in assessment, relationships

to other units, and the required evidence of

competency.

Flexible delivery: A range of approaches to

providing education and training, giving

learners greater choice of when, where and

how they learn. Flexible delivery may involve

distance education, mixed-mode delivery,

online education, self-paced learning, self-

directed learning, etc.

Formal education: Also formal training

education or training provided in educational

institutions such as schools, universities,

colleges, etc. or off the job in a workplace,

usually involving direction from a teacher or

instructor.

General competencies: competencies

correspond to larger operations that go beyond

the tasks, but generally contribute to their

implementation. These activities require more

fundamental learning and are generally

common to several tasks and transferable to

many work situations.

Generic modules: Modules leading to the

attainment of complementary competencies.

Informal education: The acquisition of

knowledge and skills through experience,

reading, social contact, etc.

Internship: An opportunity for a learner to

integrate career related experience by

participating in planned, supervised work.

Key competencies: Any of several generic skills

or competencies considered essential for

people to participate effectively in the

workforce. Key competencies apply to work

generally, rather than being specific to work in a

particular occupation or industry. The following

are key areas of competency which were

developed into seven key competencies:

collecting, analyzing and organizing

information; communicating ideas and

information; planning and organizing activities;

working with others and in teams; using

mathematical ideas and techniques; solving

problems; and using technology.

Knowledge: means the result of the adoption

of information through the learning process.

Knowledge is a set of facts, principles, theories

and practices related to area of work or study.

In CBE context lifelong learning knowledge is

described as theoretical and / or factual.

Learning outcomes: are statements of what

learner knows, understands and can perform,

based on the completion of the learning

process, defined by knowledge, skill and

competency.

Learning activities: Suggested activities that

can be developed during lesson planning and

activity preparation. The choice of learning

activities must be tailored according to group

size, available material resources and

communication tools.

Learning hours: Amount of hours required to

acquire the competency, including the time

allocated to evaluation, which is estimated

between 5 and 10% of the total learning time of

the competency.

Learning outcomes: Statements that indicate

what learners will know or be able to do as a

result of a learning activity. Learning outcomes

are usually expressed as knowledge, skills, or

attitudes.

Learning unit: Any of the basic building blocks

of a module, which describes the key activities

or the elements of the work covered by the

module

Module: A unit of training which corresponds to

one competency and which can be completed

on its own or linked to others.

Occupation: The principal business of one’s life.

Performance criteria The part of a competency

standard specifying the required level of

performance in terms of a set of outcomes

which need to be achieved in order to be

deemed competent. It describes the quality

requirements of the result obtained in labor

performance.

Qualification: means the formal name for the

result of a process of assessment and

validation, which is obtained when a competent

body determines that an individual has

achieved learning outcomes to the standards

laid down.

Quality assurance: The systems and procedures

designed and implemented by an organization

to ensure that its products and services are of a

consistent standard and are being continuously

improved.

Recognition of prior learning (or RPL): The

acknowledgement of a person’s skills and

knowledge acquired through previous training,

work or life experience, which may be used to

grant status or credit in a subject or module.

Skills: are the ability to apply knowledge and

use the principle of “know how” to perform a

specific task and to solve the problem. In

the context of the CBE Framework, skills are

defined as cognitive (involving the use of logical,

intuitive and creative thinking), practical

(including physical skill and use of methods,

materials, devices and instruments) and social

skills (communication and cooperation skills,

emotional intelligence and other).

Specific competencies: Competencies that are

directly related to the tasks of the occupation in

the workplace context. They refer to concrete,

practical, and focused aspects

Traineeship: A system of vocational training

combining off-the-job training at an approved

training provider with on-the-job training and

practical work experience. Traineeships

generally take one to two years and are now a

part of the New Apprenticeships system.

Unit of competency: A component of a

competency standard. A unit of competency is a

statement of a key function or role in a

particular job or occupation. See also element

of competency, performance criteria, range of

variables.

WORKFORCE DEVELOPMENT AUTHORITY – WDA P. O. BOX 2707 Kigali Rwanda T +250 255113365 F +250 255113365 E [email protected] I www.wda.gov.rw

Workforce Development Authority

Empowering people with employable skills and entrepreneurship capacity

Documents

TVET CERTIFICATE IV in ROAD CONSTRUCTION · Table of Contents iii List of abbreviations vii Acknowledgments viii 1. GENERAL INTRODUCTION ix 2. QUALIFICATION DETAILS x 2.1 Description