5 TVET CERTIFICATE V in PLUMBING CODE CSTPLB5001 Kigali December, 2014
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5
TVET CERTIFICATE V in
PLUMBING
CODE
CSTPLB5001
Kigali December, 2014
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CSTPLB5001-TVET CERTIFICATE V
Plumbing
REQF Level 5 CURRICULUM
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© Workforce Development Authority, 2014
Copies available from:
Workforce Development Authority (WDA)
P. O. BOX 2707 Kigali
Tel: (+250) 255113365
Fax: (+250) 255113365
Email: [email protected]
Web: www.wda.gov.rw
Original published version updated:
December, 2014
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Copyright
The Competent Development Body of this Curriculum is © Workforce Development Authority
(WDA). Reproduced with permission.
The following copyright warning applies to the material from the Training Package:
All rights reserved. This work has been produced initially with WDA. This work is copyright, but
permission is given to trainers and teachers to make copies by photocopying or other
duplicating processes for use with their own training organizations or in a workplace where the
training is being conducted. This permission does not extend to the making of copies for use
outside the immediate training environment for which they are made, nor the making of copies
for hire or resale to third parties. The views expressed in this version of the work do not
necessarily represent the views of WDA. The competent Body does not give warranty nor
accept any liability.
The WDA owns the copyright on all Curricula. Schools may reproduce this program in part or in
full for bona fide study or classroom purposes only. Acknowledgement of the WDA copyright
must be included on any reproductions. Learners may copy reasonable portions of the
curriculum for the purpose of study. Any other use of this curriculum must be referred to
theWDA. Ph: (+250) 255113365; fax: (+250) 255113365.
© Workforce Development Authority (WDA) 2016
Published by
Workforce Development Authority (WDA)
P. O. BOX 2707 Kigali
Tel: (+250) 255113365
Internet: http:// www.wda.gov.rw
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Table of Contents
C o p y r i g h t i i
T a b l e o f C o n t e n t s i i i
L i s t o f a b b r e v i a t i o n s v i i
A c k n o w l e d g m e n t s v i i i
1 . G E N E R A L I N T R O D U C T I O N 1
2 . Q U A L I F I C A T I O N D E T A I L S 2
2.1 Description 2
2.2 Minimum entry requirements 2
2.3 Information about pathways 1
2.4 Job related information 1
2.5 Employability skills and life skills 1
2.6 Information about competencies 3
3 . T R A I N I N G P A C K A G E 4
3.1 Course structure 4
3.2Competencies chart 4
3.4 Flowchart 6
4 . A S S E S S M E N T G U I D E L I N E S 7
4.1 Assessment Methodology 7
4.2 Portfolio 7
C C M O L 0 0 1 - O C C U P A T I O N A N D L E A R N I N G P R O C E S S 1 1
LU 1: Participate as part of a team and respect the rules of the training environment 13
LU 2:Explain the occupation and learning process 16
LU 3: Respect the facilitation and apply learning methods 19
LU 4: Develop personal plans based on self-assessment practices 22
C C M M S 5 0 1 - M O N I T O R I N G O F O C C U P A T I O N A L S H E A T W O R K P L A C E 2 8
LU 1: Conduct OSH (occupational safety and health) monitoring 30
LU 2:Collect and analyze Occupational health, safety incidents report 35
LU 3: Train all staff on occupational health and safety matters 41
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C C M U E 5 0 1 - U P P E R 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 4 7
LU 1: Communicate orally in social and professional situations with ease 50
LU 2:Read correctly a range of materials 55
LU 3: Listen to audio messages with different English accents to get the intended message 59
LU 4: Produce a variety of medium texts on professional and general topics 63
C C M K N 5 0 1 - I K I N Y A R W A N D A C Y ’ I N T Y O Z A 6 9
LU 1:Gukoresha ubuvanganzo nyandiko ashyikirana n’abandi 72
LU 2:Gukoresha Ikinyarwanda kiboneye agaragaza uburyo bunyuranye bwo gukemura amakimbirane
no gukoresha ibinyazina binyuranye. 82
LU 3:Gukangurira abandi akamaro k’isuku n’isukura no gukoresha ibinyazina binyuranye. 94
LU 4:Gukoresha Ikinyarwanda kiboneye agaragaza uburyo bunyuranye bwo gutunganya ubutaka no
gukoresha ibinyazina binyuranye 105
LU 5:Gukoresha neza uburyo bunyuranye bw ’ ubwumvane no kwandika yubahiriza imyandikire
y’Ikinyarwanda. 116
C C M S E 5 0 1 - W O R K I N G I N A S O C I A L L Y D I V E R S E E N V I R O N M E N T 1 2 7
LU 1: Communicate with customers and colleagues from diverse backgrounds 129
LU 2:Address cross-cultural misunderstandings 133
C C M I W 5 0 1 - I C T A T W O R K P L A C E 1 3 8
LU 1: Prepare document Layout 140
LU 2:Apply basic computer operations 145
LU 3: Manage data 151
C C M P E 5 0 1 - P R O F E S S I O N A L E T H I C S 1 5 8
LU 1:Apply human values 160
LU 2:Respect engineering ethics 166
LU 3:Apply safety 170
C C M B O 5 0 1 - B U S I N E S S O R G A N I S A T I O N 1 7 5
LU 1: Identify activities to be accomplished for real business operations 177
LU 2:Create a productive working environment 183
LU 3:Run real business operation 190
LU 4: Monitor and evaluate the business 196
C C M I A 5 0 1 - I N D U S T R I A L A T T A C H M E N T P R O G R A M ( I A P ) 2 0 1
LU 1: Demonstrate supervisory skills 203
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LU 2:Get briefed on industrial attachment program 209
LU 3: Develop one’s competences on the workplace 213
G N E G P 5 0 1 - G E N E R A L P H Y S I C S 2 1 7
LU 1: Sources of Energy in the world 220
LU 2:Motion in orbits 225
LU 3: Mobile phone and radio communication 230
LU 4: Climate change and Greenhouse effect. 235
LU 5: Earthquakes, Tsunami, floods landslides and cyclone 239
LU 6: Application of optical fibre in telecommunication systems 244
G E N A M 5 0 1 - M A T H E M A T I C S 2 5 1
LU 1: Apply fundamentals of trigonometry 255
U 3: Determine and analyze numerical functions 267
U 5: Apply natural logarithmic functions 278
U 6: Apply exponential functions 284
P L B B T 5 0 1 - B A S I C T O P O G R A P H Y 2 9 8
LU 1:Identify tools and instrument of survey 300
LU 2:Perform leveling 305
LU 3:Perform distance and angle measurements 312
P L B C E 5 0 1 - C O S T E S T I M A T I O N 3 2 0
PLBCE501 Est im ate t he cost 3 2 0
LU 1:Examine the work 322
LU 2:Determine required resources 327
LU 3:Calculate the cost estimation 332
P L B C G 5 0 1 - D E S I G N A N D C O M M U N I C A T I O N G R A P H I C S 3 4 0
PLBCG50 1 Per f orm Des ign and Comm uni cat i on Gr aphics 3 4 0
LU 1: Analyze the DCG work 342
LU 2: Perform Plane and Descriptive Geometry 347
LU 3: Perform Design Communication and Computer Graphics 355
P L B C P 5 0 1 - C H E M I S T R Y F O R P L U M B I N G 3 6 4
LU 1:Demonstrate knowledge of basic chemical concepts 366
LU 2:Define the key chemical properties applied in Plumbing 372
LU 3:Perform chemistry laboratory works 376
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P L B D W 5 0 1 - D R I N K I N G W A T E R T R E A T M E N T 3 8 3
LU 1: Identify drinking water quality 385
LU 2: Perform water treatment process 390
LU 3 Perform final testing of treated water 398
Summative Assessment 403
P L B F K 5 0 1 - F L U I D K N O W L E D G E 4 0 8
LU 1:Describe principles of hydrostatics 410
LU 2:Determine pipes size and fluid pressure 416
P L B S D 5 0 1 - S P R I N K L E R A N D W A T E R D E C O R A T I O N S Y S T E M S 4 2 8
LU 1: Prepare the work place 430
LU 2: Perform sprinkler systems 437
LU 3: Perform Water decoration system (Water Fountain) 441
Summative Assessment 446
P L B S I 5 0 1 - S W I M M I N G P O O L I N S T A L L A T I O N 4 5 0
LU 1:Prepare the workplace 452
LU 2:Perform swimming pool System 456
LU 3:Test the swimming pool installation 462
LU 4:Handover swimming pool installation 465
Summative Assessment 469
P L B W C 5 0 1 - W A T E R C A T C H M E N T 4 7 5
LU 1:Identify water sources 477
LU 2:Select tools, equipment and materials 482
LU 3:Execute water collection work 487
Summative Assessment 491
P L B W T 5 0 1 - W A S T E W A T E R T R E A T M E N T 4 9 6
LU 1:Identify wastewater treatment works 498
LU 2: Setting out of waste water piping system 504
LU 3:Carry out wastewater treatment 508
Summative Assessment 514
G L O S S A R Y a
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List of abbreviations
CM Complementary Modules
CDU Curriculum Development Unit
CSTPL Construction/ Plumbing
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 - WDA
Facilitators
UWIMANA Anselme – WDA
HATEGEKIMANA Gratien –WDA
Curriculum Development Team
# NAMES INSTITUTION /COMPANY
1 MUTSINDASHAYAKA J. Baptiste WASAC Ltd
2 TWAGIRIMANA Jean Claude UR/ maintenance
3 UMUGABEKAZI Yvette WASAC Ltd
4 NATETE Marie Ritha WASAC Ltd
5 KADAHEZA Christophe IPRC Kigali/TSS
6 NKUNDIMANA Donath FCT Ltd
7 MUSABYIMANA J. Baptiste PSC Ltd
8 NZEYIMANA Theogene BUTAMWA VTC
9 RUKUNDO Aime DENCO Ltd
10 HARERIMANA Benoit IPRC Kigali
11 KAGABO Eliandeli IPRC South
12 HARERIMANA Andre TGESCO Ltd
13 UWIMANA Pacific Saint Emmanuel School Complex
14 DUSENGUMUREMYI Marguerite Green Rock IWACU Ltd
15 NDAGIJIMANA Emmy KAVUMU TVET School
16 NKIRANUYE Bonaventure ULK Polytechnic
17 18 19 20 21 22 23 24 25
NSABABERA David MUSAFIRI Ernest MUSONI Jean Claude
MUSONI Jean Claude UWERA Marceline MUTAGANZWA Gilbert MATATA Jean Bosco GASIMBA François Xavier UWINEZA Patrice UMUGABEKAZI Yvette
Mars Construction Ltd IPRC NGOMA Nyabihu TVET School Nyabihu TVET School RALC Ecole Secondaire de Rukara College Ami des Enfants UR/College of Education NYAMATA TVET SCHOOL ADM-IBTC
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26 27 28 29 30 31
UWINEZA Patrick KAMBARI Vincent MUREGO Yves FURAHA INEZA Jean NGEZAHAYO Emmanuel NIYODUSENGA Patrick
ADECOR Rwanda GS St Marcel/Kayonza WDA Lycee de Gisenyi Rusumo High School Ecole des sciences de Nyanza
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1. GENERAL INTRODUCTION
The curriculum presents a coherent and significant set of competencies to
acquire to perform the occupation of Senior Plumber. It is designed with an
approach that takes into account the training needs, the work situation, as well
as the goals and the means to implement training.
The modules of the curriculum include a description of the expected results at the end of
training. They have a direct influence on the choice of the theoretical and practical learning
activities. The competencies are the targets of training: the acquisition of each is required for
certification.
The curriculum is the reference to carry out the assessment of learning. Assessment tools of
learning are developed on the basis of this document.
The curriculum consists of three parts. The first part is of general interest and shows the nature
and goals of a program and the key concepts and definitions used in the document. The second
part presents the qualification, its level in the qualification framework, its purpose, its rationale
and the list of modules it comprises. The third part deals with the training package. It includes
the competencies chart, the sequencing of module learning, the description of each module
and the course structure.
The pages describing the modules are the heart of a curriculum. They present the title of the
module, the length of training, the amount of credits, the context in which the competency is
performed, the prerequisite competencies, the learning units and the performance criteria.
In each module, a course structure is provided. The course structure describes the learning
outcomes (knowledge, skills and attitude) and the learning contents related to each learning
unit. Also, the learning activities and resources for learning are suggested.
Finally, the assessment specifications and guidelines are included in each module.
Section
1
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Section
2
2. QUALIFICATION DETAILS
2.1 Description
This qualification provides the skills,
knowledge and attitudes for a learner to be
competent in tasks and activities that
require the application of practical skills in a
defined context. Work would be
undertaken in various construction
Sector/industries where where Perform
swimming pool installation, Install sprinkler
and decoration systems, Perform sheet
metal works, Perform Water Treatment,
Perform Waste Water Treatment , Perform
Water Catchment , Perform basic
topography, Elaborate Working Plan and
Schedule, Apply costing and Estimation,
Perform Design and Communication
Graphics are carried out.
Learners may work with minimum
supervision.
At the end of this qualification, qualified
learners will be able to:
Apply mathematics
Describe the occupation and learning
process
Monitor occupational SHE at workplace
Maintain professional conversation in
upper-intermediate English
Gukoresha ikinyarwanda cy’intyoza
Work in a socially diverse environment
Use ICT at workplace
Organize a business
Manage team
Apply professional ethics
Perform swimming pool installation
Apply General Physics
Install sprinkler and decoration systems
Perform Drinking Water Treatment
Perform Waste Water Treatment
Perform Water Catchment
Apply fluid Mechanics.
Apply Chemistry for Plumbing.
Perform basic topography.
Elaborate Working Plan and Schedule
Integrate the workplace
Apply costing and Estimation
Perform Design and Communication
Graphics
2.2 Minimum entry requirements
TVET Certificate IV in Plumbing or other relevant qualifications or through Recognition of Prior Learning.
Title: TVET Certificate V in Plumbing
Level: REQF Level 5
Credits: 120
Sector: Construction
Sub-sector: Plumbing
Issue date: December , 2014
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2.3 Information about pathways
2.4 Job related information
This qualification prepares individuals to integrate the construction sector with the professionalization
of Senior Plumber; this qualification again offers the opportunity to execute the works as Senior
Plumber in publics constructionCompanies, Private construction Companies, Local and Central
Government Institutions, Local and International Non-Government organizations.
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:
Possible jobs related to this qualification
Senior Plumber
Pathways into the qualification
Pathways from the qualification
Preferred pathways for candidates entering
this qualification include:
Candidates enter this qualification after
achieving TVET Certificate IV in
Plumbing or other relevant
qualifications or through Recognition
of Prior Learning
Progression route of candidates achieving
this qualification include:
Candidates exiting this qualification are able to enter TVET Diploma in Plumbing.
2
Communication
Documenting technical work in plain English
Writing and presenting reports
Safety and security precautions
Working collaboratively with project team members
Health and environment
Health reproduction
Rwanda environmental protection, practices rules and regulations
Business Plan
Producing a small IT business plan
Planning and organizing
Preparing feasibility reports that take into account project scope, time, cost, quality,
communications and risk management
Self-management
Taking responsibility for own outputs in relation to specified quality standards working according to the Rwandan Computer Society Code of Ethics regarding security, legal,
moral and ethical issues
Technology Manipulate computer Using internet
Languages other than Kinyarwanda
Using English as the medium of communication in the working environment
3
Number of competencies: 21 Core competencies : 12 Complementary competencies : 9 The total number of Credits: 120
2.6 Information about competencies
No Code Complementary competencies Credit
1 CCMOL001 Describe the occupation and learning process 3
2 CCMMS501 Monitor occupational SHE at workplace 3
3 CCMUE501 Maintain professional conversation in upper-intermediate English 3
4 CCMKN501 Gukoresha ikinyarwanda cy’intyoza 3
5 CCMSE501 Work in a socially diverse environment 3
6 CCMIW501 Use ICT at workplace 3
7 CCMBO501 Organize a business 3
8 CCMPE501 Apply professional ethics 3
9 CCMIA501 Integrate workplace 30
Total 54
No Code Core competencies Credit
GEN
ERA
L
1. PLBBT501 Apply Basic Topography 5
2. PLBCG501 Perform Design and Communication Graphics 4
3. PLBFK501 Apply fluid knowledge 5
4. PLBAM501 Apply General mathematics 7
5. PLBCP501 Apply chemistry for plumbing 5
6. GENGP501 Apply General Physics 6
7. PLBCE501 Estimate the cost 5
SPEC
IFIC
8. PLBSI501 Perform Swimming Pool Installation 5
9. PLBDW501 Perform Drinking Water Treatment 6
10. PLBWC501 Perform water catchment 6
11. PLBWT501 Perform wastewater treatment 6
12. PLBSD501 Install sprinkler and decoration systems 6
Total 66
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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
5
Du
rati
on (4
40
Hrs
)
An
alyz
e th
e w
ork
Sele
ct m
ater
ials
, to
ols
an
d e
qu
ipm
ent
Pre
par
e th
e w
ork
pla
ce
Per
form
th
e w
ork
Test
th
e w
ork
do
ne
Han
do
ver
the
wo
rk
Des
crib
e th
e o
ccu
pat
ion
an
d le
arn
ing
pro
cess
Mo
nit
or
Occ
up
atio
nal
SH
E b
est
pra
ctic
es
Mai
nta
in p
rofe
ssio
nal
co
nve
rsat
ion
in u
pp
er-i
nte
rmed
iate
En
glis
h
Gu
kore
sha
ikin
yarw
and
a cy
’inty
oza
Wo
rk in
a s
oci
ally
div
erse
en
viro
nm
ent
Use
ICT
at w
ork
pla
ce
Ap
ply
pro
fess
ion
al e
thic
s
Man
age
a te
am
Inte
grat
e w
ork
pla
ce
Ap
ply
co
stin
g an
d E
stim
atio
n
Ap
ply
ch
emes
try
for
plu
mb
ing
Ap
ply
bas
ic f
luid
kn
ow
led
ge
Ap
ply
bas
ic t
op
ogr
aph
y
Ap
ply
Gen
eral
mat
hem
etic
s
Ap
ply
Gen
eral
Ph
ysic
s
per
fom
des
ign
co
mm
un
icat
ion
gra
ph
ic
1 2 3 4 5 6 7 8 9 10
11
12
13
14
15
17
Duration (930 Hrs) 30
30
30
30
30
30
30
30
30
0
50
50
50
50
70
60
40
1 Perform Waste Water Treatment 60 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ● ○ ○ ● ○ ○ ● ● ● ● ● ● ● ●
2 Perform swimming pool installation 50 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ● ○ ○ ● ○ ○ ● ● ● ● ○ ● ● ●
3 Install sprinkler and decoration systems 60 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ● ○ ○ ● ○ ○ ● ● ● ● ● ● ● ●
4 Perform Drinking Water Treatment 60 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ● ● ● ● ● ● ● ●
5 Perform Water Catchment 60 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ● ● ● ● ● ● ● ●
SENIOR PLUMBER PROCESS GENERAL AND COMPLEMENTARY COMPETENCIES
SPECIFIC COMPETENCIES
#
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.
Monitoring of occupational she at workplace 3
Upper intermediate workplace english 3 Ikinyarwanda cy’intyoza 3
Working in a socially diverse environment 3 ICT at workplace 3
Professional ethcics 3 Team management 3
Occupation and learning process 3
Business organisation 3
Industrial attachment program (IAP) 30
General Mathematics 7 General Physics 6
Design and communication graphics 4 Chemistry for Plumbing 5
Fluid Knowledge 5 Basic topography 5
Cost Estimation 5
Swuimming pool installation 6 Sprinker and decolation system 6
Drinking water treatment 5 Water catchment 6
Waste water treatment 6
7
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
Section
4
8
on that module
All formative assessment should be declared competent before taking the
summative/integrated assessment
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%
9
Rest of Criteria/ any other criteria
(example: Safety)
100%
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.
10
- 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.
11
C C M O L 0 0 1 - OCCUPATION AND LEARNING PROCESS
CCMOL001 Describe the occupation and learning process
RTQF Level: All Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date:September, 2014
Purpose statement
This module is covered first in all qualifications. It allows the learner to get to know the other
participants to the training programme and to understand himself/herself as part of a team.
Also, the trainee will develop a comprehensive and clear vision of the occupation and the
training programme. The module will allow the participant to avoid mistakes of career guidance
and confirm or deny his/her choice from the start. The training and learning methods are
presented to the learner. This approach encourages greater motivation and, subsequently, a
better integration of various learning.
12
Learning assumed to be in place
Not applicable
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Participate as part of a team and respect the rules of the training environment
1.1 Proper introduction of oneself 1.2 Appropriate integration in team 1.3 Appropriate participation in setting rules and adhere
to them
2. Explain the occupation and learning process
2.1 Proper description of the main/major elements of occupation
2.2 Adequate explanation about the one’s qualification
3. Respect the facilitation and apply learning methods
3.1Proper engagement in active and participatory learning methods
3.2 Adequate description of the assessment procedures
4. Develop personal plans based on self-assessment practices
4.1 Proper identification of values, skills and interests 4.2 Proper assessment of values, skills and interests 4.3 Correct Setting of goals 4.4 Proper development of plans in order to reach the set
goals 4.5 Proper assessment of one’s learning style 4.6 Adequate identification of learning strategies
13
LU 1: Participate as part of a team and respect the rules of the training environment
1
Learning Outcomes:
1. Introduce oneself and get to know one another 2. Integrate in team 3. Participate in setting rules and adhere to them
6 Hours
Learning Outcome1.1: Introduce oneself and get to know one another
Introductions
Expectations about the training
o Introduction o Game o Presentation of trainees’
expectations
- Trainer manual
Formative Assessment 1.1
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance criterion
Proper introduction of oneself
Resources Learning activities
Content
14
Checklist Score
Yes No
Observation
Learning Outcome 1.2: Integrate in team
Working as a team
Building trust
o Games o Group discussions
- Trainer manual
Formative Assessment 1.2
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Performance criterion
Appropriate integration in team
Resources Learning activities Content
15
Learning Outcome 1.3: Participate in setting rules and adhere to them
Rules of the classroom
Group responsibilities
o Brainstorming o Discussions o Assign class tasks
- Trainer manual
Formative Assessment 1.3
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Performance criterion
Appropriate participation in setting rules and adhere to them
Resources Learning activities Content
16
LU 2:Explain the occupation and learning process
2
Learning Outcomes:
1. Describe the main/major elements of occupation 2. Explain about the one’s qualification
12 Hours
Learning Outcome 2.1: Describe the main/major elements of occupation
Characteristics of the occupation
Place of the occupation in the sector
The impact/importance of the occupation in economic development
Working conditions
o Group discussion o Personal research o Visit of a business in the
neighborhood
- Pictures of people in working situation
- Documents describing the occupation
- Documents describing the sector
Formative Assessment 2.1
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance criterion
Proper description of the main/major elements of occupation
Resources Learning activities
Content
17
Checklist Score
Yes No
Observation
Learning Outcome 2.2: Explain about the one’s qualification
Rationale of the qualification
Content of the training programme (modules)
Duration Flowchart
Pathways (exit level & further learning)
Presentation of the timetable
Presentation of the classrooms and workshops
o Presentation by the teacher o Research o Visits of the premises of the
school.
- Overview of the training programme
- Testimonies of people performing the occupation
- School year calendar - Timetable
Formative Assessment 2.2
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance criterion
Adequate explanation about the one’s qualification
Resources Learning activities Content
18
Checklist Score
Yes No
Observation
19
LU 3: Respect the facilitation and apply learning methods
3
Learning Outcomes:
1. Engage in active and participatory learning methods 2. Describe the assessment procedures
2 Hours
Learning Outcome 3.1: Engage in active and participatory learning methods
Overview of the active and participatory teaching and learning methods
Experiential learning cycle
o Experience sharing. o Presentation by the trainer
- Trainer manual
Formative Assessment 3.1
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance criterion
Proper engagement in active and participatory learning methods
Resources Learning activities Content
20
Checklist Score
Yes No
Observation
Learning Outcome 3.2: Describe the assessment procedures
Assessment procedures Timing Assessors/verifiers Assessment tools (portfolio
& integrated situation)
o Presentation by the trainer - Assessment manual
Formative Assessment 3.2
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Performance criterion
Adequate description of the assessment procedures
Resources Learning activities Content
21
22
LU 4: Develop personal plans based on self-assessment practices
4
Learning Outcomes:
1. Identify values, skills and interests 2. Assess values, skills and interests 3. Set goals 4. Develop plans 5. Assess one’s learning style
10 Hours
Learning Outcome 4.1: Identify values, skills and interests
Values, skills and interests
Relating values, skills and interests to the workplace
o -
Formative Assessment 4.1
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance criterion
Proper identification of values, skills and interests
Resources Learning activities Content
23
Checklist Score
Yes No
Observation
Learning Outcome 4.2: Assess values, skills and interests
Skills & qualities assessment
Acceptance of diversity, self-esteem & confidence
o Individual work o Exercise on we are all unique
- individual assessment checklist
Formative Assessment 4.2
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Performance criterion
Proper assessment of values, skills and interests
Resources Learning activities Content
24
Learning Outcome 4.3: Set goals
SMART goals
Identification of goals Short term Long term
Process for setting and achieving goals:
Identifying steps Time frame Resources
o Group work o Tree drawing & interpretation o Discussion about displayed
pictures on setting & achieving goals
o Exercises on developing SMART goals
o Practical exercises on developing personal plans
- Trainer manual
Formative Assessment 4.3
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Performance criterion
Correct Setting of goals
Resources Learning activities Content
25
Learning Outcome 4.4: Develop plans
SMART goals
Identification of goals Short term Long term
Process for setting and achieving goals:
Identifying steps Time frame Resources
o Group work o Tree drawing & interpretation o Discussion about displayed
pictures on setting & achieving goals
o Exercises on developing SMART goals
o Practical exercises on developing personal plans
- Trainer manual
Formative Assessment 4.4
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Performance criterion
Proper development of plans in order to reach the set goals
Resources Learning activities Content
26
Learning Outcome 4.5: Assess one’s learning style
Types of learning styles
Determining one’s preferred way of learning
Strategies for using one’s learning style in workplace/school
o Paper folding activities o Completing self-assessment
learning style o Scenario based activities
- Trainer manual
Formative Assessment 4.5
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 4.6: Identify learning strategies
o -
Resources Learning activities Content
Performance criterion
Proper assessment of one’s learning style
Resources Learning activities Content
27
Formative Assessment 4.6
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Reference books:
1. Work Readiness Training Programme – Trainer’s Manual, Akazi Kanoze – Youth Livelihoods Project.
2. Work Readiness Training Programme – Participant’s Manual, Akazi Kanoze – Youth Livelihoods Project.
Performance criterion
Adequate identification of learning strategies
28
C C M M S 5 0 1 - MONITORING OF OCCUPATIONAL SHE AT WORKPLACE
CCMMS501 Monitor Occupational SHE best practices
REQF Level: 5 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date:November, 2017
Purpose statement
This module describes the skills, knowledge and attitudes required to perform OSHE monitoring
systems taken as instruments used for measurement and analysis in the area of occupational
safety and health. They are commonly used to inform and guide government policy. Typically,
these systems are used to give an indication of the number of work accidents or occupational
diseases, or they might record information about places of work, or about the activities of the
organizations involved in ensuring good working conditions. Moreover, the module describes
the skills, knowledge and attitudes required to monitor occupational safety, health and security
policies and procedures. Finally, the learner learns how to advice and train all employees on
health and safety matters.
29
Learning assumed to be in place
Not applicable
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Conduct OSHE ( occupational safety
and health) monitoring
1.1 Proper checking of application of OSHE policies,
procedures and regulations
1.2 Proper monitoring of the use of PPEs
1.3 Proper monitoring the compliance of OSHE best
practice
2. Collect and analyze occupational
health, safety incidents report
2.1 Proper collection of data regarding OSHE incidents
2.2 proper analysis of OSHE data collected
2.3 Adequate elaboration of a compiled incident reports
2.4 Proper recommendation of safest way to do the job
3. Train all staff on occupational
health and safety matters
3.1 Appropriate provision of information and instructions
3.2 Appropriate training to all employees and supervisors
on OSHE standards/regulations
3.3 Proper evaluation of trained OSHE programs
30
LU 1: Conduct OSH (occupational safety and health) monitoring
1
Learning Outcomes:
1. Check if SHE policies, procedures and regulations are applied 2. Monitor use of PPEs 3. Monitor compliance of OSHE best practice
10 Hours
Learning Outcome1.1: Check if SHE policies, procedures and regulations are applied
SHE policies in accordance with the discipline
SHE regulations; Safety roles of employees
Responsibility of
administration
Incident reporting
Ventilation and air quality
First aid facilities
Hazard control in
workplace
Equipment and machinery
Emergency response plans
SHE standards;
Responsibility in working
place
Hazard identification and
risk Control
Making the working area
safe
Personnel protective
o Brainstorming
o Documentary research
o Group discussion
Flipcharts
Markers
Flipcharts stand
Internet
Resources Learning activities
Content
31
Formative Assessment 1.1
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Checking if OSHE policies, procedures and regulations are
applied
Checklist Score
Yes No
OSHE policies are checked
OSHE regulations are checked
OSHE standards are checked
Observation
equipment
Health of employees
Facilities
Reporting of incidents and
accidents
Emergency preparedness
procedures
Performance criterion
Proper checking of application of OSHE policies, procedures and regulations
32
Learning Outcome 1.2: Monitor use of PPEs
Types of PPEs to be used
according to the trade
Physical verification of
PPEs
Cleaning and storage of
materials, tools and
equipment
o Group discussion
o Practical exercise
Checklist
PPEs
Brushes
Store
Shelter
Shelves
Pen
Formative Assessment 1.2
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Monitoring the use of PPEs
Checklist Score
Yes No
List of PPEs to be used according to the trade is checked
Performance criterion
Proper monitoring of the use of PPEs
Resources Learning activities Content
33
Physical verification of PPEs is done
Cleaning and storage of materials, tools and equipments are checked
Observation
Learning Outcome 1.3: Monitor compliance of OSHE best practice
OSHE best practice
regulations
standards
Standards checklist to be
evaluated according to the
specific trade
o Brainstorming o Group discussion o Group work
Formative Assessment 1.3
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Monitoring the compliance of OSHE best practice
Performance criterion
Proper monitoring the compliance of OSHE best practice
Resources Learning activities Content
34
Checklist Score
Yes No
OSHE best practices are checked
List of standards to be evaluated according to the specific trade is checked
Observation
35
LU 2:Collect and analyze Occupational health, safety incidents report
2
Learning Outcomes:
1. Collect data regarding OSHE incidents 2. Analyze OSHE data collected 3. Elaborate compiled incident reports 4. Recommend safest way to do the job
10 Hours
Learning Outcome 2.1: Collect data regarding OSHE incidents
Steps of data collection; o Consulting of incident
report documents o Talk to people involved
or witnesses to the event
o Site visit
Categories of incidents; Major accident
fatal permanent injury
Minor accident (injuries)
Near miss
o Small group discussions o Pair discussion o Brainstorming
- Reference books - Internet - Hand-outs - Didactic materials
Formative Assessment 2.1
Performance criterion
Proper collection of data regarding OSHE incidents
Resources Learning activities
Content
36
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Collecting data regarding OSHE incidents in working area
Checklist Score
Yes No
Steps of data collection are followed
Categories of incidents are identified
Observation
Learning Outcome 2.2: Analyze OSHE data collected
Root and causes of incident; Poor management
laziness stupidity forgetfulness negligence ignorance
Influencing factors associated with the work
environment individual physical abilities,
organization and its management
system Overload Poor procedures Inadequate training Low motivation
Impact of incidents
o Small group discussions o Pair discussion o Brainstorming
- Reference books - Internet - Hand-outs - Didactic materials
Resources Learning activities Content
37
Social impact
loss of manpower
medical expenses Economic impact
poor production,
closer of the company
compensation
repairs Physical effects
permanent injuries,
loss of ability to handle materials,
persistent pain
headaches Psychological effects
anxiety,
depression
Formative Assessment 2.2
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Multiple choice True or false question Matching
Performance criterion
Proper analysis of OSHE data collected
38
Performance
Sentence completion Ticking Expose (presentation) Task: Analyzing the OSHE data collected
Checklist Score
Yes No
Identification of root and causes of incident
Identification of impact of incidents
Observation
Learning Outcome 2.3: Elaborate compiled incident reports
Type of incident reports; Monthly report Quarterly report Annual report
Categories of incidents; Major accident
fatal
permanent injury Minor accident (injuries) Near miss
Template of incidents
o Small group discussions o Pair discussion o Brainstorming
- Reference books - Internet - Hand-outs - Didactic materials
Formative Assessment 2.3
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Performance criterion
Adequate elaboration of a compiled incident reports
Resources Learning activities Content
39
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Elaborating a compiled incident reports
Checklist Score
Yes No
Types of incident reports are identified
Categories of incidents are identified
Template of incidents is well filled
Observation
Learning Outcome 2. 4: Recommend safest way to do the job
Use of PPEs
Emergency preparedness procedures
hazard identification and risk control
making the working area safe
reporting of incidents and accidents
Training of employees
o Small group discussions o Pair discussion o Brainstorming
- Reference books - Internet - Hand-outs - Didactic materials
Formative Assessment 2.4
Performance criterion
Proper recommendation of safest way to do the job
Resources Learning activities Content
40
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Recommending the safest way to do the job
Checklist Score
Yes No
Use of adequate PPEs is recommended
Emergency Preparedness Procedures is recommended
Hazard Identification And Risk Control is recommended
Making The Working Area Safe is recommended
Reporting Of Incidents And Accidents is recommended
Training of employees is recommended
Observation
41
LU 3: Train all staff on occupational health and safety matters
3
Learning Outcomes:
1. Provide information and instructions 2. Train all employees and supervisors on OSHE
standards/regulations 3. Evaluate trained OSHE programs
10 Hours
Learning Outcome 3.1: Provide information and instructions
Brief description of:
An occupational health and safety
(OH&S) program
A policy statement
The program elements
Individual responsibility
Joint occupational health and
safety committee
Health and safety rules
Correct work procedures
Employee orientation
Training
Workplace inspections
Reporting and investigating
accidents/incidents
Emergency procedures
Medical and first aid
Health and safety promotion
Workplace specific items
Responsibilities of the staff:
Responsibilities of workers
o Brainstorming
o Group work
o Discussion
- Reference books
- Internet
- Hand-outs
- Stories and
pictures
Resources Learning activities Content
42
Using personal protection
and safety equipment as
required by the employer.
Following safe work
procedures
Knowing and complying with
all regulations.
Reporting any injury or
illness immediately
Reporting unsafe acts and
unsafe conditions
Participating in joint health
and safety committees or as
the representative
Responsibilities of supervisor
Instructing workers to
follow safe work practices.
Enforcing health and safety
regulations.
Correcting unsafe acts and
unsafe conditions.
Ensuring that only
authorized, adequately
trained workers operate
equipment.
Reporting and investigating
all accidents/incidents.
Inspecting own area and
taking remedial action to
minimize or eliminate
hazards.
Ensuring equipment is
properly maintained
Promoting safety
awareness in workers
Responsibilities of management
Providing a safe and healthful
workplace.
Establishing and maintaining a
health and safety program.
Ensuring workers are trained
43
or certified as required.
Reporting accidents/incidents
and cases of occupational
disease to the appropriate
authority
Providing medical and first aid
facilities
Ensuring personal protective
equipment is available
Providing workers with health
and safety information
Supporting supervisors in their
health and safety activities
Evaluating health and safety
performance of supervisors
Formative Assessment 3.1
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Providing information and instructions on occupational health
and safety matters
Performance criterion
Appropriate provision of information and instructions
44
Checklist Score
Yes No
A brief description of an occupational health and safety (OH&S) program is provided
A brief description of A policy statement is provided
A brief description of the program elements is provided
Responsibilities of the staff are described (workers, supervisor, Management staff)
Observation
Learning Outcome 3.2: Train all employees and supervisors on OSHE standards/regulations
Training on SHE regulations
Safety roles of employees
Responsibility of administration
Incident reporting
Ventilation and air quality
First aid facilities
Hazard control in workplace
Equipment and machinery
Emergency response plans
Training on SHE standards
Responsibility in working place
Hazard identification and risk
control
Making the working area safe
Personnel protective
equipment
Health of employees
Facilities
Reporting of incidents and
accidents
Emergency preparedness
Procedures
o Brainstorming
o Group work
o Discussion
- Reference
books
- Internet
- Hand-outs
- Stories and
pictures
Resources Learning activities Content
45
Formative Assessment 3.2
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Providing information on OSHE standards/regulations
Checklist Score
Yes No
A brief description of SHE regulations is provided
A brief description of SHE standards is provided
Observation
Learning Outcome 3.3: Evaluate trained OSHE programs
Evaluation forms
Learning assessment Questions and responses, topic of discussion
Training impact assessment
o Brainstorming o Group work o Discussion
- Reference books - Internet - Hand-outs - Stories and
pictures
Resources Learning activities Content
Performance criterion
Appropriate training to all employees and supervisors on OSHE
standards/regulations
46
Formative Assessment 3.3
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Evaluating trained OSHE program
Checklist Score
Yes No
Evaluation forms are well developed
Learning assessment (Questions and responses, topic of discussion…) is well developed
Training impact assessment is well developed
Observation
Reference: 1. Occupational Risk Control : Predicting and Preventing the Unwanted by Viner,Derek , ISBN:
9781472419712, Publication Date: 2015
2. OSHA General Industry regulations Book, 29 CFR 1910 Paperback- July1,2014 y MANCOMM Inc.
(Author, Editor)
3. OH&S : a management guide by Richard Archer, Kerry Borthwick, Susanne Tepe. Publication
Date: 2009
4. G:\\Basic OH&S Program Elements OSH Answers.htm
5. https://www.rospa.com/occupational-safety/advice/training-matters/
6. https://www.3tonline.fi/incident-reporting
7. http://www.safety.uwa.edu.au/topics/plant/inspection
8. http://www.hse.gov.uk/statistics/causdis/index.htm
9. https://www.ccohs.ca/oshanswers/hsprograms/job-haz.html
Performance criterion
Proper evaluation of trained OSHE programs
47
C C M U E 5 0 1 - UPPER INTERMEDIATE WORKPLACE ENGLISH
CCMUE501 Maintain professional conversation in upper-intermediate English
REQF Level: 5 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: January, 2017
Purpose statement
This core module describes the skills, knowledge and attitudes to be acquired for the trainee’s. The trainee
will be able to Prepare and deliver speeches at different social and professional occasions, Adaptation of
speech messages to a particular audience, Ask questions to clarify, extend and follow up ideas, Produce
medium compositions on different trade-related subjects, Identify and differentiate different business
documents, Effective writing of different business documents, Identify and use of writing styles, read
different trade-related texts, Apply reading techniques to selected trade-related texts, Explain key
terms/words in their context, Answer reading comprehension questions precisely, Analyze different trade-
related texts,Summarize trade-related texts (in own words), identify differences between common English
accents, Listen and respond to users of common English their accents, Reporting information listened to from
different common accents, Steps of speech preparation and delivery, Important tips on speech delivery,
Requirements to properly articulate information, Analyse trade-related texts, Summarise texts
48
Learning assumed to be in place
Oral Basic English Communication Oral Basic English Communication Intermediate Workplace English Use intermediate English at the workplace
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
Communicate orally in social and
professional situations with ease
1.1 Acceptable preparation and delivery of speeches on different social and professional occasions
1.2 Audible and clear articulation of messages addressed to an audience using pronunciation, segmental and Suprasegmental phonology
1.3 Asking relevant questions to clarify, extend and follow up ideas according to question forms
Read correctly a range of materials
2.1 Adequate reading of different trade-related texts 2.2 Clear analysis of trade-related texts (identification
and description of characters, events and settings, as well as to express preferences by giving reasons)
2.3 Effective summary of key ideas in trade-related texts
2.4 Effective use of knowledge of events’ sequence to describe a situation when rephrasing information from the texts
Listen to audio messages with different
English accents to get the intended
message
3.1 Appropriate listening and responding to others 3.2 Clear identification of differences between
common English accents 3.3 Accurate reporting of information listened to in
different accents
Produce a variety of medium texts on
professional and general topics
4.1 Clear and detailed writing about a wide range of trade-related subjects.
4.2 Effective differentiation of business documents (inventory, memos,letters, handovers, receipts, minutes)
4.3 Appropriate writing of business documents
49
4.4 Appropriate use of writing style applicable to each type of business document
50
LU 1: Communicate orally in social and professional situations with ease
1
Learning Outcomes:
1. Prepare speeches for different social and professional occasions 2. Deliver speeches to an audience 3. Ask questions to clarify, extend and follow up ideas according to
question forms
10 Hours
Learning Outcome 1.1: Prepare speeches for different social and professional occasions
Steps for speech preparation and delivery Step 1: Research and
Preparation Step 2: Writing Your
Speech Step 3: Practicing Step 4: Putting
Together Visual Aids Step 5: Handling the
Q&A
Important tips for speech delivery
Dos and Don’ts on speech delivery
Requirements to articulate message Pronunciation Speed Tone
Identification of categories of audience Familiar audience Non-familiar
o Brainstorming o Documentary research o Practical exercise o Presentation o Role plays
Flip charts
White/chalk Board
Markers
Microphones
Reference books
Scenarios
Stationeries
Scenarios
Projector
Lesson plan
Trainee manual
Reference books
Resources Learning activities
Content
51
audience Adaptation of the
message to the audience
Formative Assessment 1.1
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
Performance evidence
Writing practice
Task: Write a 5 minutes’ speech on a topic of choice to be presented to
the class.
Checklist Score
Yes No
Understanding steps for speech preparation
Language use
Observation
Performance criterion
Acceptable preparation and delivery of speeches on different social and professional occasions
52
Learning Outcome 1.2:Deliver speeches to an audience
Steps for speech preparation and delivery Step 1: Research and
Preparation Step 2: Writing Your
Speech Step 3: Practicing Step 4: Putting Together
Visual Aids Step 5: Handling the Q&A
Important tips for speech delivery
Dos and Don’ts on speech delivery
Requirements to articulate message Pronunciation Speed Tone
Identification of categories of audience Familiar audience Non-familiar audience Adaptation of the
message to the audience
o Brainstorming o Documentary research o Practical exercise o Presentation o Role plays
Flip charts
White/chalk Board
Markers
Microphones
Reference books
Scenarios
Stationeries
Scenarios
Projector
Lesson plan
Trainee manual
Reference books
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance criterion
Audible and clear articulation of messages addressed to an audience using pronunciation, segmental and Suprasegmental phonology
Resources Learning activities Content
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Oral evidence
Performance evidence
Presentation Task
Deliver a 5 minutes’ speech on a topic of choice to the class.
Checklist Score
Yes No
Understanding steps for speech preparation
Language use
Tips for speech delivery
Observation
Learning Outcome 1.3: Ask questions to clarify, extend and follow up ideas according to question
forms
Question forms Yes/No questions Wh-questions Choice questions Hypothetical questions Embedded questions Leading questions
o Practical exercise o Presentation o Role plays o Group work
Scenarios
White/blackboard
Reference books
Markers
Flip charts
Paper
Stationeries
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Asking relevant questions to clarify, extend and follow up ideas according to
question forms
Resources Learning activities Content
54
Types of evidence Portfolio assessment tools
Oral evidence
Performance evidence
Discussions
Presentations
Task: Answer at least 3 questions from the audience on your 5-minute speech.
Checklist Score
Yes No
Question formulation
Understanding the audience
Message articulation
Observation
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LU 2:Read correctly a range of materials
2
Learning Outcomes:
1. Read different trade-related texts adequately 2. Analyse trade-related texts 3. Summarize key ideas in trade-related texts
5 Hours
Learning Outcome 2.1: Read different trade-related texts adequately
Types of texts Expository Narrative Descriptive Directive Argumentative
Application of reading techniques on selected texts
Reading for details Reading for specific
information
Explanation of key terms/words in the text
Provision of answers to reading comprehension questions
o Brainstorming o Documentary research o Practical exercise o Group work o Presentation
- Flip charts - White/chalk Board - Markers - Reference books - Stationeries - Projector - Lesson plan - Trainee manual
Formative Assessment 2.1
Resources Learning activities
Content
56
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
Reading practice Presentations Matching
Multiple choice Task: Using an appropriate reading strategy, read the text provided to you
and answer its comprehension questions
Checklist Score
Yes No
Types of texts
Application of reading texts
Answering comprehension questions
Observation
Learning Outcome 2.2: Analyse trade-related texts
Identification and description Text Structure Purpose of the text Style
Technicality Illustration Prose or verse
Writer’s stance
o Practical exercise o Presentation o Roleplay o Group discussion
Scenarios
White/blackboard
Reference books
Markers
Flip charts
Paper
Stationeries
Resources Learning activities Content
Performance criterion
Adequate reading of different trade-related texts
57
Lesson plan
Trainee manual
Formative Assessment 2.2
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
Performance evidence
Reading practice Presentations Multiple choice
Task: Read the text provided by the teacher and explain its purpose
Checklist Score
Yes No
Types of texts
Application of reading texts
Answering comprehension questions
Identification of text purpose
Observation
Learning Outcome 2.3: Summarize key ideas in trade-related texts
Resources Learning activities Content
Performance criterion
Clear analysis of trade-related texts (identification and description of characters, events and settings, as well as to express preferences by giving reasons)
58
Steps to summarize: Keep the most
important ideas
Get rid of the less important details
Write in own words
o Practical exercise o Presentation o Group work
- White/blackboard - Reference books - Markers - Flip charts - Paper - Stationeries - Trainee manual - Lesson plan
Formative Assessment 2.3
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
Reading practice Writing practice Presentations
Task: Summarize the text given by the teacher
Checklist Score
Yes No
Understanding of summary writing steps
Observation
Performance criterion
Effective summary of key ideas in trade-related texts
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LU 3: Listen to audio messages with different English accents to get the intended message
3
Learning Outcomes:
1. Listen and respond to others correctly 2. Identify differences between common English accents clearly 3. Report information listened to in different accents accurately
10 Hours
Learning Outcome 3.1: Listen and respond to others correctly
Application of active listening strategies to different accents Listening forGeneral information Listening for Specific information
Responding to different accents Responding through Interactions
Asking for clarification Expressing satisfaction
o Modelling o Practical exercise o Presentation o Role plays
Flip charts
White/chalk Board
Audiovisual materials
Scenarios
Stationeries
Projector
Computer
Lesson plan
Trainee manual
Recordings
Formative Assessment 3.1
Performance criterion
Appropriate listening and responding to others
Resources Learning activities Content
60
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence
Performance evidence
Listening practice Discussions True or false questions
Task: Following your teacher’s instructions, listen and respond to what you hear.
Checklist Score
Yes No
Application of active listening strategies
Responding to audio messages
Observation
Learning Outcome 3.2: Identify differences between common English accents clearly
Introduction to English accents Defining an English accent Common English accents
Differences between American and British English Vowel Pronunciation Consonant pronunciation Rhotic accent Change of stress Changes in articulation
o Practical exercise o Drilling/ o Modeling o Presentation o Roleplay
- Scenarios - White/blackboard - Reference books - Markers - Flip charts - Stationeries - Audiovisual material - Recordings - Trainee manual - Lesson plan
Formative Assessment 3.2
Resources Learning activities Content
61
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence
Performance evidence
Listening practice Discussions True or false questions Note taking
Task: Listen to two different recordings played by the teacher and identify
the differences between the accents of both speakers
Checklist Score
Yes No
Understanding of Differences between American and British accents
Observation
Learning Outcome 3.3:Report information listened to in different accents accurately
Types of listening Informative listening Discriminative listening Relationship listening Appreciative listening
Reporting information General information Specific information
o Practical exercise o Presentation o Drilling/ o Modelling
Scenarios White/blackb
oard Reference
books Markers Flip charts Audiovisual
materials
Resources Learning activities Content
Performance criterion
Clear identification of differences between common English accents
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Recordings Stationeries
Formative Assessment 3.3
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
Listening practice
Discussions
Presentations
Task:
Listen and report to the information you hear from each recording
played to you by the teacher
Checklist Score
Yes No
Listening strategies
Understanding of Differences between American and British accents
Types of listening
Reporting information accurately
Observation
Performance criterion
Accurate reporting of information listened to in different accents
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LU 4: Produce a variety of medium texts on professional and general topics
4
Learning Outcomes:
1. Write about a wide range of trade-related subjects clearly 2. Differentiate business documents effectively 3. Write business documents perfectly 4. Use writing style applicable to each type of business document
5 Hours
Learning Outcome 4.1: Write about a wide range of trade-related subjects clearly
Varieties of writing Chronological
writing Analytical writing Descriptive writing Compare and
contrast writing Evaluative writing Summary writing
The Writing processes Exploring and
planning Drafting Making global
revisions and revising sentences
Building effective paragraphs
o Brainstorming o Documentary research o Practical exercise o Group work
- Flip charts - White/chalk Board - Markers - Reference books - Stationeries - Projector - Lesson plan - Trainee manual
Formative Assessment 4.1
Resources Learning activities Content
64
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
Performance
Writing practice Presentations
Task: Write a short text analysing an important issue affecting your career
Checklist Score
Yes No
Understanding of varieties of writing
Writing processes
Observation
Learning Outcome 4.2: Differentiate business documents effectively
Identification and differentiation of business documents Business plans and Goals
Business proposals Concept notes
Accounting Documents Financial reports Financial
statements Goods received
note
o Practical exercise o Brainstorming o Presentation o Documentary
research o Group work o Roleplay
- Scenarios - White/blackboard - Reference books - Markers - Flip charts - Stationeries - Lesson plan - Trainee manual
Resources Learning activities Content
Performance criterion
Clear and detailed writing about a wide range of trade-related subjects
65
Purchase order Goods delivery note Requisition
Customer service documents
Business reports Annual reports Term reports Quarterly report Activity/Operation
reports Operational documents
Contracts Business letters Memorandum of
Understanding
Formative Assessment 4.2
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
Performance
Writing practice Discussions Presentations Multiple choice Matching
Task: Name at least 4 different types of business documents and specify their differences
Checklist Score
Yes No
Identification of business documents
Performance criterion
Effective differentiation of business documents (inventory, memos,letters, handovers, receipts, minutes)
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Awareness of characteristics of business documents
Observation
Learning Outcome 4.3: Write business documents perfectly
Steps to write business documents Identifying the
audience Identifying the
document’s purpose
Organizing your writing
Proofreading the business document
Editing the business document
o Practical exercise o Documentary research o Presentation o Group work
- White/blackboard - Reference books - Markers - Flip charts - Paper - Stationeries - Trainee manual - Lesson plan
Formative Assessment 4.3
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
Performance evidence
Writing practice Presentation
Task:
Write a business of a project you would implements upon graduation
Performance criterion
Appropriate writing of business documents
Resources Learning activities Content
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Checklist Score
Yes No
Awareness of steps to write a business documents
Structure of business documents
Observation
Learning Outcome 4.4: Use writing style applicable to each type of business document
Tips to business writing style
Formatting a business document
o Practical writing exercises o Group work o Documentary research o Presentation
- White/blackboard - Reference books - Markers - Flip charts - Stationeries - Trainee manual - Lesson plan
Formative Assessment 4.4
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
Performance evidence
Writing practice Presentation Matching
Task:
Using the appropriate writing style for each business document, write a memo and business letter on a topic of your choice.
Performance criterion
Appropriate use of writing style applicable to each type of business document
Resources Learning activities Content
68
Checklist Score
Yes No
Application business document writing styles
Layout of business documents by type
Language use
Observation
Reference books:
69
C C M K N 5 0 1 - IKINYARWANDA CY’INTYOZA
CCMKN501GUKORESHA IKINYARWANDA K’INTYOZA
Ikiciro: 3 Amasaha ateganijwe
Credits: 3 30
Ishami: Yose
Agashami: Twose
Igihe yateguriwe:Ukuboza, 2016
Intego nyamukuru
Iyi mbumbanyigisho irasobanura ubumenyi n’ubushobozi bukenewe kugira ngo uwiga ashobore :
Gukoresha ikinyarwanda k’intyoza mu kumva, kuvuga, gusoma no kwandika, mu bikorwa bijyanye n’umwuga we.
Gukoresha ubuvanganzo nyandiko mu gushyikirana n’abandi abagezaho ibitekerezo bye kandi agaragaza uko yakira ibyabo.
Kugaragaza imyumvire n’imyifatire ikwiye agenda avoma mu myandiko, inkurushusho n’ikinamico binyuranye.
Kugereranya ingeri zinyuranye z’ubuvanganzo nyarwanda.
Guhanga no kumurika mu rurimi rw’ikinyarwanda afatiye ku ngeri zinyuranye z’imyandiko.
Gukoresha neza ibinyazina bitandukanye.
Kwandika neza amazina bwite anyuranye.
70
Ubushobozi fatizo
Ubushobozi mu Kinyarwanda k’ibanze
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 nyandiko ashyikirana n’abandi.
1.1 Gukoresha ikinyarwanda kiboneye, uwiga agaragaza ko yumva inkurushusho abinyujije mu ngiro zitandukanye .
1.2 Gusubiza mu mvugo iboneye ibibazo ku nkurushusho. 1.3 Gusoma neza inkurushusho yubahiriza uturango
n’isesekaza. 1.4 Guhindura inkurushusho mo agakino akurikiranya neza
ingingo. 1.5 Guhimba no kwandika inkurushusho.
2. Gukoresha ikinyarwanda kiboneye uwiga agaragaza uburyo bunyuranye bwo gukemura amakimbirane no gukoresha ibinyazina binyuranye.
2.1. Gukoresha ikinyarwanda kiboneye, uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko yo gukemura amakimbirane abinyujije mu ngiro zitandukanye.
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 zigaragaza uburyo bwo gukemura
amakimbirane. 2.6. Gukoresha ibinyazina binyuranye ku buryo bukwiye.
3. Gukangurira abandi akamaro k’isuku n’isukura no gukoresha ibinyazina binyuranye.
3.1. Gukoresha Ikinyarwanda kiboneye, uwiga agaragaza ko yumva umwandiko ku kamaro k’isuku n’isukura abinyujije mu ngiro zitandukanye.
3.2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko. 3.3. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza. 3.4. Guhina no guhimba umwandiko akurikiranya neza ingingo. 3.5. Kumurika ingero zifatika zihamya akamaro k’isuku
n’isukura. 3.6. Gukoresha ibinyazina binyuranye ku buryo bukwiye.
4. Gukoresha Ikinyarwanda kiboneye agaragaza uburyo bunyuranye bwo gutunganya ubutaka no gukoresha ibinyazina
4.1. Gukoresha Ikinyarwanda kiboneye agaragaza ko yumva umwandiko ku mitunganyirize y’ubutaka abinyujije mu ngiro zitandukanye.
4.2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko. 4.3. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.
71
binyuranye. 4.4. Guhina no guhimba umwandiko akurikiranya neza ingingo. 4.5. Kumurika ingero zifatika zihamya imitunganyirize iboneye
y’ubutaka. 4.6. Gukoresha ibinyazina binyuranye ku buryo bukwiye.
5. Gukoresha neza uburyo bunyuranye bw’ ubwumvane no kwandika yubahiriza imyandikire y’Ikinyarwanda.
5.1. Gukoresha ikinyarwanda kiboneye, uwiga agaragaza ko yumva ikinamico ku nsanganyamatsiko yerekeye ubwumvanemu 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 neza inzego z’ururimi. 5.6. Kubahiriza imyandikire y’amazina bwite.
72
LU 1:Gukoresha ubuvanganzo nyandiko ashyikirana n’abandi
1
Umusaruro w’inyigisho:
1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva inkurushusho abinyujije mu ngiro zitandukanye
2. Gusubiza mu mvugo iboneye ibibazo ku nkurushusho. 3. Gusoma neza inkurushusho yubahiriza uturango n’isesekaza. 4. Guhindura inkurushusho mo agakino akurikiranya neza ingingo. 5. Guhimba no kwandika inkurushusho Amasaha 6
Umusaruro w’inyigisho 1.1: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva
inkurushusho abinyujije mu ngiro zitandukanye.
Ibimenyetso by’uteze amatwi atarogoya ufite ijambo.
Inkurushusho Insanganyamatsiko;
Inyunguramagambo;
ingingo z’umuco n’amateka;
Inshamake y’inkurushusho;
inshoza n’uturango by’inkurushusho;
isomo ry’ingenzi;
ihimbankuru;
isesekaza n’utwatuzo.
Udukino dufatiye ku nkurushusho
o Gusoma inkurushusho bucece.
o Gusoma inkurushusho mu matsinda bashaka:
- Ibisobanuro by’amagambo akomeye;
- Ibisubizo by’ibibazo byo kumva inkurushusho no kumurika ibivuyemo;
Uturango tw’inkurushusho. o Gusoma inkurushusho uwiga
aranguruye ;
o Gusoma inkurushusho bakuranwa ;
o Guhuza ibivugwa mu nkurushusho n’indangagaciro;
o Gusanisha ingeso zivugwa mu nkurushusho n’imyitwarire
˗ Ibitabo by’ubuvanganzo (inkurushusho) ;
˗ Ibinyamakuru bikoresha inkurushusho ;
˗ Sede (cd); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
73
y’abantu;
o Gukoresha ikinyarwanda kiboneye agaragaza insanganyamatsiko z’ingenzi;
o Gusobanura ingingo z’umuco n’amateka;
o Gusobanura inshoza n’uturango by’inkurushusho;
o Guhina mu magambo inkurushusho;
o Gutahura isomo ry’ingenzi;
o Guhimba udukino dufatiye ku nkurushusho.
Isuzuma Mbonezanyigisho 1.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho by’uwiga ateze amatwi atarogoya
Ubushobozi busuzumwa
Uwiga yakoresheje neza Ikinyarwanda kiboneye agaragaza ko yumva
inkurushusho abinyujije mu ngiro zitandukanye
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Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ibimenyetso by’uteze amatwi atarogoya ufite ijambo
inkurushusho
Umwanzuro
Umusaruro w’inyigisho 1.2: Gusubiza mu mvugo iboneye ibibazo ku nkurushusho.
Ibimenyetso by’uteze amatwi atarogoya ufite ijambo.
Inkurushusho Insanganyamatsiko;
Inyunguramagambo;
ingingo z’umuco n’amateka;
Inshamake y’inkurushusho;
inshoza n’uturango by’inkurushusho;
isomo ry’ingenzi;
ihimbankuru;
isesekaza n’utwatuzo.
Udukino dufatiye ku nkurushusho
o Gusoma inkurushusho bucece.
o Gusoma inkurushusho mu matsinda bashaka:
- Ibisobanuro by’amagambo akomeye;
- Ibisubizo by’ibibazo byo kumva inkurushusho no kumurika ibivuyemo;
Uturango tw’inkurushusho. o Gusoma inkurushusho uwiga
aranguruye ;
o Gusoma inkurushusho bakuranwa ;
o Guhuza ibivugwa mu nkurushusho n’indangagaciro;
o Gusanisha ingeso zivugwa mu nkurushusho n’imyitwarire y’abantu;
o Gukoresha ikinyarwanda kiboneye agaragaza
˗ Ibitabo by’ubuvanganzo (inkurushusho) ;
˗ Ibinyamakuru bikoresha inkurushusho ;
˗ Sede (cd); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
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insanganyamatsiko z’ingenzi;
o Gusobanura ingingo z’umuco n’amateka;
o Gusobanura inshoza n’uturango by’inkurushusho;
o Guhina mu magambo inkurushusho;
o Gutahura isomo ry’ingenzi;
o Guhimba udukino dufatiye ku nkurushusho.
Isuzuma Mbonezanyigisho 1.2
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho y’ibisubizo ku kumva umwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Insanganyamatsiko
Inyunguramagambo
Ingingo z’umuco n’amateka
Isomo ry’ingenzi
Umwanzuro
Ubushobozi busuzumwa
Yashubije mu mvugo iboneye ibibazo ku nkurushusho
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Umusaruro w’inyigisho 1.3: Gusoma neza inkurushusho yubahiriza uturango n’isesekaza.
Ibimenyetso by’uteze amatwi atarogoya ufite ijambo.
Inkurushusho Insanganyamatsiko;
Inyunguramagambo;
ingingo z’umuco n’amateka;
Inshamake y’inkurushusho;
inshoza n’uturango by’inkurushusho;
isomo ry’ingenzi;
ihimbankuru;
isesekaza n’utwatuzo.
Udukino dufatiye ku nkurushusho
o Gusoma inkurushusho bucece.
o Gusoma inkurushusho mu matsinda bashaka:
- Ibisobanuro by’amagambo akomeye;
- Ibisubizo by’ibibazo byo kumva inkurushusho no kumurika ibivuyemo;
Uturango tw’inkurushusho. o Gusoma inkurushusho uwiga
aranguruye ;
o Gusoma inkurushusho bakuranwa ;
o Guhuza ibivugwa mu nkurushusho n’indangagaciro;
o Gusanisha ingeso zivugwa mu nkurushusho n’imyitwarire y’abantu;
o Gukoresha ikinyarwanda kiboneye agaragaza insanganyamatsiko z’ingenzi;
˗ Ibitabo by’ubuvanganzo (inkurushusho) ;
˗ Ibinyamakuru bikoresha inkurushusho ;
˗ Sede (cd); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
Imfashanyigisho Ibikorwa by’uwiga
activities
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o Gusobanura ingingo z’umuco n’amateka;
o Gusobanura inshoza n’uturango by’inkurushusho;
o Guhina mu magambo inkurushusho;
o Gutahura isomo ry’ingenzi;
o Guhimba udukino dufatiye ku nkurushusho.
Isuzuma Mbonezanyigisho 1.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho by’isomwa ry’inkurushusho
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Isesekaza n’utwatuzo
Umwanzuro
Umusaruro w’inyigisho 1.4: Guhindura inkurushusho mo agakino akurikiranya neza ingingo.
Ubushobozi busuzumwa
Yasomye neza inkurushusho yubahiriza uturango n’isesekaza.
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Ibimenyetso by’uteze amatwi atarogoya ufite ijambo.
Inkurushusho Insanganyamatsiko;
Inyunguramagambo;
ingingo z’umuco n’amateka;
Inshamake y’inkurushusho;
inshoza n’uturango by’inkurushusho;
isomo ry’ingenzi;
ihimbankuru;
isesekaza n’utwatuzo.
Udukino dufatiye ku nkurushusho
o Gusoma inkurushusho bucece.
o Gusoma inkurushusho mu matsinda bashaka:
- Ibisobanuro by’amagambo akomeye;
- Ibisubizo by’ibibazo byo kumva inkurushusho no kumurika ibivuyemo;
Uturango tw’inkurushusho. o Gusoma inkurushusho uwiga
aranguruye ;
o Gusoma inkurushusho bakuranwa ;
o Guhuza ibivugwa mu nkurushusho n’indangagaciro;
o Gusanisha ingeso zivugwa mu nkurushusho n’imyitwarire y’abantu;
o Gukoresha ikinyarwanda kiboneye agaragaza insanganyamatsiko z’ingenzi;
o Gusobanura ingingo z’umuco n’amateka;
o Gusobanura inshoza n’uturango by’inkurushusho;
o Guhina mu magambo inkurushusho;
o Gutahura isomo ry’ingenzi;
o Guhimba udukino dufatiye ku nkurushusho.
˗ Ibitabo by’ubuvanganzo (inkurushusho) ;
˗ Ibinyamakuru bikoresha inkurushusho ;
˗ Sede (cd); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
Isuzuma Mbonezanyigisho 1.4
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
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Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho ku dukino tw’inkuru n’inkuru shusho
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Udukino dufatiye ku nkurushusho
Umwanzuro
Ubushobozi busuzumwa
Yahinduye inkurushusho mo agakino akurikiranya neza ingingo
80
Umusaruro w’inyigisho 1.5: Guhimba no kwandika inkurushusho.
Ibimenyetso by’uteze amatwi atarogoya ufite ijambo.
Inkurushusho Insanganyamatsiko;
Inyunguramagambo;
ingingo z’umuco n’amateka;
Inshamake y’inkurushusho;
inshoza n’uturango by’inkurushusho;
isomo ry’ingenzi;
ihimbankuru;
isesekaza n’utwatuzo.
Udukino dufatiye ku nkurushusho
o Gusoma inkurushusho bucece.
o Gusoma inkurushusho mu matsinda bashaka:
- Ibisobanuro by’amagambo akomeye;
- Ibisubizo by’ibibazo byo kumva inkurushusho no kumurika ibivuyemo;
Uturango tw’inkurushusho. o Gusoma inkurushusho uwiga
aranguruye ;
o Gusoma inkurushusho bakuranwa ;
o Guhuza ibivugwa mu nkurushusho n’indangagaciro;
o Gusanisha ingeso zivugwa mu nkurushusho n’imyitwarire y’abantu;
o Gukoresha ikinyarwanda kiboneye agaragaza insanganyamatsiko z’ingenzi;
o Gusobanura ingingo z’umuco n’amateka;
o Gusobanura inshoza n’uturango by’inkurushusho;
o Guhina mu magambo inkurushusho;
o Gutahura isomo ry’ingenzi;
o Guhimba udukino dufatiye ku
˗ Ibitabo by’ubuvanganzo (inkurushusho) ;
˗ Ibinyamakuru bikoresha inkurushusho ;
˗ Sede (cd); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
Imfashanyigisho Ibikorwa by’uwiga
activities
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nkurushusho.
Isuzuma Mbonezanyigisho 1.5
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Inyandiko y’inkurushusho
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ihimbankuru
Umwanzuro
Ubushobozi busuzumwa
Yahimbye anandika inkurushusho
82
LU 2:Gukoresha Ikinyarwanda kiboneye agaragaza uburyo bunyuranye bwo gukemura amakimbirane no gukoresha ibinyazina binyuranye.
2
Umusaruro w’inyigisho:
1. Gukoresha Ikinyarwanda kiboneye, uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko yo gukemura amakimbirane abinyujije mu ngiro zitandukanye.
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 zifatika zigaragaza uburyo bwo gukemura
amakimbirane mu muryango 6. Gukoresha ibinyazina binyuranye ku buryo bukwiye
Amasaha 6
Umusaruro w’inyigisho 2.1: Gukoresha Ikinyarwanda kiboneye, uwiga agaragaza ko yumva
umwandiko ku nsanganyamatsiko yo gukemura amakimbirane abinyujije mu ngiro
zitandukanye.
Umwandiko ku nsanganyamatsiko yo gukemura amakimbirane;
Ibimenyetso by’utega amatwi atarogoya;
Inyunguramagambo;
Insanganyamatsiko y’umwandiko;
Ingingo z’umuco ;
Ingingo z’amateka (gusasa inzobe, Gacaca, Imimaro,..);
ingero zifatika zigaragaza uburyo bwo gukemura amakimbirane mu muryango.
indangagaciro y’ubworoherane;
Ihinamwandiko ku nsanganyamatsiko yo gukemura amakimbirane;
Ihangamwandiko ku
o Gutega amatwi umwandiko ujyanye no gukemura amakimbirane.
o Kutarogoya ufite ijambo nta mpamvu.
o Gusubiza ibibazo byo kumva umwandiko n’inyunguramagambo.
o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.
o Gukoresha Ikinyarwanda kiboneye agaragaza indangagaciro y’ubworoherane.
o Gusoma mu matsinda
˗ Ibitabo bikubiyemo imyandiko yerekeye gukemura amakimbirane; ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
83
nsanganyamatsiko yo gukemura amakimbirane.
Ibinyazina: Nyereka Ngenera Ngenga
bashaka.
o Ibisobanuro by’amagambo akomeye.
o Ibisumizo by’ibibazo byo kumva umwandiko.
o Bamurika mu ruhame ibyavuye mu matsinda.
o Gusoma aranguruye agaragaza isesekaza.
o Gukusanyiriza mu matsinda ibitekerezo ku kamaro ko gukemura amakimbirane.
o Gukora inshamake y’umwandiko.
o Kujya impaka ku ngaruka zo guhembera amakimbirane.
o Gutahura imikoreshereze y’ibinyazina binyuranye.
Isuzuma Mbonezanyigisho 2.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho y’uwiga ateze amatwi umwandiko atarogoya
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Umwandiko ku nsanganyamatsiko y’uburinganire n’ubwuzuzanye;
Ibimenyetso by’uteze amatwi atarogoye;
Ubushobozi busuzumwa
Uwiga yakoresheje Ikinyarwanda k’ibanze agaragaza ko yumva umwandiko ku
nsanganyamatsiko y’uburinganire n’ubwuzuzanye abinyujije mu ngiro
zitandukanye.
84
Umwanzuro
85
Umusaruro w’inyigisho 2.2: Gusubiza ibibazo mu mvugo iboneye ku mwandiko.
Umwandiko ku nsanganyamatsiko yo gukemura amakimbirane;
Ibimenyetso by’utega amatwi atarogoya;
Inyunguramagambo;
Insanganyamatsiko y’umwandiko;
Ingingo z’umuco ;
Ingingo z’amateka (gusasa inzobe, Gacaca, Imimaro,..);
ingero zifatika zigaragaza uburyo bwo gukemura amakimbirane mu muryango.
indangagaciro y’ubworoherane;
Ihinamwandiko ku nsanganyamatsiko yo gukemura amakimbirane;
Ihangamwandiko ku nsanganyamatsiko yo gukemura amakimbirane.
Ibinyazina: Nyereka Ngenera Ngenga
o Gutega amatwi umwandiko ujyanye no gukemura amakimbirane.
o Kutarogoya ufite ijambo nta mpamvu.
o Gusubiza ibibazo byo kumva umwandiko n’inyunguramagambo.
o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.
o Gukoresha Ikinyarwanda kiboneye agaragaza indangagaciro y’ubworoherane.
o Gusoma mu matsinda bashaka.
o Ibisobanuro by’amagambo akomeye.
o Ibisumizo by’ibibazo byo kumva umwandiko.
o Bamurika mu ruhame ibyavuye mu matsinda.
o Gusoma aranguruye agaragaza isesekaza.
o Gukusanyiriza mu matsinda ibitekerezo ku kamaro ko gukemura amakimbirane.
o Gukora inshamake y’umwandiko.
o Kujya impaka ku ngaruka zo
˗ Ibitabo bikubiyemo imyandiko yerekeye gukemura amakimbirane; ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
Imfashanyigisho Ibikorwa by’uwiga
activities
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guhembera amakimbirane.
o Gutahura imikoreshereze y’ibinyazina binyuranye.
Isuzuma Mbonezanyigisho 2.2
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho ku bibazo byo kumva umwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Inyunguramagambo;
Insanganyamatsiko y’umwandiko;
Ingingo z’umuco;
Indangagaciro z’imibereho n’imibanire myiza y’abanyarwanda;
Ingingo z’amateka
indangagaciro y’ubworoherane
Umwanzuro
Umusaruro w’inyigisho 2.3: Gusoma umwandiko yubahiriza utwatuzo n’isesekaza.
Umwandiko ku nsanganyamatsiko yo gukemura amakimbirane;
Ibimenyetso by’utega amatwi
o Gutega amatwi umwandiko ujyanye no gukemura amakimbirane.
o Kutarogoya ufite ijambo nta mpamvu.
˗ Ibitabo bikubiyemo imyandiko yerekeye gukemura amakimbirane; ibitabo by’ikibonezamvugo;
˗ SEDE (CD);
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Ubushobozi busuzumwa
Yashubije neza ibibazo mu mvugo iboneye ku mwandiko.
87
atarogoya;
Inyunguramagambo;
Insanganyamatsiko y’umwandiko;
Ingingo z’umuco ;
Ingingo z’amateka (gusasa inzobe, Gacaca, Imimaro,..);
ingero zifatika zigaragaza uburyo bwo gukemura amakimbirane mu muryango.
indangagaciro y’ubworoherane;
Ihinamwandiko ku nsanganyamatsiko yo gukemura amakimbirane;
Ihangamwandiko ku nsanganyamatsiko yo gukemura amakimbirane.
Ibinyazina: Nyereka Ngenera Ngenga
o Gusubiza ibibazo byo kumva umwandiko n’inyunguramagambo.
o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.
o Gukoresha Ikinyarwanda kiboneye agaragaza indangagaciro y’ubworoherane.
o Gusoma mu matsinda bashaka.
o Ibisobanuro by’amagambo akomeye.
o Ibisumizo by’ibibazo byo kumva umwandiko.
o Bamurika mu ruhame ibyavuye mu matsinda.
o Gusoma aranguruye agaragaza isesekaza.
o Gukusanyiriza mu matsinda ibitekerezo ku kamaro ko gukemura amakimbirane.
o Gukora inshamake y’umwandiko.
o Kujya impaka ku ngaruka zo guhembera amakimbirane.
o Gutahura imikoreshereze y’ibinyazina binyuranye.
˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
Isuzuma Mbonezanyigisho 2.3
Ubushobozi busuzumwa
Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza.
88
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho ry’isomwa ry’umwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Isesekaza n’utwatuzo
Umwanzuro
Umusaruro w’inyigisho 2.4: Guhina no guhimba umwandiko akurikiranya ingingo.
Umwandiko ku nsanganyamatsiko yo gukemura amakimbirane;
Ibimenyetso by’utega amatwi atarogoya;
Inyunguramagambo;
Insanganyamatsiko y’umwandiko;
Ingingo z’umuco ;
Ingingo z’amateka (gusasa inzobe, Gacaca, Imimaro,..);
ingero zifatika zigaragaza uburyo bwo gukemura amakimbirane mu muryango.
indangagaciro y’ubworoherane;
Ihinamwandiko ku nsanganyamatsiko yo gukemura amakimbirane;
Ihangamwandiko ku
o Gutega amatwi umwandiko ujyanye no gukemura amakimbirane.
o Kutarogoya ufite ijambo nta mpamvu.
o Gusubiza ibibazo byo kumva umwandiko n’inyunguramagambo.
o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.
o Gukoresha Ikinyarwanda kiboneye agaragaza indangagaciro y’ubworoherane.
o Gusoma mu matsinda bashaka.
o Ibisobanuro by’amagambo akomeye.
o Ibisumizo by’ibibazo byo
˗ Ibitabo bikubiyemo imyandiko yerekeye gukemura amakimbirane; ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
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nsanganyamatsiko yo gukemura amakimbirane.
Ibinyazina: Nyereka Ngenera Ngenga
kumva umwandiko.
o Bamurika mu ruhame ibyavuye mu matsinda.
o Gusoma aranguruye agaragaza isesekaza.
o Gukusanyiriza mu matsinda ibitekerezo ku kamaro ko gukemura amakimbirane.
o Gukora inshamake y’umwandiko.
o Kujya impaka ku ngaruka zo guhembera amakimbirane.
o Gutahura imikoreshereze y’ibinyazina binyuranye.
Isuzuma Mbonezanyigisho 2.4
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amashusho, amajwi n’inyandiko z’ihimba, imurika n’ihinamwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ihangamwandiko ku nsanganyamatsiko yo gukemura amakimbirane
Ihinamwandiko ku nsanganyamatsiko yo gukemura amakimbirane
Umwanzuro
Ubushobozi busuzumwa
Yahinnye anahimba umwandiko akurikiranya neza ingingo.
90
Umusaruro w’inyigisho 2.5: Kumurika ingero zifatika zigaragaza uburyo bwo gukemura
amakimbirane mu muryango.
Umwandiko ku nsanganyamatsiko yo gukemura amakimbirane;
Ibimenyetso by’utega amatwi atarogoya;
Inyunguramagambo;
Insanganyamatsiko y’umwandiko;
Ingingo z’umuco ;
Ingingo z’amateka (gusasa inzobe, Gacaca, Imimaro,..);
ingero zifatika zigaragaza uburyo bwo gukemura amakimbirane mu muryango.
indangagaciro y’ubworoherane;
Ihinamwandiko ku nsanganyamatsiko yo gukemura amakimbirane;
Ihangamwandiko ku nsanganyamatsiko yo gukemura amakimbirane.
Ibinyazina: Nyereka Ngenera Ngenga
o Gutega amatwi umwandiko ujyanye no gukemura amakimbirane.
o Kutarogoya ufite ijambo nta mpamvu.
o Gusubiza ibibazo byo kumva umwandiko n’inyunguramagambo.
o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.
o Gukoresha Ikinyarwanda kiboneye agaragaza indangagaciro y’ubworoherane.
o Gusoma mu matsinda bashaka.
o Ibisobanuro by’amagambo akomeye.
o Ibisumizo by’ibibazo byo kumva umwandiko.
o Bamurika mu ruhame ibyavuye mu matsinda.
o Gusoma aranguruye agaragaza isesekaza.
o Gukusanyiriza mu matsinda ibitekerezo ku kamaro ko gukemura amakimbirane.
o Gukora inshamake y’umwandiko.
o Kujya impaka ku ngaruka zo guhembera amakimbirane.
˗ Ibitabo bikubiyemo imyandiko yerekeye gukemura amakimbirane; ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
Imfashanyigisho Ibikorwa by’uwiga
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o Gutahura imikoreshereze y’ibinyazina binyuranye.
Isuzuma Mbonezanyigisho 2.5
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amashusho n’amajwi y’imurika ry’ingero zifatika zigaragaza uburyo bwo gukemura amakimbirane mu muryango
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ingero zifatika zigaragaza uburyo bwo gukemura amakimbirane mu muryango
Umwanzuro
Umusaruro w’inyigisho 2.6: Gukoresha ibinyazina binyuranye ku buryo bukwiye.
Umwandiko ku nsanganyamatsiko yo gukemura amakimbirane;
Ibimenyetso by’utega amatwi atarogoya;
Inyunguramagambo;
Insanganyamatsiko y’umwandiko;
Ingingo z’umuco ;
Ingingo z’amateka
o Gutega amatwi umwandiko ujyanye no gukemura amakimbirane.
o Kutarogoya ufite ijambo nta mpamvu.
o Gusubiza ibibazo byo kumva umwandiko n’inyunguramagambo.
o Kuvumbura
˗ Ibitabo bikubiyemo imyandiko yerekeye gukemura amakimbirane; ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Ubushobozi busuzumwa
Yamuritse ingero zifatika zigaragaza uburyo bwo gukemura amakimbirane mu
muryango
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(gusasa inzobe, Gacaca, Imimaro,..);
ingero zifatika zigaragaza uburyo bwo gukemura amakimbirane mu muryango.
indangagaciro y’ubworoherane;
Ihinamwandiko ku nsanganyamatsiko yo gukemura amakimbirane;
Ihangamwandiko ku nsanganyamatsiko yo gukemura amakimbirane.
Ibinyazina: Nyereka Ngenera Ngenga
insanganyamatsiko ivugwa mu mwandiko.
o Gukoresha Ikinyarwanda kiboneye agaragaza indangagaciro y’ubworoherane.
o Gusoma mu matsinda bashaka.
o Ibisobanuro by’amagambo akomeye.
o Ibisumizo by’ibibazo byo kumva umwandiko.
o Bamurika mu ruhame ibyavuye mu matsinda.
o Gusoma aranguruye agaragaza isesekaza.
o Gukusanyiriza mu matsinda ibitekerezo ku kamaro ko gukemura amakimbirane.
o Gukora inshamake y’umwandiko.
o Kujya impaka ku ngaruka zo guhembera amakimbirane.
o Gutahura imikoreshereze y’ibinyazina binyuranye.
Isuzuma Mbonezanyigisho 2.6
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Ubushobozi busuzumwa
Yakoresheje ibinyazina binyuranye ku buryo bukwiye
93
Inyandiko y’ibisubizo ku binyazina
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ibinyazina
Umwanzuro
94
LU 3:Gukangurira abandi akamaro k’isuku n’isukura no gukoresha ibinyazina binyuranye.
3
Umusaruro w’inyigisho:
1. Gukoresha Ikinyarwanda kiboneyen uwiga agaragaza ko yumva umwandiko ku kamaro k’isuku n’isukura 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 ingero zifatika zihamya akamaro k’isuku n’isukura. 6. Gukoresha ibinyazina binyuranye ku buryo bukwiye.
Amasaha 6
Umusaruro w’inyigisho 3.1: Gukoresha Ikinyarwanda kiboneyen uwiga agaragaza ko yumva
umwandiko ku kamaro k’isuku n’isukura abinyujije mu ngiro zitandukanye.
Umwandiko ku nsanganyamatsiko ku isuku n’isukura;
Ibimenyetso by’uteze amatwi atarogoya ufite ijambo.
Inyunguramagambo;
Insanganyamatsiko y’umwandiko;
Ingingo z’umuco n’amateka;
Isesekaza n’utwatuzo;
Indangagaciro zo kubaha ubuzima;
ingero zifatika zihamya akamaro k’isuku n’isukura;
Ihinamwandiko ku nsanganyamatsiko y’ isuku n’isukura;
Ihangamwandiko ku isuku n’isukura.
o Gutega amatwi umwandiko ku isuku n’isukura.
o Kutarogoya ufite ijambo nta mpamvu.
o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.
o Gukoresha Ikinyarwanda kiboneye agaragaza indangagaciro yo kubaha ubuzima (Kubaha uburenganzira bwa muntu, kwirinda ihohotera iryo ari ryo ryose,kwiyitaho ).
o Gusoma mu matsinda bashaka:
o -Ibisobanuro by’amagambo akomeye;
o -Ibisubizo by’ibibazo byo
˗ Ibitabo bikubiyemo imyandiko yerekeye isuku n’isukura;
˗ Ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Itangazo
Mpuzamahanga ry’uburenganzira bwa Muntu,
˗ Itegeko Nshinga rya Repubulika y’u Rwanda;
˗ Amafoto ku bikorwa by’isuku n’isukura.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
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Ibinyazina Ngenera ngenga Ndafutura/ndasigura Mpamagazi
kumva umwandiko;
o -Bamurika mu ruhame ibyavuye mu matsinda ;
o Gusoma aranguruye agaragaza isesekaza.
o Gukusanyiriza mu matsinda, ibitekerezo ku isuku n’isukura.
o Gukora inshamake y’umwandiko.
o Kujya impaka ku ngaruka z’umwanda.
o Gutahura imikoreshereze y’ibinyazina binyuranye.
Isuzuma Mbonezanyigisho 3.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho by’uwiga ateze amatwi atarogoya
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Umwandiko ku nsanganyamatsiko ku isuku n’isukura
Ibimenyetso by’uteze amatwi atarogoya ufite ijambo
Umwanzuro
Ubushobozi busuzumwa
Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva umwandiko
ku kamaro k’isuku n’isukura abinyujije mu ngiro zitandukanye.
96
Umusaruro w’inyigisho 3.2: Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.
Umwandiko ku nsanganyamatsiko ku isuku n’isukura;
Ibimenyetso by’uteze amatwi atarogoya ufite ijambo.
Inyunguramagambo;
Insanganyamatsiko y’umwandiko;
Ingingo z’umuco n’amateka;
Isesekaza n’utwatuzo;
Indangagaciro zo kubaha ubuzima;
ingero zifatika zihamya akamaro k’isuku n’isukura;
Ihinamwandiko ku nsanganyamatsiko y’ isuku n’isukura;
Ihangamwandiko ku isuku n’isukura.
Ibinyazina Ngenera
ngenga Ndafutura/n
dasigura Mpamagazi
o Gutega amatwi umwandiko ku isuku n’isukura.
o Kutarogoya ufite ijambo nta mpamvu.
o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.
o Gukoresha Ikinyarwanda kiboneye agaragaza indangagaciro yo kubaha ubuzima (Kubaha uburenganzira bwa muntu, kwirinda ihohotera iryo ari ryo ryose,kwiyitaho ).
o Gusoma mu matsinda bashaka:
o -Ibisobanuro by’amagambo akomeye;
o -Ibisubizo by’ibibazo byo kumva umwandiko;
o -Bamurika mu ruhame ibyavuye mu matsinda ;
o Gusoma aranguruye agaragaza isesekaza.
o Gukusanyiriza mu matsinda, ibitekerezo ku isuku n’isukura.
o Gukora inshamake y’umwandiko.
o Kujya impaka ku ngaruka z’umwanda.
o Gutahura imikoreshereze y’ibinyazina binyuranye.
˗ Ibitabo bikubiyemo imyandiko yerekeye isuku n’isukura;
˗ Ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Itangazo Mpuzamahanga
ry’uburenganzira bwa Muntu,
˗ Itegeko Nshinga rya Repubulika y’u Rwanda;
˗ Amafoto ku bikorwa by’isuku n’isukura.
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Isuzuma Mbonezanyigisho 3.2
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho by’ibisubizo ku kumva umwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Inyunguramagambo
Insanganyamatsiko
Ingingo z’umuco n’amateka
Indangagaciro zo kubaha ubuzima
Umwanzuro
Umusaruro w’inyigisho 3.3: Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.
Umwandiko ku nsanganyamatsiko ku isuku n’isukura;
Ibimenyetso by’uteze amatwi atarogoya ufite ijambo.
Inyunguramagambo;
Insanganyamatsiko y’umwandiko;
Ingingo z’umuco n’amateka;
Isesekaza
o Gutega amatwi umwandiko ku isuku n’isukura.
o Kutarogoya ufite ijambo nta mpamvu.
o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.
o Gukoresha Ikinyarwanda kiboneye agaragaza indangagaciro yo kubaha ubuzima (Kubaha uburenganzira bwa muntu, kwirinda ihohotera iryo ari ryo
˗ Ibitabo bikubiyemo imyandiko yerekeye isuku n’isukura;
˗ Ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Itangazo Mpuzamahanga
ry’uburenganzira bwa Muntu,
Imfashanyigisho Ibikorwa by’uwiga
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Ibyigwa
Ubushobozi busuzumwa
Yashubije neza ibibazo mu mvugo iboneye ku mwandiko.
98
n’utwatuzo;
Indangagaciro zo kubaha ubuzima;
ingero zifatika zihamya akamaro k’isuku n’isukura;
Ihinamwandiko ku nsanganyamatsiko y’ isuku n’isukura;
Ihangamwandiko ku isuku n’isukura.
Ibinyazina Ngenera
ngenga Ndafutura/n
dasigura Mpamagazi
ryose,kwiyitaho ).
o Gusoma mu matsinda bashaka:
o -Ibisobanuro by’amagambo akomeye;
o -Ibisubizo by’ibibazo byo kumva umwandiko;
o -Bamurika mu ruhame ibyavuye mu matsinda ;
o Gusoma aranguruye agaragaza isesekaza.
o Gukusanyiriza mu matsinda, ibitekerezo ku isuku n’isukura.
o Gukora inshamake y’umwandiko.
o Kujya impaka ku ngaruka z’umwanda.
o Gutahura imikoreshereze y’ibinyazina binyuranye.
˗ Itegeko Nshinga rya Repubulika y’u Rwanda;
˗ Amafoto ku bikorwa by’isuku n’isukura.
Isuzuma Mbonezanyigisho 3.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Ubushobozi busuzumwa
Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza.
99
Gihamya Isuzuma
Amajwi n’amashusho by’isomwa ry’umwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Isesekaza n’utwatuzo
Umwanzuro
Umusaruro w’inyigisho 3.4: Guhina no guhimba umwandiko akurikiranya neza ingingo.
Umwandiko ku nsanganyamatsiko ku isuku n’isukura;
Ibimenyetso by’uteze amatwi atarogoya ufite ijambo.
Inyunguramagambo;
Insanganyamatsiko y’umwandiko;
Ingingo z’umuco n’amateka;
Isesekaza n’utwatuzo;
Indangagaciro zo kubaha ubuzima;
ingero zifatika zihamya akamaro k’isuku n’isukura;
Ihinamwandiko ku nsanganyamatsiko y’ isuku n’isukura;
Ihangamwandiko ku isuku n’isukura.
o Gutega amatwi umwandiko ku isuku n’isukura.
o Kutarogoya ufite ijambo nta mpamvu.
o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.
o Gukoresha Ikinyarwanda kiboneye agaragaza indangagaciro yo kubaha ubuzima (Kubaha uburenganzira bwa muntu, kwirinda ihohotera iryo ari ryo ryose,kwiyitaho ).
o Gusoma mu matsinda bashaka:
o -Ibisobanuro by’amagambo akomeye;
o -Ibisubizo by’ibibazo byo
˗ Ibitabo bikubiyemo imyandiko yerekeye isuku n’isukura;
˗ Ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Itangazo
Mpuzamahanga ry’uburenganzira bwa Muntu,
˗ Itegeko Nshinga rya Repubulika y’u Rwanda;
˗ Amafoto ku bikorwa by’isuku n’isukura.
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Ibinyazina Ngenera ngenga Ndafutura/ndasigura Mpamagazi
kumva umwandiko;
o -Bamurika mu ruhame ibyavuye mu matsinda ;
o Gusoma aranguruye agaragaza isesekaza.
o Gukusanyiriza mu matsinda, ibitekerezo ku isuku n’isukura.
o Gukora inshamake y’umwandiko.
o Kujya impaka ku ngaruka z’umwanda.
o Gutahura imikoreshereze y’ibinyazina binyuranye.
Isuzuma Mbonezanyigisho 3.4
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi, amashusho n’inyandiko ku ihina n’ihimbamwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ihinamwandiko ku ku isuku n’isukura
Ihangamwandiko ku isuku n’isukura
Umwanzuro
Ubushobozi busuzumwa
Yahinnye anahimba umwandiko akurikiranya neza ingingo.
101
Umusaruro w’inyigisho 3.5: Kumurika ingero zifatika zihamya akamaro k’isuku n’isukura.
Umwandiko ku nsanganyamatsiko ku isuku n’isukura;
Ibimenyetso by’uteze amatwi atarogoya ufite ijambo.
Inyunguramagambo;
Insanganyamatsiko y’umwandiko;
Ingingo z’umuco n’amateka;
Isesekaza n’utwatuzo;
Indangagaciro zo kubaha ubuzima;
ingero zifatika zihamya akamaro k’isuku n’isukura;
Ihinamwandiko ku nsanganyamatsiko y’ isuku n’isukura;
Ihangamwandiko ku isuku n’isukura.
Ibinyazina Ngenera ngenga Ndafutura/ndasigura Mpamagazi
o Gutega amatwi umwandiko ku isuku n’isukura.
o Kutarogoya ufite ijambo nta mpamvu.
o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.
o Gukoresha Ikinyarwanda kiboneye agaragaza indangagaciro yo kubaha ubuzima (Kubaha uburenganzira bwa muntu, kwirinda ihohotera iryo ari ryo ryose,kwiyitaho ).
o Gusoma mu matsinda bashaka:
o -Ibisobanuro by’amagambo akomeye;
o -Ibisubizo by’ibibazo byo kumva umwandiko;
o -Bamurika mu ruhame ibyavuye mu matsinda ;
o Gusoma aranguruye agaragaza isesekaza.
o Gukusanyiriza mu matsinda, ibitekerezo ku isuku n’isukura.
o Gukora inshamake y’umwandiko.
o Kujya impaka ku ngaruka z’umwanda.
˗ Ibitabo bikubiyemo imyandiko yerekeye isuku n’isukura;
˗ Ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Itangazo
Mpuzamahanga ry’uburenganzira bwa Muntu,
˗ Itegeko Nshinga rya Repubulika y’u Rwanda;
˗ Amafoto ku bikorwa by’isuku n’isukura.
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o Gutahura imikoreshereze y’ibinyazina binyuranye.
Isuzuma Mbonezanyigisho 3.5
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi, amashusho n’inyandiko ku ngero zifatika zihamya akamaro k’isuku n’isukura
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ingero zifatika zihamya akamaro k’isuku n’isukura
Umwanzuro
Umusaruro w’inyigisho 3.6: Gukoresha ibinyazina binyuranye ku buryo bukwiye.
Umwandiko ku nsanganyamatsiko ku isuku n’isukura;
Ibimenyetso by’uteze amatwi atarogoya ufite ijambo.
Inyunguramagambo;
o Gutega amatwi umwandiko ku isuku n’isukura.
o Kutarogoya ufite ijambo nta mpamvu.
o Kuvumbura insanganyamatsiko ivugwa
˗ Ibitabo bikubiyemo imyandiko yerekeye isuku n’isukura;
˗ Ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ;
Imfashanyigisho Ibikorwa by’uwiga
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Ibyigwa
Ubushobozi busuzumwa
Yamuritse ingero zifatika zihamya akamaro k’isuku n’isukura
103
Insanganyamatsiko y’umwandiko;
Ingingo z’umuco n’amateka;
Isesekaza n’utwatuzo;
Indangagaciro zo kubaha ubuzima;
ingero zifatika zihamya akamaro k’isuku n’isukura;
Ihinamwandiko ku nsanganyamatsiko y’ isuku n’isukura;
Ihangamwandiko ku isuku n’isukura.
Ibinyazina Ngenera ngenga Ndafutura/ndasigura Mpamagazi
mu mwandiko.
o Gukoresha Ikinyarwanda kiboneye agaragaza indangagaciro yo kubaha ubuzima (Kubaha uburenganzira bwa muntu, kwirinda ihohotera iryo ari ryo ryose,kwiyitaho ).
o Gusoma mu matsinda bashaka:
o -Ibisobanuro by’amagambo akomeye;
o -Ibisubizo by’ibibazo byo kumva umwandiko;
o -Bamurika mu ruhame ibyavuye mu matsinda ;
o Gusoma aranguruye agaragaza isesekaza.
o Gukusanyiriza mu matsinda, ibitekerezo ku isuku n’isukura.
o Gukora inshamake y’umwandiko.
o Kujya impaka ku ngaruka z’umwanda.
o Gutahura imikoreshereze y’ibinyazina binyuranye.
˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Itangazo
Mpuzamahanga ry’uburenganzira bwa Muntu,
˗ Itegeko Nshinga rya Repubulika y’u Rwanda;
˗ Amafoto ku bikorwa by’isuku n’isukura.
Isuzuma Mbonezanyigisho 3.6
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Ubushobozi busuzumwa
Yakoresheje ibinyazina binyuranye ku buryo bukwiye
104
Gihamya Isuzuma
Ibisubizo by’imyitozo ku binyazina
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ibinyazina
Umwanzuro
105
LU 4:Gukoresha Ikinyarwanda kiboneye agaragaza uburyo bunyuranye bwo gutunganya ubutaka no gukoresha ibinyazina binyuranye
4
Umusaruro w’inyigisho:
1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva umwandiko ku mitunganyirize y’ubutaka 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 ingero zifatika zihamya imitunganyirize iboneye
y’ubutaka. 6. Gukoresha ibinyazina binyuranye ku buryo bukwiye.
Amasaha 6
Umusaruro w’inyigisho 4.1: Gukoresha Ikinyarwanda k’ibanze uwiga agaragaza ko yumva
umwandiko ku nsanganyamatsiko yerekeye kurwanya indwara mu ngiro zitandukanye.
Umwandiko ku nsanganyamatsiko yerekeye imitunganyirize y’ubutaka;
ibimenyetso by’uteze amatwi atarogoya.
isesekaza n‘utwatuzo;
inyunguramagambo;
insanganyamatsiko y’umwandiko;
indangangakiro na kirazira;
ingingo z’amateka n’umuco;
ingero zifatika zihamya imitunganyirize;
ihimbamwandiko.
o Gutega amatwi umwandiko ku mitunganyirize y’ubutaka.
o Kutarogoya ufite ijambo nta mpamvu.
o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.
o Gukoresha Ikinyarwanda kiboneye agaragaza indangagaciro yo gukorera mu mucyo.
o Gusoma mu matsinda bashaka:
o -Ibisobanuro by’amagambo akomeye;
o -Ibisubizo by’ibibazo byo kumva umwandiko;
˗ Igitabo gikubiyemo imyandiko ku nsanganyamatsiko yo gutunganya ubutaka ;
˗ Ibitabo by’ikibonezamvugo;
˗ SEDE (CD);
˗ Disiketi ;
˗ Ikibaho;
˗ Marikeri;
˗ Murandasi;
˗ Inkoranyamagambo;
˗ Itangazo Mpuzamahanga ry’uburenganzira bwa
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Ikinyazina:
Mbaza
Mboneranteko
Nyamubaro
o Bamurika mu ruhame ibyavuye mu matsinda;
o Gusoma aranguruye agaragaza isesekaza.
o Gukusanyiriza mu matsinda, ibitekerezo ku mitunganyirize y’ubutaka.
o Gukora inshamake y’umwandiko.
o Kujya impaka ku ngaruka zo kudacunga neza ubutaka.
o Gutahura imikoreshereze y’ibinyazina binyuranye.
Muntu;
˗ Itegeko Nshinga rya Repubulika y’u Rwanda;
˗ Amafoto ku bikorwa by’imitunganyirizwe y’ubutaka.
Isuzuma Mbonezanyigisho 4.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho by’uwiga ateze amatwi atarogoya
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Umwandiko ku nsanganyamatsiko yerekeye imitunganyirize y’ubutaka
Ibimenyetso by’uteze amatwi atarogoya
Umwanzuro
Umusaruro w’inyigisho 4.2: Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko
Ubushobozi busuzumwa
Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva umwandiko ku
mitunganyirize y’ubutaka abinyujije mu ngiro zitandukanye
107
Umwandiko ku nsanganyamatsiko yerekeye imitunganyirize y’ubutaka;
ibimenyetso by’uteze amatwi atarogoya.
isesekaza n‘utwatuzo;
inyunguramagambo;
insanganyamatsiko y’umwandiko;
indangangakiro na kirazira;
ingingo z’amateka n’umuco;
ingero zifatika zihamya imitunganyirize;
ihimbamwandiko.
Ikinyazina:
Mbaza
Mboneranteko
Nyamubaro
o Gutega amatwi umwandiko ku mitunganyirize y’ubutaka.
o Kutarogoya ufite ijambo nta mpamvu.
o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.
o Gukoresha Ikinyarwanda kiboneye agaragaza indangagaciro yo gukorera mu mucyo.
o Gusoma mu matsinda bashaka:
o -Ibisobanuro by’amagambo akomeye;
o -Ibisubizo by’ibibazo byo kumva umwandiko;
o Bamurika mu ruhame ibyavuye mu matsinda;
o Gusoma aranguruye agaragaza isesekaza.
o Gukusanyiriza mu matsinda, ibitekerezo ku mitunganyirize y’ubutaka.
o Gukora inshamake y’umwandiko.
o Kujya impaka ku ngaruka zo kudacunga neza ubutaka.
o Gutahura imikoreshereze y’ibinyazina binyuranye.
˗ Igitabo gikubiyemo imyandiko ku nsanganyamatsiko yo gutunganya ubutaka ;
˗ Ibitabo by’ikibonezamvugo;
˗ SEDE (CD);
˗ Disiketi ;
˗ Ikibaho;
˗ Marikeri;
˗ Murandasi;
˗ Inkoranyamagambo;
˗ Itangazo Mpuzamahanga ry’uburenganzira bwa Muntu;
˗ Itegeko Nshinga rya Repubulika y’u Rwanda;
˗ Amafoto ku bikorwa by’imitunganyirizwe y’ubutaka.
Isuzuma Mbonezanyigisho 4.2
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Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho ku bisubizo byo kumva umwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Inyunguramagambo
Insanganyamatsiko y’umwandiko
Indangangakiro na kirazira
Ingingo z’amateka n’umuco
Umwanzuro
Umusaruro w’inyigisho 4.3: Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.
Umwandiko ku nsanganyamatsiko yerekeye imitunganyirize y’ubutaka;
ibimenyetso by’uteze amatwi atarogoya.
isesekaza
o Gutega amatwi umwandiko ku mitunganyirize y’ubutaka.
o Kutarogoya ufite ijambo nta mpamvu.
o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.
o Gukoresha Ikinyarwanda
˗ Igitabo gikubiyemo imyandiko ku nsanganyamatsiko yo gutunganya ubutaka ;
˗ Ibitabo by’ikibonezamvugo;
˗ SEDE (CD);
˗ Disiketi ;
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Ubushobozi busuzumwa
Yashubije neza ibibazo mu mvugo iboneye ku mwandiko.
109
n‘utwatuzo;
inyunguramagambo;
insanganyamatsiko y’umwandiko;
indangangakiro na kirazira;
ingingo z’amateka n’umuco;
ingero zifatika zihamya imitunganyirize;
ihimbamwandiko.
Ikinyazina:
Mbaza
Mboneranteko
Nyamubaro
kiboneye agaragaza indangagaciro yo gukorera mu mucyo.
o Gusoma mu matsinda bashaka:
o -Ibisobanuro by’amagambo akomeye;
o -Ibisubizo by’ibibazo byo kumva umwandiko;
o Bamurika mu ruhame ibyavuye mu matsinda;
o Gusoma aranguruye agaragaza isesekaza.
o Gukusanyiriza mu matsinda, ibitekerezo ku mitunganyirize y’ubutaka.
o Gukora inshamake y’umwandiko.
o Kujya impaka ku ngaruka zo kudacunga neza ubutaka.
o Gutahura imikoreshereze y’ibinyazina binyuranye.
˗ Ikibaho;
˗ Marikeri;
˗ Murandasi;
˗ Inkoranyamagambo;
˗ Itangazo Mpuzamahanga ry’uburenganzira bwa Muntu;
˗ Itegeko Nshinga rya Repubulika y’u Rwanda;
˗ Amafoto ku bikorwa by’imitunganyirizwe y’ubutaka.
Isuzuma Mbonezanyigisho 4.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho ku isomwa ry’umwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ubushobozi busuzumwa
Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza.
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Isesekaza n’utwatuzo
Umwanzuro
Umusaruro w’inyigisho 4.4: Guhina no guhimba umwandiko akurikiranya neza ingingo.
Umwandiko ku nsanganyamatsiko yerekeye imitunganyirize y’ubutaka;
ibimenyetso by’uteze amatwi atarogoya.
isesekaza n‘utwatuzo;
inyunguramagambo;
insanganyamatsiko y’umwandiko;
indangangakiro na kirazira;
ingingo z’amateka n’umuco;
ingero zifatika zihamya imitunganyirize;
ihimbamwandiko.
Ikinyazina:
Mbaza
Mboneranteko
Nyamubaro
o Gutega amatwi umwandiko ku mitunganyirize y’ubutaka.
o Kutarogoya ufite ijambo nta mpamvu.
o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.
o Gukoresha Ikinyarwanda kiboneye agaragaza indangagaciro yo gukorera mu mucyo.
o Gusoma mu matsinda bashaka:
o -Ibisobanuro by’amagambo akomeye;
o -Ibisubizo by’ibibazo byo kumva umwandiko;
o Bamurika mu ruhame ibyavuye mu matsinda;
o Gusoma aranguruye agaragaza isesekaza.
o Gukusanyiriza mu matsinda, ibitekerezo ku mitunganyirize y’ubutaka.
o Gukora inshamake y’umwandiko.
o Kujya impaka ku ngaruka zo kudacunga neza ubutaka.
˗ Igitabo gikubiyemo imyandiko ku nsanganyamatsiko yo gutunganya ubutaka ;
˗ Ibitabo by’ikibonezamvugo;
˗ SEDE (CD);
˗ Disiketi ;
˗ Ikibaho;
˗ Marikeri;
˗ Murandasi;
˗ Inkoranyamagambo;
˗ Itangazo Mpuzamahanga ry’uburenganzira bwa Muntu;
˗ Itegeko Nshinga rya Repubulika y’u Rwanda;
˗ Amafoto ku bikorwa by’imitunganyirizwe y’ubutaka.
Imfashanyigisho Ibikorwa by’uwiga
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o Gutahura imikoreshereze y’ibinyazina binyuranye.
Isuzuma Mbonezanyigisho 4.4
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi, amashusho n’inyandiko ku ihimba n’imurikamwandiko
Ubushobozi busuzumwa
Yahinnye anahimba umwandiko akurikiranya neza ingingo
112
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ihimbamwandiko;
Umwanzuro
Umusaruro w’inyigisho 4.5: Kumurika ingero zifatika zihamya imitunganyirize iboneye
y’ubutaka.
Umwandiko ku nsanganyamatsiko yerekeye imitunganyirize y’ubutaka;
ibimenyetso by’uteze amatwi atarogoya.
isesekaza n‘utwatuzo;
inyunguramagambo;
insanganyamatsiko y’umwandiko;
indangangakiro na kirazira;
ingingo z’amateka n’umuco;
ingero zifatika zihamya imitunganyirize;
ihimbamwandiko.
Ikinyazina:
Mbaza
Mboneranteko
Nyamubaro
o Gutega amatwi umwandiko ku mitunganyirize y’ubutaka.
o Kutarogoya ufite ijambo nta mpamvu.
o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.
o Gukoresha Ikinyarwanda kiboneye agaragaza indangagaciro yo gukorera mu mucyo.
o Gusoma mu matsinda bashaka:
o -Ibisobanuro by’amagambo akomeye;
o -Ibisubizo by’ibibazo byo kumva umwandiko;
o Bamurika mu ruhame ibyavuye mu matsinda;
o Gusoma aranguruye agaragaza isesekaza.
o Gukusanyiriza mu matsinda,
˗ Igitabo gikubiyemo imyandiko ku nsanganyamatsiko yo gutunganya ubutaka ;
˗ Ibitabo by’ikibonezamvugo;
˗ SEDE (CD);
˗ Disiketi ;
˗ Ikibaho;
˗ Marikeri;
˗ Murandasi;
˗ Inkoranyamagambo;
˗ Itangazo Mpuzamahanga ry’uburenganzira bwa Muntu;
˗ Itegeko Nshinga rya Repubulika y’u Rwanda;
˗ Amafoto ku bikorwa by’imitunganyirizwe y’ubutaka.
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ibitekerezo ku mitunganyirize y’ubutaka.
o Gukora inshamake y’umwandiko.
o Kujya impaka ku ngaruka zo kudacunga neza ubutaka.
o Gutahura imikoreshereze y’ibinyazina binyuranye.
Isuzuma Mbonezanyigisho 4.5
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho ku ngero zifatika zihamya imitunganyirize y’ubutaka
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ingero zifatika zihamya imitunganyirize y’ubutaka
Umwanzuro
Umusaruro w’inyigisho 4.6: Gukoresha ibinyazina binyuranye ku buryo bukwiye.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Ubushobozi busuzumwa
Yamuritse ingero zifatika zihamya imitunganyirize iboneye y’ubutaka
114
Umwandiko ku nsanganyamatsiko yerekeye imitunganyirize y’ubutaka;
ibimenyetso by’uteze amatwi atarogoya.
isesekaza n‘utwatuzo;
inyunguramagambo;
insanganyamatsiko y’umwandiko;
indangangakiro na kirazira;
ingingo z’amateka n’umuco;
ingero zifatika zihamya imitunganyirize;
ihimbamwandiko.
Ikinyazina:
Mbaza
Mboneranteko
Nyamubaro
o Gutega amatwi umwandiko ku mitunganyirize y’ubutaka.
o Kutarogoya ufite ijambo nta mpamvu.
o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.
o Gukoresha Ikinyarwanda kiboneye agaragaza indangagaciro yo gukorera mu mucyo.
o Gusoma mu matsinda bashaka:
o -Ibisobanuro by’amagambo akomeye;
o -Ibisubizo by’ibibazo byo kumva umwandiko;
o Bamurika mu ruhame ibyavuye mu matsinda;
o Gusoma aranguruye agaragaza isesekaza.
o Gukusanyiriza mu matsinda, ibitekerezo ku mitunganyirize y’ubutaka.
o Gukora inshamake y’umwandiko.
o Kujya impaka ku ngaruka zo kudacunga neza ubutaka.
o Gutahura imikoreshereze y’ibinyazina binyuranye.
˗ Igitabo gikubiyemo imyandiko ku nsanganyamatsiko yo gutunganya ubutaka ;
˗ Ibitabo by’ikibonezamvugo;
˗ SEDE (CD);
˗ Disiketi ;
˗ Ikibaho;
˗ Marikeri;
˗ Murandasi;
˗ Inkoranyamagambo;
˗ Itangazo Mpuzamahanga ry’uburenganzira bwa Muntu;
˗ Itegeko Nshinga rya Repubulika y’u Rwanda;
˗ Amafoto ku bikorwa by’imitunganyirizwe y’ubutaka.
Isuzuma Mbonezanyigisho 4.6
Ubushobozi busuzumwa
Yakoresheje ibinyazina binyuranye ku buryo bukwiye
115
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Ibisubizo ku mikoreshereze y’ibinyazina
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikinyazina
Umwanzuro
116
LU 5:Gukoresha neza uburyo bunyuranye bw ’ ubwumvane no kwandika yubahiriza imyandikire y’Ikinyarwanda.
5
Umusaruro w’inyigisho:
1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva ikinamico ku nsanganyamatsiko yerekeye ubwumvane mu ngiro zitandukanye.
2. Gusubiza neza ibibazo mu mvugo iboneye ku ikinamico. 3. Gusoma neza ikinamico yubahiriza uturango twayo. 4. Guhimba no gukina ikinamico ahuza imvugo n’ingiro 5. Gukoresha neza inzego z’ururimi. 6. Kubahiriza imyandikire y’amazina bwite.
Amasaha 6
Umusaruro w’inyigisho 5.1: Gukoresha Ikinyarwanda k’ibanze, uwiga agaragaza ko yumva
ikinamico ku nsanganyamatsiko yerekeye ubuzima bw’imyororokere mu ngiro zitandukanye.
Ikinamico ku nsanganyamatsiko yerekeye ubwumvane;
Ibimenyetso by’uteze amatwi atarogoya.
Inyunguramagambo ku ngeri y’ikinamico;
Ingingo z’umuco n’amateka;
Udukino ku nsanganyamatsiko ishingiye ku bwumvane;
Isesekaza n’utwatuzo.
Inzego z’ururimi: Imvugo
ikocamye Imvugo
isanzwe Imvugo
o Gutega amatwi ikinamico ku nsanganyamatsiko yerekeye ubwumvane.
o Kutarogoya ufite ijambo nta mpamvu.
o Gusubiza ibibazo byo kumva ikinamico n’inyunguramagambo.
o Kuvumbura insanganyamatsiko ivugwa mu ikinamico.
o Gusoma bucece ikinamico.
o Gusoma bakuramwa, baranguruye bigana, abakinankuru.
o Gukorera mu matsinda, bungurana ibitekerezo ku nsanganyamatsiko ivugwa mu ikinamico.
o Guhimba no gukina udukino ku nsanganyamatsiko ishingiye ku bwumvane.
˗ Ibitabo bikubiyemo imyandiko yerekeyeubwumvane;
˗ 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.
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ihanitse
Amazina bwite y’ahantu afite
indomo y’abantu
arenze rimwe y’abantu
n’ahantu y’amavamaha
nga y’idini yari
asanwzeho
o Kujya impaka ku mvugo ziboneye.
o Gutahura no gukosora amakosa mu myandikire y’amazina bwite.
Isuzuma Mbonezanyigisho 5.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi, amashusho by’uwiga ateze amatwi atarogoya
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikinamico ku nsanganyamatsiko yerekeye ubwumvane
Ibimenyetso by’uteze amatwi atarogoya
Umwanzuro
Ubushobozi busuzumwa
Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva ikinamico ku
nsanganyamatsiko yerekeye ubwumvane mu ngiro zitandukanye
118
Umusaruro w’inyigisho 5.2: Gusubiza neza ibibazo mu mvugo iboneye ku ikinamico
Ikinamico ku nsanganyamatsiko yerekeye ubwumvane;
Ibimenyetso by’uteze amatwi atarogoya.
Inyunguramagambo ku ngeri y’ikinamico;
Ingingo z’umuco n’amateka;
Udukino ku nsanganyamatsiko ishingiye ku bwumvane;
Isesekaza n’utwatuzo.
Inzego z’ururimi: Imvugo
ikocamye Imvugo
isanzwe Imvugo
ihanitse
Amazina bwite y’ahantu afite
indomo y’abantu arenze
rimwe y’abantu
n’ahantu y’amavamahan
ga y’idini yari
asanwzeho
o Gutega amatwi ikinamico ku nsanganyamatsiko yerekeye ubwumvane.
o Kutarogoya ufite ijambo nta mpamvu.
o Gusubiza ibibazo byo kumva ikinamico n’inyunguramagambo.
o Kuvumbura insanganyamatsiko ivugwa mu ikinamico.
o Gusoma bucece ikinamico.
o Gusoma bakuramwa, baranguruye bigana, abakinankuru.
o Gukorera mu matsinda, bungurana ibitekerezo ku nsanganyamatsiko ivugwa mu ikinamico.
o Guhimba no gukina udukino ku nsanganyamatsiko ishingiye ku bwumvane.
o Kujya impaka ku mvugo ziboneye.
o Gutahura no gukosora amakosa mu myandikire y’amazina bwite.
˗ Ibitabo bikubiyemo imyandiko yerekeyeubwumvane;
˗ 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.
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Isuzuma Mbonezanyigisho 5.2
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi, amashusho ku bisusbizo byo kumva umuvugo
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Inyunguramagambo ku ngeri y’ikinamico
Ingingo z’umuco n’amateka
Umwanzuro
Umusaruro w’inyigisho 5.3: Gusoma neza ikinamico yubahiriza uturango twayo
Ikinamico ku nsanganyamatsiko yerekeye ubwumvane;
Ibimenyetso by’uteze amatwi atarogoya.
Inyunguramagambo ku ngeri y’ikinamico;
Ingingo z’umuco n’amateka;
Udukino ku
o Gutega amatwi ikinamico ku nsanganyamatsiko yerekeye ubwumvane.
o Kutarogoya ufite ijambo nta mpamvu.
o Gusubiza ibibazo byo kumva ikinamico n’inyunguramagambo.
o Kuvumbura
˗ Ibitabo bikubiyemo imyandiko yerekeyeubwumvane;
˗ Ibitabo by’ikibonezamvugo ;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo;
Imfashanyigisho Ibikorwa by’uwiga
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Ibyigwa
Ubushobozi busuzumwa
Yashubije neza ibibazo mu mvugo iboneye ku ikinamico
120
nsanganyamatsiko ishingiye ku bwumvane;
Isesekaza n’utwatuzo.
Inzego z’ururimi: Imvugo
ikocamye Imvugo
isanzwe Imvugo
ihanitse
Amazina bwite y’ahantu afite
indomo y’abantu arenze
rimwe y’abantu
n’ahantu y’amavamahan
ga y’idini yari
asanwzeho
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 Guhimba no gukina udukino ku nsanganyamatsiko ishingiye ku bwumvane.
o Kujya impaka ku mvugo ziboneye.
o Gutahura no gukosora amakosa mu myandikire y’amazina bwite.
˗ 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.
Isuzuma Mbonezanyigisho 5.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho uwiga asoma ikinamico
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Isesekaza n’utwatuzo
Umwanzuro
Ubushobozi busuzumwa
Yasomye neza ikinamico yubahiriza uturango twayo
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Umusaruro w’inyigisho 5.4: Guhimba no gukina ikinamico ahuza imvugo n’ingiro
Ikinamico ku nsanganyamatsiko yerekeye ubwumvane;
Ibimenyetso by’uteze amatwi atarogoya.
Inyunguramagambo ku ngeri y’ikinamico;
Ingingo z’umuco n’amateka;
Udukino ku nsanganyamatsiko ishingiye ku bwumvane;
Isesekaza n’utwatuzo.
Inzego z’ururimi: Imvugo ikocamye Imvugo isanzwe Imvugo ihanitse
Amazina bwite y’ahantu afite indomo y’abantu arenze rimwe y’abantu n’ahantu y’amavamahanga y’idini yari asanwzeho
o Gutega amatwi ikinamico ku nsanganyamatsiko yerekeye ubwumvane.
o Kutarogoya ufite ijambo nta mpamvu.
o Gusubiza ibibazo byo kumva ikinamico n’inyunguramagambo.
o Kuvumbura insanganyamatsiko ivugwa mu ikinamico.
o Gusoma bucece ikinamico.
o Gusoma bakuramwa, baranguruye bigana, abakinankuru.
o Gukorera mu matsinda, bungurana ibitekerezo ku nsanganyamatsiko ivugwa mu ikinamico.
o Guhimba no gukina udukino ku nsanganyamatsiko ishingiye ku bwumvane.
o Kujya impaka ku mvugo ziboneye.
o Gutahura no gukosora amakosa mu myandikire y’amazina bwite.
˗ Ibitabo bikubiyemo imyandiko yerekeyeubwumvane;
˗ 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.
Isuzuma Mbonezanyigisho 5.4
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Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho n’inyandiko ku kinamico
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Udukino ku nsanganyamatsiko ishingiye ku bwumvane
Umwanzuro
Umusaruro w’inyigisho 5.5: Gukoresha neza inzego z’ururimi.
Ikinamico ku nsanganyamatsiko yerekeye ubwumvane;
Ibimenyetso by’uteze amatwi atarogoya.
Inyunguramagambo ku ngeri y’ikinamico;
Ingingo z’umuco n’amateka;
Udukino ku nsanganyamatsiko ishingiye ku bwumvane;
Isesekaza n’utwatuzo.
Inzego z’ururimi: Imvugo ikocamye Imvugo isanzwe
o Gutega amatwi ikinamico ku nsanganyamatsiko yerekeye ubwumvane.
o Kutarogoya ufite ijambo nta mpamvu.
o Gusubiza ibibazo byo kumva ikinamico n’inyunguramagambo.
o Kuvumbura insanganyamatsiko ivugwa mu ikinamico.
o Gusoma bucece ikinamico.
o Gusoma bakuramwa,
˗ Ibitabo bikubiyemo imyandiko yerekeyeubwumvane;
˗ 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
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Ubushobozi busuzumwa
Yahimbye anakina ikinamico ahuza imvugo n’ingiro.
123
Imvugo ihanitse
Amazina bwite y’ahantu afite indomo y’abantu arenze rimwe y’abantu n’ahantu y’amavamahanga y’idini yari asanwzeho
baranguruye bigana, abakinankuru.
o Gukorera mu matsinda, bungurana ibitekerezo ku nsanganyamatsiko ivugwa mu ikinamico.
o Guhimba no gukina udukino ku nsanganyamatsiko ishingiye ku bwumvane.
o Kujya impaka ku mvugo ziboneye.
o Gutahura no gukosora amakosa mu myandikire y’amazina bwite.
Leta N0 41 bis yo ku wa 13/10/2014.
Isuzuma Mbonezanyigisho 5.5
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Ibisubizo ku myitozo y’ikoreshwa ry’ inzego z’indimi
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Inzego z’ururimi
Umwanzuro
Umusaruro w’inyigisho 5.6: Kubahiriza imyandikire y’amazina bwite
Ubushobozi busuzumwa
Yakoresheje neza inzego z’ururimi
124
Ikinamico ku nsanganyamatsiko yerekeye ubwumvane;
Ibimenyetso by’uteze amatwi atarogoya.
Inyunguramagambo ku ngeri y’ikinamico;
Ingingo z’umuco n’amateka;
Udukino ku nsanganyamatsiko ishingiye ku bwumvane;
Isesekaza n’utwatuzo.
Inzego z’ururimi: Imvugo ikocamye Imvugo isanzwe Imvugo ihanitse
Amazina bwite y’ahantu afite indomo y’abantu arenze rimwe y’abantu n’ahantu y’amavamahanga y’idini yari asanwzeho
o Gutega amatwi ikinamico ku nsanganyamatsiko yerekeye ubwumvane.
o Kutarogoya ufite ijambo nta mpamvu.
o Gusubiza ibibazo byo kumva ikinamico n’inyunguramagambo.
o Kuvumbura insanganyamatsiko ivugwa mu ikinamico.
o Gusoma bucece ikinamico.
o Gusoma bakuramwa, baranguruye bigana, abakinankuru.
o Gukorera mu matsinda, bungurana ibitekerezo ku nsanganyamatsiko ivugwa mu ikinamico.
o Guhimba no gukina udukino ku nsanganyamatsiko ishingiye ku bwumvane.
o Kujya impaka ku mvugo ziboneye.
o Gutahura no gukosora amakosa mu myandikire y’amazina bwite.
˗ Ibitabo bikubiyemo imyandiko yerekeyeubwumvane;
˗ 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.
Isuzuma Mbonezanyigisho 5.6
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Ubushobozi busuzumwa
Yubahiriza imyandikire y’amazina bwite
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Gihamya Isuzuma
Ibisubizo ku myitozo yo kwandika amazina bwite
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Amazina bwite
Umwanzuro
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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. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umunyeshuri, Umwaka wa 4, Fountain
Publishers, Kigali 8. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umwarimu, Umwaka wa 5, Fountain
Publishers, Kigali 9. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umwarimu, Umwaka wa 6, Fountain
Publishers, Kigali 10. 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.
11. GASIMBA F.X (2004), Inganzo y’Ubwanditsi, Prix Kadima 12. INTEKO NYARWANDA Y’URURIMI N’UMUCO (RALC), (2013), Indangagaciro z’Umuco w’u Rwanda,
Imfashanyigisho ibanza, Kigali Rwanda 13. KAGIRANEZA Z. (1989), Igitaramo ku mateka y’u Rwanda, MINESUPRESS 14. MINISTERI Y’AMASHURI ABANZA N’AYISUMBUYE (1986) Ikinyarwanda: Ikibonezamvugo cyo mu
Cyiciro cya Gatatu, Kigali 15. UNIVERSITY OF RWANDA/COLLEGE OF EDUCATION (2014), Umusogongero ku Buvanganzo
Nyarwanda, Kigali. 16. VANHOVE J. (1941), Essai de Droit Coutumier du Ruanda, Bruxelles, Librairie Falk fils.
127
C C M S E 5 0 1 - WORKING IN A SOCIALLY DIVERSE ENVIRONMENT
CCMSE501 Work in a socially diverse environment
REQF Level: 5 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date:October, 2017
Purpose statement
This module describes the skills, knowledge and attitude required to be able to successfully
work in a socially diverse environment. The module will allow the participant to develop ways
of communicating with customers and colleagues from diverse backgrounds and
accommodating cultural differences. Furthermore, this module will enable the trainee to be
able to identify issues that may cause conflict or misunderstanding in the workplace because of
the cultural differences, find ways of resolving them and/or referring them to appropriate
individuals or bodies.
128
Learning assumed to be in place
Not applicable
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
5. Communicate with customers and colleagues from diverse backgrounds.
1.1 Adequate Valuing customers and colleagues from different cultural groups and treating them with respect and sensitivity.
1.2 Adequate Taking into consideration cultural differences in allverbal and non-verbal communication and overcoming language barriers.
1.3 Proper obtaining assistance from colleagues, reference books or outside organizations when required.
6. Address cross-cultural misunderstandings
2.3 Proper identification of issues that may cause conflict or misunderstanding in the workplace.
2.4 Adequate consideration of possible cultural differences when difficulties or misunderstandings occur.
2.5 Appropriate referring of problems and unresolved issues to the appropriate team leader or supervisor for follow-up.
129
LU 1: Communicate with customers and colleagues from diverse backgrounds
1
Learning Outcomes:
1. Value customers and colleagues from different cultural groups and treat them with respect and sensitivity.
2. Take into consideration cultural differences in all verbal and non-verbal communication and overcome language barriers.
3. Obtain assistance from colleagues, reference books or outside organisations when required. 12 Hours
Learning Outcome1.1: Value customers and colleagues from different cultural groups and
treat them with respect and sensitivity
Treating different groups effectively
forms of address
levels of formality or informality
observance of special religious, feasts or other celebratory days
customs, beliefs and values
Product preferences
o Role play o Individual work o Group discussion o Large group discussion o Brainstorming
- Reference books - Role play scenario - Online materials - Specialised
materials
Formative Assessment 1.1
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Performance criterion
Adequate Valuing customers and colleagues from different cultural groups and
treating them with respect and sensitivity.
Resources Learning activities
Content
130
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Ticking Expose (presentation) Role play
Checklist Score
Yes No
Effective treatment of different groups
Observation
Learning Outcome 1.2: Take into consideration cultural differences in all verbal and non-
verbal communication and overcome language barriers.
Verbal and non-verbal communication:
varied cultural interpretation of non-verbal behaviour and gestures
personal grooming, including dress and hygiene habits
language spoken
language written
Overcoming language barriers:
meet, greet and farewell customers
give simple directions
give simple instructions
answer simple enquiries
prepare for, serve and assist customers
describe goods and services
o Brainstorming o Role play o Individual work
- Reference books - Role play scenario - Online materials
Resources Learning activities Content
131
Formative Assessment 1.2
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Ticking Expose (presentation) Role play
Checklist Score
Yes No
Consideration of cultural differences through verbal and non-verbal communication
Overcoming language barriers
Observation
Learning Outcome 1.3: Obtain assistance from colleagues, reference books or outside
organisations when required
Partnerships for efficient communication
interpreter services
diplomatic services
local cultural organizations
appropriate government agencies
educational institutions
o Group discussion o Individual work o Large group discussion
- Reference books - Online materials - Specialised materials
Resources Learning activities Content
Performance criterion
Adequate Taking into consideration cultural differences in all verbal and non-
verbal communication and overcoming language barriers.
132
Formative Assessment 1.3
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Multiple choice True or false question Ticking Expose (presentation)
Checklist Score
Yes No
Partnerships for efficient communication
Observation
Disability advocacy groups.
Performance criterion
Proper obtaining assistance from colleagues, reference books or outside
organizations when required.
133
LU 2:Address cross-cultural misunderstandings
2
Learning Outcomes:
1. Identify issues that may cause conflict or misunderstanding in the workplace.
2. Consider possible cultural differences while resolving difficulties or misunderstandings at workplace.
3. Referring problems and unresolved issues to the appropriate team leader or supervisor for follow-up. 18 Hours
Learning Outcome 2.1: Identify issues that may cause conflict or misunderstanding in the
workplace
Cultural differences
Causes of conflict
race
language
special needs
disabilities
gender
age
roles,
emotions,
misinformation
misinterpretation
values
o Individual work o Group discussion o Large group discussion o Brainstorming
- Reference books - Online materials - Specialised materials
Formative Assessment 2.1
Performance criterion
Proper identification of issues that may cause conflict or misunderstanding in the
workplace.
Resources Learning activities
Content
134
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Multiple choice True or false question Ticking Expose (presentation)
Checklist Score
Yes No
Demonstration of knowledge about cultural differences
Identification of issues that may causes conflict at workplace
Observation
Learning Outcome 2.2: Consider possible cultural differences while resolving difficulties or
misunderstandings at workplace
Resources Learning activities Content
135
Settlement of misunderstandings
greetings
key phrases
customs
protocol,
business practices
what is done for fun
appreciation of cultural difference
Avoidance to compromise own values
being accommodating
Different Communication Styles
Different Attitudes Toward Conflict
Different Approaches to Completing Task
Different Decision-Making Styles
Different Attitudes Toward Disclosure
o Role play o Group discussion o Large group discussion o Individual work
- Reference books
- Role play scenario
- Online materials
- Specialised materials
Formative Assessment 2.2
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Ticking Expose (presentation) Role play
Checklist Score
Yes No
Settlement of misunderstandings
Performance criterion
Adequate consideration of possible cultural differences when difficulties or
misunderstandings occur.
136
Observation
Learning Outcome 2.3: Referring problems and unresolved issues to the appropriate team
leader or supervisor for follow-up
Raising issues
informal communication
informal meeting
Mediation
formal communication
formal writing
formal meetings
work ethics
o Role play o Individual task o Group work o Large group discussion
- Reference books - Role play scenario - Online materials - Specialised
materials
Formative Assessment 2.3
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Ticking Expose (presentation) Role play
Checklist Score
Yes No
Raising issues to the appropriate level at workplace
Performance criterion
Appropriate referring of problems and unresolved issues to the appropriate
team leader or supervisor for follow-up.
Resources Learning activities Content
137
Observation
Reference books:
1. Axtell, R. E., & Parker Pen Company. (1993). Do’s and taboos around the world. New York: Wiley.
2. House, R. J., & Global Leadership and Organizational Behavior Effectiveness Research Program. (2004). Culture, leadership, and organizations: The GLOBE study of 62 societies. Thousand Oaks, CA: Sage Publications.
3. Meyer, E. (2014). The culture map: Breaking through the invisible boundaries of global business. Public Affairs.
4. Schwartz, S. (2006). A theory of cultural value orientations: Explication and applications. Comparative Sociology, 5, 137-182.
138
C C M I W 5 0 1 - ICT AT WORKPLACE
CCMIW501 Use ICT at workplace
REQF Level: 5 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date:October, 2017
Purpose statement
This course 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 researching and creating documents
with text, graphics and numerical information using commonly used tools such as: Microsoft Office –
(Word, Excel and PowerPoint), Email, The Internet
Learners gain ability to appropriately select and responsibly use ICT to be able to: Problem-solve,
Communicate and collaborate, Locate, use and synthesize information found using technology and
Develop skills necessary to function in this century.
139
Learning assumed to be in place
Not applicable
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Prepare document Layout 1.1 Proper set up of a grid structure 1.2 Proper arrangement of text zones and non-textual
ones in their correct reading order. 1.3 Proper use of special effects
2. Apply basic computer operations 2.1 Appropriate Conversion, Export and Import of files 2.2 Appropriate use of storage media 2.3 Appropriate application of Printer settings 2.4 Appropriate connect computer to the network
3. Manage data 3.1 Proper management of data types 3.2 Proper application of data validation, 3.3 Adequate application of Logical functions 3.4 Adequate performance of data analysis, duplication
removal and Conditional formatting 3.5 Appropriate application of data protection
140
LU 1: Prepare document Layout
1
Learning Outcomes:
1. Set up a grid structure 2. Arrange text zones and non-textual ones 3. Use special effects
10 Hours
Learning Outcome1.1: Set up a grid structure
Usage of basic grid structures for page layout (Deciding on the number and size of columns and gutters (gaps between columns))
Use asymmetrical grids to add interest to your design.
Work with margins, row and column gaps (Placement of intentional whitespace).
Usage of mixed grids.
o Practical exercise on designing a cover page of a given document
Computer Applications Trainer manual Flipcharts Markers Flipcharts stand Computer Lab Sample of journal
Formative Assessment 1.1
Performance criterion
Proper set up of a grid structure
Resources Learning activities
Content
141
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/ Ticking True or false question Matching Sentence completion Open ended questions Expose (presentation) Task:
Prepare an attendance list including date, phone numbers and
IDs
Prepare a table of products with their specifications
Prepare a table of institutions with their address linked
Checklist Score
Yes No
Observation
Learning Outcome 1.2:Arrange text zones and non-textual ones.
Work with Styles (Headings, Title and Subtitles) chapter or section titles, or headlines and subheads
Size and position of images and figures and work with image captions
Pull quotes and nut graphs which might be added out of
o Practical exercise on editing and arrange a given document
Computer Applications Trainer manual Flipcharts Markers Flipcharts stand Computer Lab Sample of journal
Resources Learning activities Content
142
course or to make a short story fit the layout
Box outs and sidebars, which present information as asides from the main text flow
Page headers and page footers, the contents of which are usually uniform across content pages.
Table of contents
Notes like footnotes and end notes; bibliography
Formative Assessment 1.2
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/ Ticking True or false question Matching Sentence completion Open ended questions Expose (presentation) Task:
Prepare an attendance list including date, phone numbers and
IDs
Prepare a table of products with their specifications
Prepare a table of institutions with their address linked
Checklist Score
Yes No
Performance criterion
Proper arrangement of text zones and non-textual ones in their correct reading
order
143
Observation
Learning Outcome 1.3: Use special effects
Methods of overlaying text on an image for readability
Position the Text Appropriately
Increase the Contrast Use a Transparent
Overlay Drop Shadow
Runaround and intrusions, or bleeding an image over the page margin
o Practical exercise on adding special effects in a given document
Computer Applications Trainer manual Flipcharts Markers Flipcharts stand Computer Lab Sample of journal
Formative Assessment 1.3
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
Performance evidence
Multiple choice/ Ticking True or false question Matching Sentence completion Open ended questions Expose (presentation) Task:
Prepare an attendance list including date, phone numbers and
Performance criterion
Proper use of special effects
Resources Learning activities Content
144
IDs
Prepare a table of products with their specifications
Prepare a table of institutions with their address linked
Checklist Score
Yes No
Observation
145
LU 2:Apply basic computer operations
2
Learning Outcomes:
1. Import, Export, and Convert Data Files 2. Use of storage media 3. Apply printer settings 4. Connect computer to the network
10 Hours
Learning Outcome 2.1: Import, Export, and Convert Data Files
Variety of different file formats Formats Typical Extension
Data Import techniques
Data Export techniques
Compress a file
File Conversion
o Individual work o Scenario based activities o Brainstorming on data types o Appropriate Conversion,
Export and Import of files o Appropriate use of storage
media o Appropriate application of
Printer settings o Connect Computer to the
network
Projector White Board Computer Lab
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Appropriate Conversion, Export and Import of files
Resources Learning activities
Content
146
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Written evidence Multiple choice/ Ticking True or false question Matching Sentence completion Open ended questions Oral evidence Expose (presentation) Performance evidence Task:
Prepare an attendance list including date, phone numbers and
IDs
Prepare a table of products with their specifications
Prepare a table of institutions with their address linked
Checklist Score
Yes No
Observation
Learning Outcome 2.2: Use of storage media
Different types of storage (off-line/On-line storage) External/Removable Hard Drive Solid State Drive (SSD) Network Attached Storage (NAS) USB Thumb Drive Or Flash Drive. Optical Drive (CD/ DVD discs) Cloud Storage.
Storage capacity Description of units of data
o Brainstorming on storage types
o Practical exercises on disk formatting
Projector White Board Computer Lab Storage devices
Resources Learning activities Content
147
Disk formatting Partitioning Erase data
Formative Assessment 2.2
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
Written evidence Multiple choice/ Ticking True or false question Matching Sentence completion Open ended questions Oral evidence Expose (presentation) Performance evidence Task:
Prepare an attendance list including date, phone numbers and
IDs
Prepare a table of products with their specifications
Prepare a table of institutions with their address linked
Checklist Score
Yes No
Observation
Performance criterion
Appropriate use of storage media
148
Learning Outcome 2.3: Apply printer settings
Page setup
Print preview
Print dialog box
Selecting printer name
Printer options
Printing one or more copies
Printing in black/white or color
Print page ranges
o Exercises on printing one or more copies of a colored document, in black and white
o Printing in landscape, portrait different pages
Computer Lab With Current Word processing Package installed in each computer
Printer Projector
Formative Assessment 2.3
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
Written evidence Multiple choice/ Ticking True or false question Matching Sentence completion Open ended questions Oral evidence Expose (presentation) Performance evidence Task:
Prepare an attendance list including date, phone numbers and
IDs
Prepare a table of products with their specifications
Prepare a table of institutions with their address linked
Performance criterion
Appropriate application of Printer settings
Resources Learning activities Content
149
Checklist Score
Yes No
Observation
Learning Outcome 2.4: Connect computer to the network
Common types of area networks based on size Personal area network,
or PAN Local area network, or
LAN Metropolitan area
network, or MAN Wide area network, or
WAN Wireless Local Area
Network or WLAN
Common types of area networks based on main purpose Storage area network, or
SAN Enterprise private
network, or EPN Virtual private network,
or VPN
Connect to the internet
Fixed internet Mobile internet
o Exercises on connect computer to the internet
o
Computer Lab With Internet
Projector
Resources Learning activities Content
150
Formative Assessment 2.4
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/ Ticking True or false question Matching Sentence completion Open ended questions Oral evidence Expose (presentation) Performance evidence Task:
Prepare an attendance list including date, phone numbers and
IDs
Prepare a table of products with their specifications
Prepare a table of institutions with their address linked
Checklist Score
Yes No
Observation
Performance criterion
Appropriate connect computer to the network
151
LU 3: Manage data
3
Learning Outcomes:
1. Manage data types 2. Apply data validation 3. Apply logical functions 4. Analyse data 5. Apply data protection
10 Hours
Learning Outcome 3.1: Manage data types
Description of data types Data type (Byte, integer, long,
single, double, currency, decimal, string, Boolean, date, object, variant)
Length Description
Techniques of entering data types in cells and their default formats
Labels to describe pieces of information
Values (Raw numbers or dates)
Formulas to perform calculations
o Brainstorming on data types o
Computer Lab Projector
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper management of data types
Resources Learning activities Content
152
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Written evidence Multiple choice/ Ticking True or false question Matching Sentence completion Open ended questions Oral evidence Expose (presentation) Performance evidence Task:
Prepare an attendance list including date, phone numbers and
IDs
Prepare a table of products with their specifications
Prepare a table of institutions with their address linked
Checklist Score
Yes No
Differentiation of data types
Alignment of data in cell
Formatting of data
Labeling
Observation
Learning Outcome 3.2: Apply data validation
Create validation rules (Entries allowed in the cell, prompt message and Warning alerts)
Search/Find .Replace
Deleting a range of text
o Practical exercises on data validation based on calculation in another cell
o
Computer Lab Projector
Resources Learning activities Content
153
The undo command
Spelling and grammar
Synonyms
Formative Assessment 3.2
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
Written evidence Multiple choice/ Ticking True or false question Matching Sentence completion Open ended questions Oral evidence Expose (presentation) Performance evidence Task:
Prepare an attendance list including date, phone numbers and
IDs
Prepare a table of products with their specifications
Prepare a table of institutions with their address linked
Checklist Score
Yes No
Observation
Performance criterion
Proper application of data validation
154
Learning Outcome 3.3:Apply logical functions
Logical function overview (AND, OR, XOR and NOT)
Between condition (IF function)
o Practical exercises on use of logical operators and construct more elaborate logical tests to perform more complex calculations and more powerful data analysis
Formative Assessment 3.3
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
Written evidence Multiple choice/ Ticking True or false question Matching Sentence completion Open ended questions Oral evidence Expose (presentation) Performance evidence Task:
Prepare an attendance list including date, phone numbers and
IDs
Prepare a table of products with their specifications
Prepare a table of institutions with their address linked
Performance criterion
Adequate application of Logical functions
Resources Learning activities Content
155
Checklist Score
Yes No
Observation
Learning Outcome 3.4:Analyse data
Create different types of charts Line and column charts Pie Bar Miniature graphs (spark lines)
Table style and application of conditional formatting
Duplication removal
o Perform practical exercises on data analysis
o compile activities reports
Formative Assessment 3.4
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/ Ticking True or false question Matching Sentence completion
Performance criterion
Adequate performance of data analysis, duplication removal and Conditional
formatting
Resources Learning activities Content
156
Open ended questions Oral evidence Expose (presentation) Performance evidence Task:
Prepare an attendance list including date, phone numbers and
IDs
Prepare a table of products with their specifications
Prepare a table of institutions with their address linked
Checklist Score
Yes No
Observation
Learning Outcome 3.5:Apply data protection
Data protection principles Fair and lawful Purposes Adequacy Accuracy Retention Rights Security
o Compile activities reports
Formative Assessment 3.5
Performance criterion
Appropriate application of data protection
Resources Learning activities Content
157
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/ Ticking True or false question Matching Sentence completion Open ended questions Oral evidence Expose (presentation) Performance evidence Task:
Prepare an attendance list including date, phone numbers and
IDs
Prepare a table of products with their specifications
Prepare a table of institutions with their address linked
Checklist Score
Yes No
Observation
Reference books:
1. http://msdn.microsoft.com/en-us/library/bb687869.aspx Data type in Microsoft Excel
158
C C M P E 5 0 1 - PROFESSIONAL ETHICS
CCMPE501 Apply professional ethics
REQF Level: 3 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date:November, 2014
Purpose statement
This particular module describes the skills, knowledge and attitude required for the trainee to apply
professional conduct at workplace.
159
Learning assumed to be in place
Not applicable
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Apply human values 1.1. Adequate valuation of human right.
1.2. Adequate promotion of integrity
1.3. Convenient valuation of time
1.4. Careful variety of moral issues
2. Respect engineering ethics 2.1. Appropriate application of rules and regulations of the work.
2.2. Adequate application ofcredible management of the work.
2.3. Adequate team spirit at the work.
3. Apply safety 3.1. Proper risk analysis
3.2. Convenient personal safety precautions
3.3. Adequate respect of hygienic rules
160
LU 1:Apply human values
1
Learning Outcomes:
1. Valuate human right 2. Promote integrity 3. Valuate time 4. Analyse variety of moral issues
7 Hours
Learning Outcome1.1: Valuate human right
Human Right Issues Privacy Independence Security Right to vote Medication Education Employment Promotion Leave( Holydays)
Intellectual Property Right
Confidentiality
o Brainstorming on Human Right Issues, Intellectual Property Right and Confidentiality
o Group Discussion on Human Right Issues, Intellectual Property Right and Confidentiality
o Demonstration by video/ Picture of Human right issues
- Books - World Health
Organization Reports - Notebook - Pen - Workshop - Whiteboard/ Black board - Marker pen - Chalks - Projector - Pictures - Computer
Formative Assessment 1.1
Performance criterion
Adequate valuation of human right.
Resources Learning activities
Content
161
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
Multiple choice exercises
Essay
Matching exercise Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Privacy
Independence
Security
Right to vote
Medication
Education
Employment
Promotion
Leave( Holydays)
Observation
Learning Outcome 1.2:Promote integrity
Civic Virtues Tax Compliance Environmental Protection Self reliance Honesty
Respect for others
o Brainstorming on Civic Virtues o Group Discussion on Civic Virtues o Role play on Civic Virtues o Sketches on Civic Virtues o Site visit on environmentally
Protected areas
- Books - Environmental reports
( National and International)
- Notebook - Pen - Workshop - Whiteboard/ Black
board
Resources Learning activities Content
162
- Marker pen - Chalks - Projector - Pictures - Computer
Formative Assessment 1.2
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
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Tax Compliance
Environmental Protection
Self-reliance
Honesty
Observation
Performance criterion
Adequate promotion of integrity
163
Learning Outcome 1.3: Valuate time
Preparation of Agenda Agenda of Meeting Personal Agenda
o Brainstorming on preparation of Agenda
o Group Discussion on preparation of Agenda
o Practical exercise on preparation of Agenda
- Books - Agenda of some meetings - Personal Agenda - Notebook - Pen / Pencil - Workshop - Whiteboard/ Black board - Marker pen - Chalks - Projector - Pictures - Computer
Formative Assessment 1.3
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
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Agenda of Meeting
Personal Agenda
Observation
Performance criterion
Convenient valuation of time
Resources Learning activities Content
164
Learning Outcome 1.4: Analyse variety of moral issues
Reason of Behaving Unethically
Resource Crunch Opportunity Attitude
o Brainstorming on Reason of Behaving Unethically
o Group Discussion on Reason of Behaving Unethically
- Books - Chocks - Blackboard
Formative Assessment 1.4
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
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Resource Crunch
Opportunity
Attitude
Observation
Performance criterion
Careful analysis of variety of moral issues
Resources Learning activities Content
165
166
LU 2:Respect engineering ethics
2
Learning Outcomes:
1. Apply rules and regulations of the work. 2. Apply credible management of the work. 3. Work with team spirit
15 Hours
Learning Outcome 2.1:Apply rules and regulations of the work.
Different Professional rules and regulations Public Building
regulations Human Settlement
Policies
Labor Code National International
o Brainstorming on Professional rules and regulations and Labor Code
o Group Discussion on Professional rules and regulations and Labor Code
o Demonstration by video/ on Professional rules and regulations and Labor Code
- Books - Notebook - Pen - Workshop - Whiteboard/ Black board - Marker pen - Chalks - Projector - Pictures - Computer
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Appropriate application of rules and regulations of the work.
Resources Learning activities
Content
167
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Public Building regulations
Human Settlement Policies
Observation
Learning Outcome 2.2: Apply credible management of the work.
Ethical theories about Right Action Utilitarian Theory Duty Ethics The virtue Theory Self- realization ethics Justice (Fairness) theory
o Brainstorming on ethical theories about Right Action
o Group Discussion on ethical theories about Right Action
- Books - Notebook - Pen - Workshop - Whiteboard/ Black
board - Marker pen - Chalks - Projector - Computer
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Adequate application of credible management of the work
Resources Learning activities Content
168
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Utilitarian Theory
Duty Ethics
The virtue Theory
Self- realization ethics
Justice (Fairness) theory
Observation
Learning Outcome 2.3: Work with team spirit
Cooperation
Empathy Understanding Others Service Orientation Uplift others Leveraging diversity Political awareness
o Brainstorming on cooperation and empathy
o Group Discussion on cooperation and empathy
- Books - Notebook - Pen - Workshop - Whiteboard/
Black board - Marker pen - Chalks - Projector - Computer
Formative Assessment 2.3
Performance criterion
Adequate team spirit at the work.
Resources Learning activities Content
169
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
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Understanding Others
Service Orientation
Uplift others
Leveraging diversity
Political awareness
Observation
170
LU 3:Apply safety
3
Learning Outcomes:
1. Analyse risk 2. Apply personal safety precautions 3. Respect hygienic rules
8 Hours
Learning Outcome 3.1: Analyse risk
Analytical Methods for Risk Analysis Scenario Analysis Failure Mode and Effect Analysis Fault-tree Analysis Event-tree Analysis Human Error
o Brainstorming on analytical Methods for Risk Analysis
o Group Discussion on analytical Methods for Risk Analysis
- Books - Notebook - Pen - Workshop - Whiteboard/ Black
board - Marker pen - Chalks - Projector - Computer
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper risk analysis
Resources Learning activities Content
171
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Scenario Analysis
Failure Mode and Effect Analysis
Fault-tree Analysis
Event-tree Analysis
Human Error
Observation
Learning Outcome 3.2:Apply personal safety precautions
Safety and Risk
Saving Endangered Lives ( Occupational hazards)
Safe Exit
o Brainstorming on Application of personal safety precautions
o Group Discussion on Application of personal safety precautions
- Books - Notebook - Pen - Workshop - Whiteboard/
Black board - Marker pen - Chalks - Projector - Computer
Formative Assessment 3.2
Resources Learning activities Content
172
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
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Observation
Learning Outcome 3.3:Respect hygienic rules
Maintenance of Hygiene
Importance of PPE
o Brainstorming on Maintenance of Hygiene and Importance of PPE
o Group discussion on Maintenance of Hygiene and Importance of PPE
- Books - Notebook - Pen - Workshop - Whiteboard/
Black board - Marker pen - Chalks - Projector - Computer
Resources Learning activities Content
Performance criterion
Convenient personal safety precautions
173
Formative Assessment 3.3
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
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Maintenance of Hygiene
Observation
Performance criterion
Adequate respect of hygienic rules
174
Reference books:
1. R.S.Naagarazan 2006, Professional Ethics and Human Values, NEW AGE INTERNATIONAL
PUBLISHERS, India
2. GordanaDodig-Crnkovic 2004, Professional Ethics in Science and Engineering,DEPARTMENT OF
COMPUTER SCIENCE AND ENGINEERINGMÄLARDALEN UNIVERSITY
3. Vee, C. and Skitmore, R.M. (2003) Professional ethics in the construction industry. Engineering
Construction and Architectural Management 10(2):pp. 117-127. Copyright 2003 Emerald.
4. AAT Code of Professional Ethics – Version 2.0 January 2014
175
C C M B O 5 0 1 - BUSINESS ORGANISATION
CCMBO501 Organize a business
REQF Level: 5 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: November, 2017
Purpose statement
This module covers the skills, knowledge and attitude to organise a business which is linked to
organisational strategic outcomes and facilitates the achievement of service delivery. The module will
allow the learner. Identify activities to be accomplished before real business operations, create a
productive working environment, run real business operations and monitor and evaluate the business.
176
Learning assumed to be in place
Business plan development
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Identify activities to be accomplished
before real business operations
1.1 Proper verification of business start-up
requirements
1.2 Accurate recruiting of employees in line with task
requirements
1.3 Effective performing purchasing of business
requirements in line with business plan
2. Create a productive working
environment
2.1 Accurate setting business ethical conduct
2.2 Effective assigning of responsibilities in accordance
with organisation structure
2.3 Permanent matching personal characteristics with
business requirements
2.4 Proper maintain good relationship with customers
and suppliers
3. Run real business operations 3.1 Proper setting of short-term business goals
3.2 Accurate optimizing the utilization of available
resources
3.3 Regular employing targeted promotional and
marketing campaigns
4. Monitor and evaluate the business 4.1 Clear preparation of a daily report of business
activities
4.2 Regular organization of employee’s meeting in
accordance with customer’s inquiries and needs
4.3 Regular consultation of business plan
177
LU 1: Identify activities to be accomplished for real business operations
1
Learning Outcomes:
1. Verify business start-up requirements 2. Recruit employees in line with task requirements 3. Perform purchasing of business requirements in line with business
plan
5 Hours
Learning Outcome1.1: Verify business start-up requirements
Meaning of business requirements
Steps of business requirements estimation
Business location
Working place layout
Office equipment
Office furniture
Raw materials for initial storage
Production equipment and machinery
Production consumables
Start-up finances Quantity of financial
needs Sources finances Allocation of finance
Brainstorming Questions and answers Story telling Problem solving Role play Practical exercise
Flipchart Marker pen Internet Reference books Case studies Scenarios Post note
Resources Learning activities
Content
178
resources
Formative Assessment 1.1
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 Product evidence
Essay& Cases study
True or false question A produced start up plan
Checklist Score
Yes No
Steps of business requirements estimation
Business location
Raw materials for initial storage
Observation
Learning Outcome 1.2:Recruit employees in line with task requirements
Resources Learning activities Content
Performance criterion
Proper verification of business start-up requirements
179
Meaning of employee recruitment
Functions of employees recruitment Job design and
development Identifying and seeking
candidates Receiving and tracking
applicants Reference and
background checks Testing Interview Evaluation and hiring
Principles of strategic employee recruitment
Factors influencing employees recruitment Internal factors
Budget constraints Expected or trend of
employee separations Production levels Sales increases or
decreases Global expansion plans
External factors
Changes in technology Changes in laws Unemployment rates Shifts in population Shifts in urban, suburban,
and rural areas Competition
Recruitment process Staffing plans and
forecasting Write the job description
and job specifications. Confirm job analysis Have a bidding system to
recruit and review internal candidate qualifications for possible promotions.
Brainstorming Questions and answers Story telling Problem solving
Flipchart Marker pens Pens Internet Reference books Case studies Scenarios Employee recruitment template
180
Determine the best recruitment strategies for the position.
Implement a recruiting strategy.
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence
Prodiuct evidence
Observation checklist Number of employees recruited
Checklist Score
Yes No
Functions of employees recruitment
Principles of strategic employee recruitment
Factors influencing employees recruitment
Recruitment process
Observation
Learning Outcome 1.3: Perform purchasing of business requirements in line with business plan
Resources Learning activities Content
Performance criterion
Accurate recruiting of employees in line with task requirements
181
Meaning of purchasing
Purpose of purchasing
Types of purchasing Centralised purchasing Decentralised purchasing
Principles of purchasing Right price Right quality Right quantity Right time Right place
Purchasing procedures Meaning Steps involved in
purchasing procedures
Documents used in purchasing procedures. Material requisition form Inquiry Reply Purchase order Advice note Delivery note Invoice Credit status inquiry Debit note Credit note Receipt Statement of account
Meaning of suppliers
Factors influencing choice of effective suppliers
Brainstorming Questions and answers Story telling Problem solving
Flipchart Marker pens Pens Internet Reference books Case studies Scenarios Template of documents used in purchasing process
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance criterion
Effective performing purchasing of business requirements in line with business
plan
182
Written evidence
Multiple choice exercises
Essay& Cases study
True or false questioning Sentence completion
Checklist Score
Yes No
Purpose of purchasing
Types of purchasing
Principles of purchasing
Purchasing procedures
Documents used in purchasing procedures
. Factors influencing choice of effective suppliers
Observation
183
LU 2:Create a productive working environment
2
Learning Outcomes:
1. Set business ethical conduct 2. Assign responsibilities in accordance with organisation structure 3. Match personal characteristics with business requirements 4. Maintain good relationship with customers and suppliers
7 Hours
Learning Outcome 2.1: Set business ethical conduct
Define term ethical conduct
Objectives of ethical conduct in a business
Rules and regulations of the business Positive attitude
required to business members
sanctions proposed by the law in business
Types of unethical behavior in a business Mistreating Employees Financial Misconduct Misrepresentation
Techniques of encouraging a positive ethical behaviour in business Rewards Expectations Training Policies
Oral presentation Brainstorming Questions and answers Practical exercise
Flipchart Marker pen Pen Internet Reference books Case studies Business plan templateIncluding questions that guiding trainee to write a business plan
Resources Learning activities
Content
184
Ways to address address unethical behaviour at the workplace
Methods of handling unethical conduct in business
Importance of positive ethical conduct in the business
Formative Assessment 2.1
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
Multiple choice exercises
Essay& Cases study
True or false questioning Sentence completion
Problem solving
Observation checklist
Checklist Score
Yes No
Objectives of ethical conduct in a business
Rules and regulations of the business
Types of unethical behavior in a business
Techniques of encouraging a positive ethical behaviour in business
Ways to address unethical behaviour at the workplace
Methods of handling unethical conduct in business
Importance of positive ethical conduct in the business
Observation
Performance criterion
Accurate setting business ethical conduct
185
Learning Outcome 2.2: Assign responsibilities in accordance with organisation structure
Meaning of responsibilities assignment in business
Attribution of responsibilities Estimation of volume of task Determination of task’s
requirements Allowing time to the volume of
task
Responsibility assignment matrix RAC (Responsible, Accountable,
Consulted and Informed).
Oral presentation Brainstorming Questions and answers Practical exercise
Flipchart Marker pen Pen Internet Reference books Case studies Business plan templateIncluding questions that guiding trainee to write a business plan
Formative Assessment 2.2
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
:
Multiple choice exercises
Essay& Cases study
True or false questioning
Sentence completion
Observation checklist
Checklist Score
Yes No
Attribution of responsibilities
Performance criterion
Effective assigning of responsibilities in accordance with organisation structure
Resources Learning activities Content
186
Responsibility assignment matrix
Observation
Learning Outcome 2.3: Match personal characteristics with business requirements
Self assessment of time management practices Defining tool of
assessment Self Assessment Measuring gap between
personal characteristics and business requirements
Defining strategies to eliminate gaps
Self assessment in motivating employees practices Defining tool of
assessment Self Assessment Measuring gap between
personal characteristics and business requirements
Defining strategies to eliminate gaps
Self assessment in financial practices Defining tool of
assessment Self Assessment Measuring gap between
personal characteristics and business requirements
Defining strategies to eliminate gaps
Oral presentation Brainstorming Questions and answers Practical exercise
Flipchart Marker pen Pen Internet Reference books Case studies Business plan templateIncluding questions that guiding trainee to write a business plan
Resources Learning activities Content
187
Self assessment in inventory practices Defining tool of
assessment Self Assessment Measuring gap between
personal characteristics and business requirements
Defining strategies to eliminate gaps
Formative Assessment 2.3
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
Multiple choice exercises Essay& Cases study
True or false questioning
Sentence completion Observation checklist
Checklist Score
Yes No
Self assessment of time management practices
Self assessment in motivating employees practices
Self assessment in financial practices
Self assessment in inventory practices
Observation
Performance criterion
Permanent matching personal characteristics with business requirements
188
Learning Outcome 2.4: Maintain good relationship with customers and suppliers
Meaning of a term relationship in a business
Purpose of maintaining a good relationship with customers and suppliers
Methods used to Maintain good relationship with: customers suppliers
Importance of maintaining good customers and suppliers relationship to the business: With customers With suppliers
Ways to address: Customer complaints Suppliers complaints
Manual procedures for business operations as tool for maintain customer and suppliers relationship.
Formative Assessment 2.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence Written evidence
Multiple choice exercises
Essay& Cases study
True or false questioning
Sentence completion
Observation checklist
Performance criterion
Proper maintaining of good relationship with customers and suppliers
Resources Learning activities Content
189
Checklist Score
Yes No
Purpose of maintaining a good relationship with customers and suppliers
Methods used to Maintain good relationship
Importance of maintaining good customers and suppliers relationship
Ways to address: Customer complaints Suppliers complaints
Manual procedures for business operations as tool for maintain customer and suppliers relationship.
Observation
190
LU 3:Run real business operation
3
Learning Outcomes:
1. Set of short-term business goals 2. Optimize the utilization of available resources 3. Employ targeted promotional and marketing campaigns
4 10 Hours
Learning Outcome 3.1: Set of short-term business goals
Defining business goals
Categorization of business goals
Long-term goals Medium goals Short-term goals
Setting business: Long-term goals Medium goals Short-term goals
Oral presentation Brainstorming Questions and answers Practical exercise
Flipchart Marker pen Pen Internet Reference books Case studies Risk analysis template
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper setting of short-term business goals
Resources Learning activities Content
191
Types of evidence Portfolio assessment tools
Written evidence Oral evidence
Multiple choice exercises Essay& Cases study
True or false questioning
Sentence completion
Observation checklist
Checklist Score
Yes No
Categorization of business goals
Setting business: Long-term goals Medium goals Short-term goals
Observation
Learning Outcome 3.2: Optimize the utilization of available resources
Meaning of business resources
Types of business resources Financial resources Assets Human resources Technological resources
Purpose of optimizing the utilisation of available resources
Methods to optimise utilisation of available resources
Methods used to control utilisation of resources:
Brainstorming on identifying meaning of key words Oral presentation Demonstration of contingency plan samples Group discussion Documentary research Internet research Practical exercise on identifying risk to be covered by a contingency plan
Flipchart Markers Pen Internet Reference books Case studies Business plan Computer
Resources Learning activities Content
192
Procedures of using resources Targeted result Anticipated emergencies in
planning Inventory planed
Importance of optimizing available resources for: Employees Business owners Business stakeholders
Formative Assessment 3.2
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
Multiple choice exercises
Essay& Cases study
True or false questioning
Sentence completion Observation checklist
Checklist Score
Yes No
Types of business resources
Purpose of optimizing the utilisation of available resources
Methods to optimise utilisation of available resources
Methods used to control utilisation of resources:
Importance of optimizing available resources
Observation
Performance criterion
Accurate optimizing the utilization of available resources
193
Learning Outcome 3.3:Employ targeted promotional and marketing campaigns
Product promotion Meaning Aspects of product promotion
Advertising product or brand Generating sales Creating brand loyalty
Elements/tools/piece of promotional mi/plan
Public relations/publicity Advertising Sales promotion Personal selling Direct marketing
Promotional strategies
Get the most out of social media
Generate conversation with swag
Offer incentives with targeted landing pages
Appeal locally and create an event
Boost your brand with education
Establishing promotional
mix/plan
Marketing campaign Meaning Aspects of marketing campaign
Components of marketing campaign
Marketing Offer Creation Goal Setting Landing Page Drive Traffic Lead Nurturing End & Analyze Your Campaign Views
Brainstorming on identifying meaning of key words Oral presentation Demonstration of contingency plan samples Group discussion Documentary research Internet research Practical exercise on defining contingency plan
Flipchart Markers Pen Internet Reference books Case studies Role play scenarios Business plan Computer
Resources Learning activities Content
194
Leads Customers
Marketing campaign strategy
Clear & concise calls-to-action.
Hyper-target to a niche Audience.
Create a story that speaks to all Medias.
Make it easy to Share. Inspire interaction. Use a memorable and repeatable Spokesperson.
Formative Assessment 3.3
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
Multiple choice exercises
Essay& Cases study True or false questioning
Sentence completion
Observation checklist
Checklist Score
Yes No
Product promotion:
Performance criterion
Regular employing targeted promotional and marketing campaigns
195
Aspects of product promotion
Elements/tools/piece of promotional plan
Promotional strategies
Establishing promotional mix/plan of marketing campaign
Aspects of marketing campaign
Observation
196
LU 4: Monitor and evaluate the business
4
Learning Outcomes:
1. Prepare a daily report of business activities 2. Organize employee’s meeting in accordance with customer’s
inquiries and needs 3. Consult to business plan
8 Hours
Learning Outcome 4.1: Prepare a daily report of business activities
Meaning of business daily report
Purpose of business daily report
Format of daily report of business activities
Importance of business daily report to the business
Brainstorming on present the business plan Demonstration on present the business plan Practical exercise on present the business plan
Flipchart Markers Pen Internet Reference books Case studies play scenarios Computer
Formative Assessment 4.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Clear preparation of a daily report of business activities
Resources Learning activities Content
197
Types of evidence Portfolio assessment tools
Written evidence
Multiple choice exercises
Essay& Cases study
True or false questioning Sentence completion
Checklist Score
Yes No
Meaning of business daily report
Purpose of business daily report
Format of daily report of business activities
Importance of business daily report to the business
Observation
Learning Outcome 4.2: Organize employee’s meeting in accordance with customer’s inquiries
and needs
Meaning of effective employees’ meeting
Purpose of employee’s meeting
Meaning of customer inquiries and needs
Ways of gathering customer’s inquiries and needs
Steps of effective employee’s meeting
Setting meeting objectives
Preparing meeting requirements
Running employee’s meeting
Ways to make employee meeting more engaging
Brainstorming on communication of business plan, strategy and outcomes Role play on communication of business plan, strategy and outcomes
Flipchart Markers Pen Internet Reference books Case studies scenarios Computer Internet
Resources Learning activities Content
198
Facilitate brainstorming session
Stand up Set meeting goals
together Offer incentives and
rewards Set a clear framework
in advance
Formative Assessment 4.2
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
Multiple choice
exercises
Essay& Cases study
True or false questioning
Sentence completion Observation checklist
Checklist Score
Yes No
Meaning of customer inquiries and needs
Ways to make employee meeting more engaging
Purpose of employee’s meeting
Ways of gathering customer’s inquiries and needs
Steps of effective employee’s meeting
Observation
Performance criterion
Regular organization of employee’s meeting in accordance with customer’s
inquiries and needs
199
Learning Outcome 4.3: Consult to business plan
Purpose of business plan for the business
Purpose of consulting business plan during a business operations
Critical part of the business to be considered while running business
Identification of what to be consulted in your business plan
Using business plan as tool
Brainstorming on importance of presenting business plan. Role play on importance of presenting business plan.
Internet Reference books Case studies scenarios Computer Internet
Formative Assessment 4.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence Product evidence
Proposed tools: Observation checklist A produced consultation plan
Checklist Score
Yes No
Purpose of consulting business plan during a business operations
Critical part of the business to be considered while running business
Identification of what to be consulted in your business plan
Using business plan as tool
Observation
Performance criterion
Regular consultation of business plan
Resources Learning activities Content
200
Reference books:
Omagor, P. a. (2010). Entrepreneurship education for advanced level students.
Ssempijja, M. (2011). Entrepreneurship education for advanced level and business institutions, third
edition. Uganda: Kyambogo University.
SANGSTER, F. W. (2005). Bussiness accounting, tenth edition. UK: Pearson Education Limited.
Read more: http://www.businessdictionary.com/definition/breakeven-point.html
201
C C M I A 5 0 1 - INDUSTRIAL ATTACHMENT PROGRAM (IAP)
CCMIA50 1Integrate workplace
REQF Level: 5 Learning hours
Credits: 30 300
Sector: All
Sub-sector: All
Issue date: November, 2017
Purpose statement
This module describes the skills, knowledge and attitudes required to integrate the
students/internee in workplace for an industrial attachment program or employment. The
module will allow the learner to demonstrate supervisory skills at the workplace get briefed on
industrial attachment program and develop one’s competences on the workplace.
202
Learning assumed to be in place
All the modules covered
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Demonstrate supervisory skills 1.1 Proper exploration of industrial attachment policy. 1.2 correct identification of labor contracts 1.3 Proper identification of supervisor’s roles and
responsibilities. 1.4 correct preparation of technical report as supervisor 1.5 Appropriate filing of work related documents.
2. Get briefed on industrial attachment program
2.1 Proper setting of industrial attachment goals. 2.2 Proper description of IAP documents 2.3 Clear explanation on how IAP assessment is
conducted.
3. Develop one’s competences on the workplace
3.2 Expected competencies are fully developed. 3.3 Trainee logbook is completely and well filled. 3.4 Proper description of gained work experience.
203
LU 1: Demonstrate supervisory skills
1
Learning Outcomes:
1. Explore industrial attachment policy. 2. Identify labor contracts 3. Identify supervisor’s roles and responsibilities. 4. Prepare a technical report as supervisor 5. File work related documents.
10 Hours
Learning Outcome1.1:Explore industrial attachment policy
National workplace policies and procedures.
International workplace policies and procedures.
o Group work on national workplace policies and procedures.
o Research on workplace policies and procedures in different countries
o Asking questions o Large group discussion
- Text books - Notebooks - Pens - Chalkboard - Hand out
Formative Assessment 1.1
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written Essay (short responses and extended responses) Expose (presentation)
Performance criterion
Proper exploration of industrial attachment policy.
Resources Learning activities
Content
204
Oral
Checklist Score
Yes No
Industrial attachment policies
Definitions of labor contract
Types of labor contract
Differences among labor contracts
Observation
Learning Outcome 1.2: Identify labor contracts
Utility of different embroidery material, equipment and tools
o Collection of materials and tool
o Observation of materials, tools, and equipment
o Group discussion on utility of different embroidery material, equipment and tools
See Learning Outcome 1.1
Formative Assessment 1.2
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice True or false question Matching
Performance criterion
Correct identification of labor contracts
Resources Learning activities Content
205
Sentence completion Essay (short responses and extended responses
Expose (presentation)
Checklist Score
Yes No
Observation
Learning Outcome 1.3: Identify supervisor’s roles and responsibilities
Supervisor’s roles and responsibilities.
Coach Mentor Advocate for
organization Advocate for
employee
o Small group work o Individual work o Large group discussion o Pair work o Asking questions
- Text books - Notebooks - Pens - Chalkboard - Hand out
Formative Assessment 1.3
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence Essay (short responses and extended responses) Multiple choice
Performance criterion
Proper identification of supervisor’s roles and responsibilities.
Resources Learning activities Content
206
Oral evidence
True or false question Matching Sentence completion Expose (presentation) Question and answer
Checklist Score
Yes No
Possible roles and responsibilities of supervisor
Observation
Learning Outcome 1.4: Prepare a technical report as supervisor
Steps in making technical report
Gather the necessary information about professional activities
Explain the work you have done
Mention any problems you encountered and explain how you solved them
Specify what you hope to accomplish next workday.
o Research on steps in making technical report
o Asking questions o Small group work o Large group discussion
- Text books - Notebooks - Pens - Chalkboard - Hand out
Formative Assessment 1.4
Performance criterion
Correct preparation of technical report as supervisor
Resources Learning activities Content
207
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Product evidence
(Check list)
Essay (short responses and extended responses)
Checklist Score
Yes No
Well prepared Technical report
Observation
Learning Outcome 1.5: File work related documents
Different ways to file documents in a filing cabinet o Alphabetical o Category o Date o Numerical o Combination
Considerations in filing technics
o Group work on different ways to file documents
o Individual work o Large group discussion o Asking questions
- Text books - Notebooks - Pens - Chalkboard - Hand out on different ways to
file documents
Formative Assessment 1.5
Performance criterion
Appropriate filing of work related documents.
Resources Learning activities Content
208
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Product evidence
Essay (short responses and extended responses)
Checklist Score
Yes No
Completed checklist on documents filing
Different ways to file documents
Observation
209
LU 2:Get briefed on industrial attachment program
2
Learning Outcomes:
1. Set industrial attachment goals 2. Describe IAP documents 3. Explain how IAP assessment is conducted
5 Hours
Learning Outcome 2.1: Set industrial attachment goals
Goals of industrial attachment
o Group discussion on the IAP goal
o Research on the IAP goals o Asking questions o Individual work on the setting
of own IAP goals
- Hand out on industrial attachment goals.
- Text books - Notebooks - Pens - Chalkboard
Formative Assessment 2.1
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Essay (short responses /extended responses) Multiple choice True or false question Question and answer
Performance criterion
Proper setting of industrial attachment goals
Resources Learning activities
Content
210
Checklist Score
Yes No
List of possible industrial attachment goals
Observation
Learning Outcome 2.2: Describe IAP documents.
IAP Logbooks: IAP list of competencies to be
developed IAP attendance sheet IAP agreement IAP report form IAP Evaluation form IAP interview form
o Presentation by trainees and trainer
o Small group work on the interpretation of IAP logbooks
o Exercise on the completion of IAP logbooks
o Asking questions o Guided learning on how to
complete IAP logbooks
- Logbooks -
Formative Assessment 2.2
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Multiple choice True or false question Question and answer
Performance criterion
Proper description of IAP documents
Resources Learning activities Content
211
Checklist Score
Yes No
Essential elements of IAP documents
Observation
Learning Outcome 2.3: Explain how IAP assessment is conducted.
Written tests
Performance evidence(marked by company supervisor)
Respond to interview questions
o Presentation by trainees and trainer
o Discussion on IAP assessment is conducted
o Asking questions
- Vocational tools - Task sheets -
Formative Assessment 2.3
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Essay (short responses /extended responses) Expose (presentation)
Checklist Score
Yes No
Performance criterion
Clear explanation on how IAP assessment is conducted
Resources Learning activities Content
212
Explanation of IAP procedures
Observation
213
LU 3: Develop one’s competences on the workplace
3
Learning Outcomes:
1. Develop competencies related to one’s field. 2. Fill Trainee logbook. 3. Describe gained work experience
285 Hours
Learning Outcome 3.1: Develop competencies related to one’s field.
Various activities / tasks related to one’s field.
o Perform various activities / tasks related to one’s field.
- -Vocational tools related to one’ field
Formative Assessment 3.1
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Performance criterion
Expected competencies are fully developed.
Resources Learning activities Content
214
Types of evidence Portfolio assessment tools
Written evidence
Product evidence
Checklist Score
Yes No
List of well performed activities/ tasks given by industry (checklist)
Observation
Learning Outcome 3.2: Fill Trainee logbook.
IAP reports
IAP Evaluation
IAP interview
o Complete trainee logbook
- -logbooks
Formative Assessment 3.2
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Product evidence
Performance criterion
Trainee logbook is completely and well filled
Resources Learning activities Content
215
Checklist Score
Yes No
List of well performed activities/ tasks given by industry (checklist)
Observation
Learning Outcome 3.3:Describe gained work experience
Work experience related to one’s field.
o Presentation
- Questionnaires containing questions related to work experience.
Formative Assessment 3.3
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Essay (short responses / extended responses) Expose (presentation)
Checklist Score
Yes No
Brief presentation of experience gained during the industrial attachment period
Performance criterion
Proper description of gained work experience.
Resources Learning activities Content
216
Observation
Reference books:
1. http://www.differencebetween.net/business/difference-between-factory-and-industry/
2. https://www.capitalfm.co.ke/campus/students-5-things-you-need-to-do-to-secure-an-attachment/
3. http://smallbusiness.chron.com/purpose-organizational-structure-3812.html
4. http://iamanentrepreneur.in/guru-gyan/importance-mapping-organisation-structure/
5. https://www.edrawsoft.com/why-use-orgchart.php
6. http://open.lib.umn.edu/strategicmanagement/chapter/9-3-creating-an-organizational-structure/
7. http://www.differencebetween.com/difference-between-company-and-vs-industry/
8. https://hbr.org/2014/11/to-encourage-innovation-make-it-a-competition
9. http://www.innovationmanagement.se/2012/11/09/does-encouraging-creativity-in-the-workplace-
improve-innovation/
10. http://smallbusiness.chron.com/different-ways-file-documents-filing-cabinet-57513.html
11. https://www.thebalance.com/creating-a-document-management-system-2948084
12. http://www.wow.com/wiki/Technical_writing?s_chn=70&s_pt=source2&s_gl=US&v_t=content
13. https://bizfluent.com/how-5093085-write-daily-report.html
14. https://resources.workable.com/supervisor-job-description
15. https://ischool.syr.edu/infospace/2017/07/20/tips-overcoming-Industrial Attachment Program
(IAP)-challenges/
16. https://www.researchgate.net/profile/Frank_Twenefour/publication/272370787_Industrial_Trainin
g_Programmes_of_Polytechnics_in_Ghana_The_Pertinent_Issues/links/55056a6e0cf24cee3a046df8
/Industrial-Training-Programmes-of-Polytechnics-in-Ghana-The-Pertinent-Issues.pdf
17. https://toughnickel.com/misc/Challenges-faced-by-interns-Problems-commonly-found-in-Industrial
Attachment Program (IAP)s
18. Adu peproh J., Frank.B.K Twenefour (2015) industrial training program of polytechnics in Ghana: the
pertinent issues, Ghana
217
G N E G P 5 0 1 - GENERAL PHYSICS
GENGP501 Apply general physics
REQF Level: All Learning hours
Credits: 6 60
Sector: All
Sub-sector: All
Issue date:November, 2018
Purpose statement
This general module describes the knowledge, skills, and attitude required to apply concepts of physics.
At the end of this module, the trainee will be able to describe source of energy, motion in orbits,
communication system, climate change and greenhouse effect. He/she will also be able to apply
Newton’s laws and Kepler’s Laws; apply refractive index and total internal reflection in optical fibers.
This module will facilitate the trainee to perform well his/her tasks. It will be useful to trainee to be
prepared to perform well in higher education or analyze data and solve problems in the sciences and
engineering, as well as in economics and public policy.
218
Learning assumed to be in place
Not applicable
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Characterize sources of energy in
the world
1.1. Proper identification of types of energy according
to the sources
1.2. Accurate description of extraction and creation
of energy based on sources
1.3. Proper analysis of relative advantages and
disadvantages of various energy sources
according to the sources.
2. Describe motion in orbits
2.1 Clear application of gravitation based on
Newton’s law
2.2 Accurate explanation of planetary motion
according to Kepler’s laws
2.3 Proper description of satellites and rockets
according their motion in orbits
3. Categorize Mobile phone and
radio communication.
3.1 Proper interpretation of concepts based on
transmission system
3.2 Clear description of principle of cellular radio and
Structure of cellular network
3.3 Adequate identification of types of modulations
(AM, FM, and PM) based on communication
systems
3.4 Clear description of Post, telegraph and
telephone (PTT) according to telecommunication
4 Describe Climate change and
Greenhouse effect.
4.1 Clear Description of intensity of the sun’s radiation reaching planets based on climate change
4.2 Clear explanation of Greenhouse effect according to climate change
4.3 Proper explanation of climate change and relate
219
facts based on concept of physics
5 Describe Earthquakes, Tsunami,
floods landslides and cyclone
5.1 Clear description of Causes of earthquakes,
Tsunami, floods landslide and cyclone on earth
‘surface
5.2 Proper determination of effect of earthquakes on
environment based on earth ‘surface
5.3 Accurate Understanding of Safety and
emergency measure son earth ‘surface
6 Describe optical fibre in
telecommunication systems
6.1 Clear description of principle of operation of
optical fibers according to physical properties of
light
6.2 Proper identification of the types of optical fiber
based on the composition of optical fiber
6.3 Accurate description of mechanism of
attenuation in an optical fiber according to the
working principle of optic fiber
6.4 Clear description of optical transmitter and
optical receiver according to transmitter system
220
LU 1: Sources of Energy in the world
1
Learning Outcomes:
1. Identify types of energy according to the sources 2. Describe extraction and creation of energy based on sources 3. Analyze relative advantages and disadvantages of various energy
sources according to the sources 4. relative advantages and disadvantages of various energy sources
according to the sources 7 Hours
Learning Outcome 1.1: Identify types of energy according to the sources
Description of energy:
Definition of source of energy
Identification of sources of energy: Renewable
Biomass, biogas, geothermal, wood waste, hydropower, wind, solar
Non-renewable Crude oil (
petroleum) Natural gas, Coal Nuclear energy
o Discuss in groups and present on renewable and non-renewable energy sources.
o Search internet for details on world energy resources.
- Pictures - Video, - Projector - Computer - Internet
Formative Assessment 1.1
Resources Learning activities Content
221
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
Multiple choice exercises Matching Exercises True or false questioning
Checklist Score
Yes
No
Indicator: Source of energy is well defined:
Indicator: Types of source energy are well identified
Renewable energy
Non-renewable energy
Observation
Learning Outcome1.2: Describe extraction and creation of energy based on sources
Explanation of two sources of energies:
Renewable energy. Non-renewable energy.
Creation of energy.
o Discuss in groups and present
on extraction and creation of
renewable and non-renewable
energy sources.
- Pictures
- Video,
- Projector
- Computer
Formative Assessment 1.2
Resources Learning activities
Content
Performance criterion
Proper identification of types of energy according to the sources
222
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
Multiple choice exercises Matching Exercises True or false questioning
Checklist Score
Yes No
Indicator: source of energies are well explained:
Renewable energy
Non-renewable energy
Indicator: Creation of source energies is well explained:
Creation of renewable energy
Creation of non –renewable
Observation
Learning Outcome 1.3: Analyze relative advantages and disadvantages of various energy
sources according to the sources
Advantages and disadvantages of Non- renewable (fossil fuel) energy :
Oil coal natural gases
Advantages and disadvantages of
o Discuss in groups and present on advantages of renewable energy sources.
o Discuss in groups and present on Disadvantages of renewable energy sources.
o Discuss in groups and present on advantages of
- Video,
- Projector
- Internet - Books
Resources Learning activities Content
Performance criterion
Accurate description of extraction and creation of energy based on sources
223
renewable sources: Wind Solar Geothermal hydropower
non-renewable energy sources.
o Discuss in groups and present on non-renewable energy sources.
Formative Assessment 1.3
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
Multiple choice exercises Matching Exercises True or false questioning
Checklist Score
Yes No
Indicator: Advantages of fossil fuel are well analyzed:
Oil
coal
natural gases
Indicator: Disadvantages of fossil fuel are well analyzed:
Oil
coal
natural gases
Indicator: Advantages of renewable sources are well analyzed:
Wind
Solar
Geothermal
Hydropower
Indicator: Disadvantages of renewable sources are well analyzed:
Wind
Solar
Performance criterion
Proper analysis of relative advantages and disadvantages of various energy
sources according to the sources
224
Geothermal
Hydropower
Observation
225
LU 2:Motion in orbits
2
Learning Outcomes:
1. Apply gravitation based on Newton’s law 2. Explain planetary motion according to Kepler’s laws 3. Describe satellites and rockets according their motion in
orbits
10 Hours
Learning Outcome 2.1: Apply gravitation based on Newton’s law
Definition of orbit motion
Description of Newton’s law:
State of Newton ‘s law of gravitation
Properties of gravitational force
Application of Newton’s law of gravitation
o Brainstorming o Group discussion o research Search internet
for details on planetary motion
- Internet - Video - Reference books - Picture - Computer -
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Clear application of gravitation based on Newton’s law
Resources Learning activities
Content
226
Types of evidence Portfolio assessment tools
Written evidence
Multiple choice exercises Matching Exercises True or false questioning Problem solving
Checklist Score
Yes No
Indicator:orbit motion is well defined
Indicator:Newton’s law of gravitation is well described:
Newton ‘s law of gravitation is stated
Newton ‘s law of gravitation is applied
Properties of gravitational force are explained
Observation
Learning Outcome 2.2 : Explain planetary motion according to Kepler’s laws
Definition of Planetary motion
Description of Kepler ‘laws:
Kepler ‘laws.
Application of Kepler ‘laws.
o Use simulators to
demonstrate
Kepler’s laws of
planetary motion
and present
o In working in
groups discuss
Kepler’s laws of
planetary motion
and present
summary
o Search internet for
details on
planetary motion
- Books
- Internet
- Picture
- Projector
- Video
Resources Learning activities Content
227
Formative Assessment 2.2
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
Multiple choice exercises Matching Exercises True or false questioning Problem solving on kepler’s laws
Checklist Score
Yes No
Indicator: planetary motion is well defined
Indicator: Kepler’s laws are well described :
Kepler’s laws are stated
Kepler’ laws are applied
Observation
Learning Outcome 2.3: Describe satellites and rockers according to their motion Power
Definition of Rockets
Description of Spacecraft propulsion: Its characteristics
Classification of
o Discuss in groups cosmic velocities and present findings.
o Work in groups to compute problems related to
- Books
- Internet
- Picture
- Projector
- video
Resources Learning activities Content
Performance criterion
Accurate explanation of planetary motion according to Kepler’s laws
228
spacecraft propulsion: Chemical propulsion Electric propulsion Nuclear propulsion
Description of Satellites: Types of satellites
orbits
Explanation of three Cosmic velocities: First cosmic velocity Second cosmic velocity Third cosmic velocity
planetary motion and cosmic velocities.
o Search internet for details on planetary motion
Formative Assessment 2.3
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
Multiple choice exercises Matching Exercises True or false questioning Problem solving on cosmic velocities
Checklist Score
Yes No
Indicator: Rocket is well defined
Rocket
Indicator: Spacecraft propulsion is well described
Spacecraft propulsion is defined
Spacecraft propulsion are characterized
Indicator: propulsion systems are well classified
Nuclear propulsion
Chemical propulsion
Electric propulsion
Indicator: Satellite is well defined
Performance criterion
Proper description of satellites and rockets according their motion in orbits
229
Satellite
Indicator: Types of satellites are well explained:
Geo-stationary earth orbit
Medium Earth orbit
Low earth orbit
Highly elliptical orbit
Indicator: Cosmic velocities are well explained
First cosmic velocity
Second cosmic velocity
Third cosmic velocity
Observation
230
LU 3: Mobile phone and radio communication
3
Learning Outcomes:
1. Interpret concepts based on transmission system 2. Describe principle of cellular radio and Structure of cellular
network. 3. Identify types of modulations (AM, FM, and PM) based on
communication systems. 4. Describe Post, telegraph and telephone (PTT) according to
telecommunication
9 Hours
Learning Outcome 3.1: Interpret concepts based on transmission system
Explanation of transmission
system.
Description of terms used in
transmission system:
Transmitter
Channel
Receiver
Digital communication
Analog
communication
o Role play
o Group discussion
o Presentation
- Books
- Internet
- Picture
- Projector
- video
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper interpretation of concepts based on transmission system
Resources Learning activities Content
231
Types of evidence Portfolio assessment tools
Written evidence
Multiple choice exercises Matching Exercises True or false questioning Problem solving
Checklist Score
Yes No
Indicator: Transmission system is well defined:
Transmission system
Indicator : Terms used in transmission system are well described:
Transmitter
Chanel
Receiver
Digital communication
Analog communication
Observation
Learning Outcome 3.2: Describe Principle of cellular radio and Structure of cellular network.
Explanation of cellular radio.
Illustration of structure of cellular network.
Explanation of principle of cellular radio
Explanation of cellular network.
Research internet
Work in groups and assemble
simple cellular radio.
- Books
- internet
- projector
- videos
Formative Assessment 3.2
Resources Learning activities Content
232
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
Multiple choice exercises Matching Exercises True or false questioning Problem solving
Checklist Score
Yes No
Indicator: cellular radio is well explained:
Cellular radio
Indicator: Structure of cellular network is well illustrated:
Cellular network
Indicator: Principle of cellular radio is well explained:
Principle of cellular radio
Indicator: Principle of cellular network is well explained:
Principle of cellular network
Observation
Learning Outcome 3.3: Identify types of modulations (AM, FM, and PM) based on
communication systems.
Definition of modulation.
Explanation of types of
modulation:
Frequency modulation
Amplitude modulation
Phase modulation
o Group discussion o Role play o Presentation o Role play in groups about
types of modulation
- Books
- internet
- Radio
Resources Learning activities Content
Performance criterion
Clear description of principle of cellular radio and Structure of cellular network
233
Formative Assessment 3.3
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
Multiple choice exercises Matching Exercises True or false questioning Problem solving
Checklist Score
Yes No
Indicator:modulation is well defined:
Modulation
Indicator: Types of modulation are well explained
Amplitude modulation
Phase modulation
Frequency modulation
Observation
Learning Outcome 3.4: Describe Post, telegraph and telephone (PTT) according to telecommunication
Explanation of postal,
telegraph and telephone
services :
Postal
Telegraph
Telephone
o Group discussion o Role play in groups o Presentation o Discuss difference in
telephone and radio systems.
- Electric wires, - microphone, - loudspeaker.
Resources Learning activities Content
Performance criterion
Adequate identification of types of modulations (AM, FM, and PM)
based on communication systems
234
Formative Assessment 3.4
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
Multiple choice exercises Matching Exercises True or false questioning
Checklist Score
Yes No
Indicator: Postal, telegraph and telephone services are well explained:
Postal
Telegraph
Telephone
Observation
Performance criterion
Clear description of Post, telegraph and telephone (PTT) according to
telecommunication.
235
LU 4: Climate change and Greenhouse effect.
4
Learning Outcomes:
1. Describe intensity of the sun’s radiation reaching planets on climate change
2. Explain Greenhouse effect according to climate change 3. Explain climate change and relate facts based on the concepts of
physics 7 Hours
Learning Outcome 4.1: Describe intensity of the sun’s radiation reaching planets based on climate change
Definition of black body radiation
Description of Intensity of the sun’s radiation and Albedo Definition of intensity of the sun’s
radiation Definition of Albedo Application of formula of Albedo
Factors affecting planet’s Albedo: Clouds Oceans Thick vegetation covers or
forested areas Surface Albedo.
o Brainstorming o Group work o Presentations
- Reference books - Internet - Scenario
- Environmental journals
Formative Assessment 4.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Clear Description of intensity of the sun’s radiation reaching
planets based on climate change
Resources Learning activities Content
236
Types of evidence Portfolio assessment tools
Written evidence
Multiple choice exercises Matching Exercises True or false questioning Problem solving
Checklist Score
Yes No
Indicator: Black body radiation is well defined:
black body radiation
Indicator :intensity of the sun’s radiation is well described:
Intensity of the sun’s radiation well defined
Albedo is well defined
Formula of Albedo is well applied
Indicator : Factors affecting Earth’s Albedo are well explained:
Clouds
Oceans
Thick vegetation covers or forested areas
Surface Albedo
Observation
Learning Outcome 4.2: Explain Greenhouse effect according to climate change
Definition of Greenhouse gases
Explanation of Impact of greenhouse effect on climate change:
Global warming
Explanation of Human activities causing global warming Burning of fossil fuel Deforestation Agriculture
Explanation of Natural activities causing Global warming:
Volcanicity Ocean currents
o In group discuss and present on the application of energy from greenhouse effect
o Search internet for information on climate change and greenhouse effect
o Fieldwork: visit a greenhouse and report
o Investigate sources of major greenhouse gases .
- Books - Internet - Scenario - Computer - Greenhouse - Environmental
journals
Resources Learning activities Content
237
Formative Assessment 4.2
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
Multiple choice exercises Matching Exercises True or false questioning
Checklist Score
Yes No
Indicator: Greenhouse gases are well defined:
Greenhouse gases
Indicator: Impact of greenhouse effect are explained:
Greater strength of extreme weather events
Increasing number and size of forest fires
Rising sea levels
Melting of glaciers and polar ice
Increasing acidity in the ocean, resulting in bleaching of coral reefs and damage To oceanic wildlife
Indicator:Human activities causing global warming are well explained:
Burning of fossil fuel
Deforestation
Agriculture
Indicator: Human activities causing global warming are well explained:
Volcanicity
Ocean currents
Observation
Learning Outcome 4.3: Explain climate change and relate factsbased on concept of physics
Performance criterion
Clear explanation of Greenhouse effect according to climate change
238
Explanation of Climate change related facts:
climate lag Climate model
climate feedback
Explanation of Causes of climate.
o Discus in groups causes of climate change
o Search internet for information on climate change.
- books - Internet
- Greenhouse, Environmental journals.
Formative Assessment 4.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
ten evidence
Written evidence
Multiple choice questions True-False questions Matching Presentation
Checklist Score
Yes No
Indicator: Climate change and relate facts are well explained:
Climate change
Climate lag
Climate model
Climate feedback
Indicator: Causes of climate change are well explained:
burning large amounts of fossil fuels
deforestation
Observation
Performance criterion
Proper explanations of climate change and relate facts based on concept of physics
Resources Learning activities Content
239
LU 5: Earthquakes, Tsunami, floods landslides and cyclone
5
Learning Outcomes:
1. Describe Causes of earthquakes, Tsunami, floods landslide 2. and cyclone based on surface of the earth 3. Determine effect of earthquakes on environment based on the
surface the earth. 4. Describe safety and emergency measures based on the surface of
the earth 7 Hours
Learning Outcome 5.1: Describe Causes of earthquakes, Tsunami, floods landslide and cyclone
based on surface of the earth.
Definition of: Earthquakes Tsunami, Floods Landslide Cyclone.
Explanation of causes of: Earthquakes Tsunami Floods Landslide Cyclone.
o Brainstorming o Presentations o Research o Work in groups simulate
earthquakes, flood, tsunami, cyclone etc
o Carry out internet search for causes of earthquakes, Tsunami and landslides on the environment
o In groups, discuss relationship of physics concepts to occurrence of earthquakes, landslide, floods and tsunami
Seismometers,
Journals and scientific reports
Computer simulation software
Formative Assessment 5.1
Performance criterion
Description of Causes of earthquakes, Tsunami, floods landslide and cyclone
based on earth ‘surface
Resources Learning activities Content
240
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 Multiple choice exercises Matching Exercises True or false questioning
Checklist Score
Yes No
Indicator: Earthquakes , Tsunami , Floods , landslides and cyclones are well defined:
earthquakes
Tsunami
floods
landslides
Cyclone
Indicator: Causes of earthquakes , Tsunami , Floods , landslides and cyclones are well listed:
earthquakes
Tsunami
Floods
landslides
Cyclones
Observation
Learning Outcome 5.2: Determine effect of earthquakes on environment based on surface of
earth
Explanation of effects of earthquakes on environment: geological faults, volcanic activity, landslides, mine blasts.
o Group discussion o Group presentation o Carry out internet
search for occurrence and impact of earthquakes on environment.
- Environment - Simulations software, - Journals and scientific
reports, - pluviometer, - Thermometer.
Resources Learning activities Content
241
Formative Assessment 5.2
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
Multiple choice exercises Matching Exercises True or false questioning
Checklist Score
Yes No
Indicator: Effects of earthquakes on environment are well explained:
Geological faults
Volcanic activity
Landslides
Mine blasts
Observation
Learning Outcome 5.3: Identify safety and emergency measures based on surface of the earth
Identification of safety and emergency measures on an earthquake:
Preventive measures Control measures Adaptive measures
Illustration of safety and emergency measures on landslides:
Preventive measures
o Work in groups o Groups discussion o Carry out internet
- seismometers, - journals and
scientific reports , - computer simulation
software
Resources Learning activities Content
Performance criterion
Proper determination of effect of earthquakes on environment
based on surface of the earth
242
Control measures Adaptive measures
Illustration of safety and emergency measures on cyclones:
Preventive measures Control measures Adaptive measures
Illustration of safety and emergency measures on Floods:
Preventive measures Control measures Adaptive measures
Formative Assessment 5.3
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
Multiple choice questions True-False questions Matching
Checklist Score
Yes No
Indicator: safety and emergency measures of earthquakes are well illustrated :
Preventive measures
Control measures
Adaptive measures
Indicator: safety and emergency measures of landslides are well illustrated :
Preventive measures
Control measures
Adaptive measures
Performance criterion
Accurate identification of Safety and emergency measures based on surface of
the earth
243
Indicator: safety and emergency measures of cyclones are well illustrated :
Preventive measures
Control measures
Adaptive measures
Indicator: safety and emergency measures of floods are well illustrated :
Preventive measures
Control measures
Adaptive measures
Observation
244
LU 6: Application of optical fibre in telecommunication systems
6
Learning Outcomes:
1. Describe the principle of operation of optical fibers according to physical properties of light
2. Identify types of optical fiber based on the composition of optical fiber
3. Describe mechanism of attenuation in an optical fiber according to the working principle of optical fiber
4. Describe Optical transmitter and optical receiver. According to transmission system
10 Hours
Learning Outcome 6.1: Describe the principle of operation of optical fibres according to
physical properties of light
Description of optical fiber Definition of optical
fiber Layers that make
up an optical fibre: Core Cladding Coating
Illustration of the structure of an optical fibre
Explanation of refraction index of light:
Refractive index
Formula of refractive index
Explanation of total internal reflection:
o Group discussion o Roles play. o Search internet o Solving problems on
refractive index and total internal reflection
- Books - Internet - Simulation
Resources Learning activities Content
245
Total internal reflection
Formula of critical angle
Formative Assessment 6.1
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
12Hours
Multiple choice exercises Matching Exercises True or false questioning Problem solving on critical angle and refractive index
Checklist Score
Yes
No
Indicator: Optical fibre is defined:
Definition of optical fiber
Indicator: Layers made up on optical fibre:
Core
Cladding
Coating
Indicator: The structure of optical fibre is illustrated:
the structure of optical fibre is illustrated
Indicator: refractive index of light is explained
refractive index
formula of refractive index
Indicator: Total internal refraction is explained
Total internal refraction
Formula of critical angle
Observation
Performance criterion
Clear description of principle of operation of optical fibres according to physical
properties of light
246
Learning Outcome 6.2: Identify types of optical fiber based on the composition of optical fiber
Identification of types of optical fibre:
Single mode, Multimode Special
purpose
Illustration of structure of types of optical fibre
o Brainstorming o Group work o Presentation o Role play
- Books - Internet - Simulation
Formative Assessment 6.2
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
E
Multiple choice exercises Matching Exercises True or false questioning
Checklist Score
Yes No
Indicator: Types of optical fiber is explained :
Single mode optical fiber
Multiple mode optical fiber
Special purpose optical fiber
Indicator: Structures of types of optical fibre are illustrated
the structure of single mode optical fiber
the structure of multiple mode optical fiber
the structure of special purpose optical fiber
Performance criterion
Proper identification of the types of optical fiber based on the
composition of optical fiber
Resources Learning activities Content
247
Observation
Learning Outcome 6.3: Describe mechanism of attenuation in an optical fibre according to the
working principle of optical fiber.
Definition of attenuation
Factors causing attenuation
Description of Light: Light scattering Light absorption
Explanation of measures to avoid attenuation:
Repeaters Regenerators Optical amplifiers
o Group discussion o Group presentation o Research internet
- Books - Internet - Repeaters, - regenerators, - switches, - spicing, - receivers, - transmitters, - light sources - fibre cables.
Formative Assessment 6.3
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
Multiple choice exercises Matching Exercises True or false questioning Problem solving
Checklist Score
Yes No
Indicator: Attenuation is defined :
Definition of attenuation
Indicator: Factors causing attenuation are explained:
factors causing attenuation
Indicator :Light scattering and absorption are described:
Performance criterion
Accurate description of mechanism of attenuation in an optical fiber
according to the working principle of optic fiber
Resources Learning activities Content
248
light scattering
light absorption
Indicator :Measures avoiding to reduce attenuation are explained:
Repeaters
Regenerators
Optical amplifiers
Observation
Learning Outcome 6.4: Describe Optical transmitter and optical receiver according to
transmitter system
Explanation of Optical transmitter and optical receiver.
Explanation of Light emitting diode and laser diode.
Explanation of Photodiode.
The optical receivers
Transmitter and receiver block
Illustration of communication mechanism (transmitter, receiver blocks)
Description of advantages and disadvantages of optical fibre are described
o Group discussion. o Roles play. o Search internet
- Books - Internet - Computer - Simulation
Formative Assessment 6.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Clear description of optical transmitter and optical receiver
according to transmitter system
Resources Learning
aactivities
Content
249
Types of evidence Portfolio assessment tools
Written evidence
Multiple choice exercises Matching Exercises True or false questioning Problem solving
Checklist Score
Yes No
Indicator: Optical transmitter and optical receiver are well explained:
Optical transmitter
Optical receiver
Indicator :light emitting diode and laser diode are well explained:
Light emitting diode ( LEDs)
Laser diode
Differentiation of light emitting diode and Laser diode
Indicator :photodiode is explained :
Photodiode
Indicator: Communication mechanism (transmitter, receiver blocks) are well illustrated:
Transmitter block
Receiver block
Indicator: advantages and disadvantages of optical fibre are described
Advantages of optical fiber
Disadvantages of optical fiber
Observation
250
Reference books:
1. E school today. (2008-2018). Retrieved February 19, 2018, from natural disasters: http
2. Avison, J. (1989). The world of PHYSICS. Cheltenham: Thomas Nelson and Sons Ltd.
3. Chand, S., & S.N., G. S. (2003). Atomic Physics (Modern Physics) (1 ed.). India.
4. CPMD. (2015). Advanced Level Physics Syllabus. Kigali: REB.
5. Cunningham, & William, P. (2000). Environmental science (6 ed.). Mc Graw-Hill.
6. Cutnell, J. D., & Johnson, K. W. (2006). Essentials of Physics. USA: John Wlley &Sons, Inc.
7. Cutnell, J. D., & Johnson, K. W. (2007). Physics. (7 ed.). USA: John Wiley; Sons, Inc
8. Cuttnell, J. D., & kennety, W. J. (2007). Physics (7 ed.). United State of America: John Willey
&Sons . Inc
9. Douglass, C. G. (2014). PHYSICS, Principles with applications. (7 ed.). Pearson Education
10. Douglass, C. G. (2014). PHYSICS, Principles with applications. (8 ed.). Pearson Education.
11. Duncan, T., & Kennett, H. (2000). Advanced Physics (5 ed.). London, UK: Holder Education.
12. Giancoli, D. (2005). PHYSICS: Principles with applications. New Jersey: Pearson Education, Inc.
13. Giancoli, D. C. (2005). Physics principals with application. Upper Saddle River, NJ 07458: Pearson
Education, Inc.
14. Giancoli, D. C. (2005). Physics: principals with application. Upper Saddle River, NJ 07458:
Pearson Education, Inc.
15. MIDIMAR. (2012). Disaster High Risk Zones on Floods and Landslide. Kigali: MIDMAR
16. Office, U. M. (2011). Warming: A guide to climate change. U.K.: Met Office Hadley Centre.
17. Randall, D., & Knight. (2004). Physics for scientists and engineers: Strategic approach (Vol. 2).
San Francisco: Pearson Education.
18. Randall, D., & Knight. (2004). Physics for scientists and engineers: Strategic approach. (Vol. 3).
San Fransisco: Pearson Education, Inc.
19. Randall, D., & Knight. (2008). Physics for scientists and engineers: Strategic approach. (2 ed., Vol.
3). San Francisco: Pearson Education, Inc.
20. REMA. (n.d.). Rwanda Second National Communication under the UNFCCC. KIGALI: MINISTRY OF
NATURAL RESOURCES, RWANDA
21. Science, G. (2006). Florida Physical Science with Earth Science. USA: Mc Graw Hill Glencoe
Companies, Inc.
22. Serway, R. A. (1986). Physics for Scientists and Engineers (2 ed.). Saunders College Publishing.
23. IPCC. (1996). Economics of Greenhouse Gas limitation, Main report “Methodological Guidelines.
24. John, M. (2009). Optical Fiber Communications, Principals and Practice (3rd Ed.). London:
Pearsnon Prentice Hall.
25. Tipler, P. A. (1991). Physics for Scientists and Enginners. (3 ed., Vol. 1). USA: Worth Publishers,
Inc
251
G E N A M 5 0 1 - MATHEMATICS
GENAM501 Apply mathematics
REQF Level: 5 Learning hours
Credits: 7 70
Sector: All
Sub-sector: All
Issue date: November, 2018
Purpose statement
This general module describes the knowledge, skills and attitude required to apply mathematics. At the
end of this module, the trainee of Level Five will be able to apply fundamentals oftrigonometry, complex
numbers and determine with analysis numerical functions. He/she will also be able to apply
fundamentals of differentiation, natural logarithmic and exponential functions, integration, measure of
dispersion and interpret bivariate data. As Mathematics is a tool of different fields, this module will be
useful to trainee as a means of both measuring and improving their understanding of Mathematics and
he/she will be prepared to perform well in higher education or anywhere in any fields that require some
knowledge of mathematicsas well as working in design, maintenance of electricity work, financial and
economics, good performance in critical thinking, and so on.
252
Learning assumed to be in place
Not applicable
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Apply fundamentals of trigonometry 1.1. Appropriate description of angles based on rotating an initial side, about a fixed point to terminal considered position.
1.2. Appropriate determination of trigonometric ratios based on isosceles right angled triangle and equilateral triangle.
1.3. Appropriate description of trigonometric identities based on comparison of trigonometric ratios of two defined angles.
1.4. Perfect solving of trigonometric equations based on trigonometric ratios.
1.5. Appropriate solving of a given triangle based on Pythagorean Theorem and trigonometric ratios.
2. Apply fundamentals of complex numbers
2.1. Adequate description of complex numbers based on calculation process.
2.2. Proper application of operations on complex numbers based on calculationstheory.
2.3. Perfect calculation of complex numbers in polar form based on modulus and argument of given complex numbers.
3. Determine and analyze numerical functions
3.1. Accurate determination of the domain and range of numerical function based on existence condition.
3.2. Adequate identification of symmetry (parity) of numerical function based on definitions of key words
253
(even and odd).
3.3. Perfect determination of limits of a function based on theory of calculating limits.
3.4. Accurate determination of the asymptotes to the rational and polynomial functions based on limits calculation.
4. Apply fundamentals of differentiation
4.1. Proper determination of derivative from given definition.
4.2. Adequate interpretation of derivative of a function by illustrating a curve with its tangent and secant line.
4.3. Appropriate application of derivative based on definitions and calculation of derivatives.
4.4. Accurate curve sketching of a numerical function from the table of variation of the given function.
5. Apply natural logarithmic functions
5.1. Proper determination of the domain of natural logarithmic functions based on existence conditions.
5.2. Accurate calculation of limit of natural logarithmic functions based on logarithmic properties.
5.3. Appropriate solving of equations involving logarithms based on domain of validity.
5.4. Perfect differentiation of natural logarithmic functions according to differentiation definition.
5.5. Accurate curve sketching of logarithmic functions based on table of variation.
6. Apply exponential functions
6.1. Accurate determination of the domain of definition of function based on existence condition.
6.2. Adequate calculation of limit of exponential functions based on properties of exponentials.
6.3. Appropriate determination of solutions of exponential equations according to domain of validity.
6.4. Perfect differentiation of exponential functions
254
based on definition of derivative.
6.5. Adequate curve sketching of exponential functions according to the table of variation.
7. Apply fundamentals of integrals
7.1. Proper determination of primitive functions based on definition.
7.2. Proper calculation of definite integrals based on definition.
7.3. Proper application of definite integrals through sketching and calculations.
8. Identify measures of dispersion and interpret bivariate data
8.1. Accurate determination of measures of dispersion according to definitions and calculations.
8.2. Appropriate identification of bivariate data measures based on definitions and calculations.
8.3. Appropriate determination of regression line based on calculations and plotting.
255
Learning Outcome 1.1: Describe angles
Angle definition Rotation
Angles measurement Radian Degree
Units conversion
Pythagorean theorem
o Practical exercises on rotation
o Group discussion on rotation
o Documentary Research
- Ruler - Compass - Protractor - Books - Hand-out notes - Internet
Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
LU 1: Apply fundamentals of trigonometry
1
Learning Outcomes:
1. Describe angle 2. Determine trigonometric ratios 3. Apply trigonometric identities 4. Solve trigonometric equations 5. Solve triangle
5 Hours
Performance criterion
Appropriate description of angles based on rotating an initial side, about a
fixed point to terminal considered position
Resources Learning activities Content
256
Types of evidence Portfolio assessment tools
Written evidence Open questions
Multiple questions
Checklist Score
Yes No
Indicator: Angle is well defined
Rotation of a point through a given angle is well done
Application of required direction orientation
Definition of radian is well given
Definition of degree is well given
Indicator: Angles are accurately measured
Measurements in radians are accurately done
Measurements in degrees are accurately done
Indicator: Units conversion is accurately done
Conversion of radians into degrees is accurately done
Conversion of degree into radians is accurately done
Indicator:Pythagorean theorem is well applied
Calculation of hypotenuse given the 2 sides of the right triangle is accurately done
Calculation of a side of the right triangle given hypotenuse and one of its other sides is accurately done
Observation
Learning Outcome 1.2: Determine the trigonometric ratios
Definition of
trigonometric ratios
Sine
Cosine
Tangent
Cosecant
Secant
cotangent
Calculation of
o Group discussion on
trigonometric ratios
o Illustration of right triangle and
isosceles triangle
o Practical activity on trigonometric
ratios for special angles
o Documentary research
- Ruler - T-square - Protractor - Books - Hand-out notes - Internet
Resources Learning activities
Content
257
trigonometric ratios of
special angles
030
045
060
Formative Assessment 1.2
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
Open questions
Matching questions
Multiple questions
Short questions
Checklist Score
Yes No
Indicator: Trigonometric ratios are defined
Definition of sine is well given
Definition of cosine is well given
Definition of tangent is well given
Definition of cosecant is well given
Definition of secant is well given
Definition of cotangent is well given
Indicator: Calculation of trigonometric ratios of special angles is done
Calculation of Trigonometric ratios of 030 is accurately done
Performance criterion
Appropriate determination of trigonometric ratios based on isosceles right
angled triangle and equilateral triangle
258
Calculation of Trigonometric ratios of 045 is accurately done
Calculation of Trigonometric ratios of 060 is accurately done
Observation
Learning Outcome 1.3: Apply trigonometric identities
Relationship between
trigonometric ratios of some
angles
Complementary
angles
Supplementary angles
Trigonometric ratios of Sum or
difference of two angles
Sine
Cosine
Tangent
Trigonometric ratios of double
angle
Sine
Cosine
Tangent
o Brainstorming on trigonometric identities
o Practical exercises on trigonometric identities
o Internet research
- Ruler - T-square - Protractor - Scientific calculator - Books - Hand-out notes - Internet
Formative Assessment 1.3
Performance criterion
Appropriate description of trigonometric identities based on comparison of
trigonometric ratios of two defined angles
Resources Learning activities Content
259
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
Open questions
Multiple questions
Short question
Checklist Score
Yes No
Indicator: Comparison between trigonometric ratios of complementary angles is done
Sine for Complementary angles is properly determined
Cosine for Complementary angles is properly determined
Tangent for Complementary angles is properly determined
Indicator: Comparison between trigonometric ratios of supplementary angles is done
Sine for supplementary angles is properly determined
Cosine for supplementary angles is properly determined
Tangent for supplementary angles is properly determined
Indicator:Trigonometric ratios of Sum of two angles are identified
Sine of sum of two angles is properly determined
Cosine of sum of two angles is properly determined
Tangent of sum of two angles is properly determined
Indicator:Trigonometric ratios of difference of two angles are identified
Sine of difference of two angles is properly determined
Cosine of difference of two angles is properly determined
Tangent of difference of two angles is properly determined
Indicator:Trigonometric ratios of double angle are identified
Sine of double angle is properly determined
Cosine of double angle is properly determined
Tangent of double angle is properly determined
Observation
260
Learning Outcome 1.4: Solve trigonometric equations
Solution of equations reducible to the form
sin , 1x k k
cos , 1x k k
tan x b
sin nx k
cosnx k
Solution of equation of the form
sin cosa x b x c
o Brainstorming on different forms of trigonometric equations
o Practical exercises on different forms of trigonometric equations
o Documentary Research
- Mathematics books - Scientific calculator - Internet
Formative Assessment 1.4
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
Open questions
Multiple questions
Short questions
Checklist Score
Yes No
Indicator:The given equation is correctly solved
Solution of Equation reducible to the form sin , 1x k k is accurately
found
Solution of Equation reducible to the form cos , 1x k k is accurately
found
Performance criterion
Perfect solving of trigonometric equations based on trigonometric ratios
Resources Learning activities Content
261
Solution of Equation reducible to the form tan x b is accurately found
Solution of Equation reducible to the form sin nx k is accurately found
Solution of Equation reducible to the form cosnx k is accurately found
Solution of Equations of the form sin cosa x b x c is accurately found
Observation
Learning Outcome 1.5: Solve triangle
Methods of solving triangle
Sine law Cosine law
o Brainstorming on trigonometric ratios and Pythagorean theorem
o Practical exercises on different forms of triangle equations
o Documentary Research
- Mathematics books - Scientific calculator - Internet
Formative Assessment 1.5
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
Open questions
Short questions
Performance criterion
Appropriate solving of a given triangle based on Pythagorean Theorem and
trigonometric ratios
Resources Learning activities Content
262
Checklist Score
Yes No
Indicator:Sine law is well applied
Determination of a side of a triangle given one of its sides and two of its corresponding angles is accurately done
Determination of angles of a triangle given its three corresponding sides and one of its angle appropriately done
Indicator:Cosine law is well applied
Determination of a side of a triangle given its opposite angle and two of its other sides accurately done
Determination of angles of a triangle given its three sides is appropriately done
Observation
263
LU 2: Apply fundamentals of complex numbers
2
Learning Outcomes:
1. Conceptualize complex numbers 2. Operate on complex numbers 3. Perform calculations of complex numbers in polar form
5 Hours
Learning Outcome 2.1 :Conceptualize complex numbers
Description of complex numbers
Definition and properties of ' 'i Real part Imaginary part
Set of complex number
Geometric representation of a complex number
Argand diagram
o Group discussion on imaginary number
o Practical exercises on representation of a complex number
o Documentary Research
- Books - Internet - Hand-out notes
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Adequate description of complex numbers based on calculation process
Resources Learning activities
Content
264
Types of evidence Portfolio assessment tools
Written evidence Multiple choice questions Open questions
Checklist Score
Yes No
Indicator:Concept of a complex number is achieved
Definition of imaginary number ' 'i is well given
Application of properties of ' 'i is appropriately done
Identification of real part of a complex number is appropriately given
Identification of imaginary part of a complex number is appropriately given
Definition of a set of complex numbers is well given
Indicator:Geometric representation of a complex number is done
Location of a point in Argand diagram is appropriately done
Location of a vector in Argand diagram is appropriately done
Observation
Learning Outcome 2.2:Operate on complex numbers
Calculations in , ,
Addition Subtraction Multiplication Division Modulus of a complex number Square roots of a complex
number
Solving equations in Quadratic equations
o Group discussion on operations on complex numbers
o Practical exercises on
solving equation in o Documentary Research
- Books - Internet - Hand-out notes
Formative Assessment 2.2
Performance criterion
Proper application of operations on complex numbers based on calculations
theory
Resources Learning activities Content
265
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
Short question on calculation Open questionson calculations in the field of complex number
Checklist Score
Yes No
Indicator:Calculations in , , is well performed
Addition is well done
Subtraction is well done
Multiplication is well done
Division is well done
Modulus of a complex number is accurately determined
Square roots of a complex number is accurately determined
Indicator:Solutions of given equations are properly found
Solving quadratic equations in is well done
Observation
Learning Outcome 2.3 :Perform calculations of complex numbers in polar form
Definitions Argument of a complex number Polar form of a complex number
Calculations Polar form of product and
quotient of two complex numbers Power of complex number in
polar form De Moivre’s theorem Changing a complex number from
polar form to algebraic form and vice versa
o Group discussion on set of complex number
o Practical exercises o Documentary Research
- Books - Internet - Hand-out notes
Resources Learning activities Content
266
Formative Assessment 2.3
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
Multiple questions on determination of argument of a complex number
Open questions on determination of complex number’s polar form
Checklist Score
Yes No
Indicator:Argument is defined
Determination of argument of a complex number is appropriately done
Indicator:Polar form is accurately indicated
Polar form of a given complex number is properly determined
Indicator:Calculation is performed
Determination of polar form of a product of two complex numbers is appropriately done
Determination of polar form of a quotient of two complex numbers is appropriately done
Calculation of a power of complex numbers in polar form is accurately done
Application of De Moivre’s formula is properly done
Change from polar form to algebraic form is properly done
Change from algebraic form to polar form is properly done
Observation
Performance criterion
Perfect calculation of complex numbers in polar form based on modulus and argument of given complex numbers
267
U 3: Determine and analyze numerical functions
3
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
10 Hours
Learning Outcome 3.1: 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
- Books - Internet - Hand-out notes
Formative Assessment 3.1
Resources Learning activities
Content
268
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 Short questions Open questions Matching
Checklist Score
Yes No
Indicator:Definition is well 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
Determination of domain of definition is appropriately done
Determination of range is appropriately done
Observation
Learning Outcome 3.2: 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
- Books - Internet - Hand-out notes
Formative Assessment 3.2
Resources Learning activities Content
Performance criterion
Accurate determination of the domain and range of numerical function based on
existence condition
269
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 Open questions Short questions
Checklist Score
Yes No
Indicator:Parameters that influence symmetry are well identified
Identification of even function
Identification of odd function
Observation
Learning Outcome 3.3: 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
o Documentary Research
- Books - Internet - Hand-out notes
Resources Learning activities Content
Performance criterion
Adequate identification of symmetry (parity) of numerical function based on
definitions of key words (even and odd)
270
Formative Assessment 3.3
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
Open questions Short questions
Checklist Score
Yes No
Indicator:Determination of limit is well done
Finite limits are accurately determined
Infinite limits are accurately determined
Limit at infinity are accurately determined
Indeterminate case are accurately determined
Indicator:Determination of limit for indeterminate case is accurately performed
0
0
0
Observation
Performance criterion
Perfect determination of limits of a function based on theory of calculating limits
271
Learning Outcome 3.4: 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
o Documentary Research
- Books - Internet - Hand-out notes
Formative Assessment 3.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance criterion
Accurate determination of the asymptotes to the rational and polynomial
functions based on limits calculation
Resources Learning activities Content
272
Written evidence
Open questions
Short questions
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 is accurately done
Determination of Horizontal asymptote is appropriately done
Determination of Vertical asymptote is appropriately done
Determination of Oblique asymptote is appropriately done
Observation
273
U 4:Apply fundamentals of differentiation
4
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
15 Hours
Learning Outcome 4.1: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
o Practical exercises o Documentary Research
- Books - Internet - Hand-out notes
Formative Assessment 4.1
Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.
Performance criterion
Proper determination of derivative from given definition
Resources Learning activities
Content
274
Types of evidence Portfolio assessment tools
Written evidence
Open questions Short questions
Checklist Score
Yes No
Indicator: Definition is given
Definition of derivative is well 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 4.2 :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
o Practical exercises o Documentary Research
- Books - Internet - Hand-out notes
Formative Assessment 4.2
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 Short questions
Performance criterion
Adequate interpretation of derivative of a function by illustrating a curve with its
tangent and secant line
Resources Learning activities Content
275
Open questions
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 4.3: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
o Documentary Research
- Books - Internet - Hand-out notes
Formative Assessment 4.3
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
Short questions Open questions
Performance criterion
Appropriate application of derivative based on definitions and calculation of
derivatives
Resources Learning activities Content
276
Checklist Score
Yes No
Indicator : Application of derivative is accurately done
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 4.4: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
o Documentary Research
- Ruler - Scientific
calculator - Pencil - Books - Internet - Hand-out notes
Formative Assessment 4.4
Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance criterion
Accurate curve sketching of a numerical function from the table of variation of
the given function
Resources Learning activities Content
277
Written evidence
Short questions Open questions 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
278
U 5: Apply natural logarithmic functions
5
Learning Outcomes:
1. Determine the domain of definition of natural logarithmic
functions
2. Calculate limit of natural logarithmic functions
3. Solve equations involving logarithms
4. Perfect differentiation of natural logarithmic functions
5. Sketch the curve of logarithmic functions
10 Hours
Learning Outcome 5.1: 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 - Internet
Formative Assessment 5.1
Performance criterion
Proper determination of the domain of natural logarithmic functions based on
existence conditions
Resources Learning activities Content
279
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
Short questions
Open questions
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 5.2: 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 - Internet - Hand-out notes
Formative Assessment 5.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Accurate calculation of limit of natural logarithmic functions based on
logarithmic properties
Resources Learning activities Content
280
Types of evidence Portfolio assessment tools
Written evidence
Short questions Open questions
Checklist Score
Yes No
Indicator:Calculation is perfectly done
Finite limits are accurately determined
Limits at infinity are well identified
Indicator:Deduction/ Calculation of asymptotes is appropriately done
Vertical asymptotes is appropriately determined
Horizontal asymptotes is appropriately determined
Oblique asymptotes is appropriately determined
Observation
Learning Outcome 5.3: 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
o Documentary Research
- Reference books - Internet - Hand-out notes
Formative Assessment 5.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Appropriate solving of equations involving logarithms based on domain of
validity
Resources Learning activities Content
281
Types of evidence Portfolio assessment tools
Written evidence
Short questions Open questions Solving equations
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 5.4: 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.
- Reference books - Internet - Hand-out notes
Formative Assessment 5.4
Performance criterion
Perfect differentiation of natural logarithmic functions according to
differentiation definition
Resources Learning activities Content
282
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
Short questions
Open question
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 5.5: Sketch the curve of logarithmic functions
Parameters required Variation table Additional points
Curve sketching
o Brainstorming variation table
o Group discussion on how to choose additional points
o Pairing work on curve sketching
o Documentary Research
- Ruler - Hand-out notes - Reference books - Internet
Formative Assessment 5.5
Resources Learning activities Content
283
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
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
Performance criterion
Accurate curve sketching of logarithmic functions based on table of variation
284
U 6: Apply exponential functions
6
Learning Outcomes:
1. Determine the domain of exponential functions
2. Calculate limit of exponential functions
3. Solve equations involving exponentials
4. Perfect differentiation of exponential functions
5. Sketch the curve of exponential functions
5 Hours
Learning Outcome 6.1: 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
o Documentary Research
- Reference books - Internet - Hand-out notes
Formative Assessment 6.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance criterion
Accurate determination of the domain of definition of function based on
existence condition
Resources Learning activities Content
285
Written evidence
Short questions Open questions
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 6.2: 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 - Internet
Formative Assessment 6.2
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
Short questions Open questions
Performance criterion
Adequate calculation of limit of exponential functions based on properties of
exponentials
Resources Learning activities Content
286
Checklist Score
Yes No
Indicator:Limits calculation is perfectly done
Finite limits are accurately determined
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 6.3: 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
Internet
Formative Assessment 6.3
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
Short questions Open questions Solving equations
Performance criterion
Appropriate determination of solutions of exponential equations according to
domain of validity
Resources Learning activities Content
287
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 and set of solutions is properly done
Observation
Learning Outcome 6.4: Differentiate exponentials functions
Differentiation
Increasing and decreasing intervals
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
Formative Assessment 6.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance criterion
Perfect differentiation of exponential functions based on definition of derivative
Resources Learning activities Content
288
Written evidence
Short questions Open questions
Checklist Score
Yes No
Indicator:Determination/ calculation is well performed
First derivative
Increasing and decreasing intervals
Maximum or minimum points
Second derivative
Concavity
Inflection points
Observation
Learning Outcome 6.5: Sketch the curve of exponential functions
Parameters required Variation table Additional points
Curve sketching
o Brainstorming on variation table
o Group discussion on curve sketching
o Documentary Research
Hand-out notes
Reference books
Internet
Formative Assessment 6.5
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 Open questions Sketching curve
Performance criterion
Adequate curve sketching of exponential functions according to the table of
variation
Resources Learning activities Content
289
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
290
Learning Outcome 7.1:Calculate the primitive functions
Definition
Properties Continuity of primitive function Set of primitive functions Immediate primitive
Techniques of integration Integration by decomposition Integration by change of variable Integration by parts
o Group discussion on primitive function
o Practical exercises o Documentary Research
- Books - Internet - Hand-out notes
Formative Assessment 7.1
LU 7: Apply fundamentals of integrals
7
Learning Outcomes:
1. Calculate the primitive functions 2. Calculate definite integrals 3. Apply definite integrals
15 Hours
Performance criterion
Proper determination of primitive functions based on definition
Resources Learning activities Content
291
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
Short questions Open questions
Checklist Score
Yes No
Indicator:Definition of primitive function is given
Definition of primitive function is well given
Indicator: Properties of primitive functions are applied
Calculation of integrals by using properties of primitive functions is accurately done
Indicator:Tecnique of integration is appropriately used
Integrals calculation by Immediate primitive
Integrals calculation by change of variable
Integrals calculation by decomposition
Integrals calculation by parts
Observation
Learning Outcome 7.2:Calculate definite integrals
Definition
Methods of integration Integration of definite integrals by
change of variable Integration of definite integrals by
decomposition Integration of definite integrals by
parts
o Group discussion on definite integral
o Practical exercises o Documentary Research
- Books - Internet - Hand-out notes
Resources Learning activities Content
292
Formative Assessment 7.2
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
Multiple choice questions Open questions
Checklist Score
Yes No
Indicator : Definition of definite integral is given
Definition of definite integral is well given
Indicator:Tecnique of integration is appropriately applied
Integration of definite integrals by parts is perfectly done
Integration of definite integrals by decomposition is perfectly done
Integration of definite integrals by change of variable is perfectly done
Observation
Learning Outcome 7.3:Apply definite integrals
Calculation of area
Calculation of volume
Calculation of the length of curved surface
o Group discussion on definite integral and its application
o Practical exercises o Documentary Research
- Books - Internet - Hand-out notes
Resources Learning activities Content
Performance criterion
Proper calculation of definite integrals based on definition
293
Formative Assessment 7.3
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
Short questions Open questions Curve sketching
Checklist Score
Yes No
Indicator: Application of definite integrals is conveniently performed
Calculation of area using definite integrals is properly done
Calculation of volume using definite integrals is properly done
Calculation of curved surface using definite integrals is properly done
Observation
Performance criterion
Proper application of definite integrals through sketching and calculations
294
LU 8: Identify measures of dispersion and interpret bivariate data
8
Learning Outcomes:
1. Identify the measures of dispersion 2. Describe the measures of the bivariate data 3. Determine the regression line
5 Hours
Learning Outcome 8.1:Identify the measures of dispersion
Variance
Standard deviation
Coefficient of variation
o Group discussion on measures of dispersion
o Practical exercises standard deviation and coefficient of variation
o Documentary Research
- Books - Internet - Hand-out notes
Formative Assessment 8.1
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 Short questions Open questions
Performance criterion
Accurate determination of measures of dispersion according to definitions and calculations
Resources Learning activities Content
295
Checklist Score
Yes No
Indicator : Definition of a measure of dispersion is well given
Definition of Variance is well given
Definition of Standard deviation is well given
Indicator : Calculation of a given measure of dispersion is perfectly done
Calculation of Variance is accurately done
Calculation of Standard deviation is accurately done
Calculation of Coefficient of variation is accurately done
Observation
Learning Outcome 8.2:Describe the measures of the bivariate data
Correlation
Covariance
Coefficient of correlation
o Group discussion on correlation
o Practical exercises on covariance and coefficient of correlation
o Documentary Research
- Books - Internet - Hand-out notes
Formative Assessment 8.2
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
Short questions Open questions
Performance criterion
Appropriate identification of bivariate data measures based on definitions and
calculations
Resources Learning activities Content
296
Checklist Score
Yes No
Indicator : Definition of a given measure of bivariate data is well given
Definition of Correlation is well done
Definition of Covariance is well done
Indicator : Calculation of a given measur of bivarriate data is correctly done
Calculation of Covariance is accurately done
Calculation of Coefficient of correlation is accurately done
Observation
Learning Outcome 8.3:Determine the regression line
Definitions Scatter diagram Regression line
Calculation and plotting of regression line
o Group discussion on scatter diagram
o Practical exercises on equation of regression line
o Documentary Research
- Books - Internet - Hand-out notes
Formative Assessment 8.3
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
Short question Open questions
Performance criterion
Appropriate determination of regression line based on calculations and plotting
Resources Learning activities Content
297
Reference books:
1. Ngezahayo, E. P. (2015). Advanced Mathematics for Rwanda Secondary Schools. Learners’ Book Senior Four. Kigali: Fountain.
2. Ngezahayo, E. P. (2016). Advanced Mathematics for Rwanda Secondary Schools. Learners’ Book Senior Five. Kigali: Fountain.
3. Ngezahayo, E. P. (2017). Advanced Mathematics for Rwanda Secondary Schools. Learners’ Book Senior Six. Kigali: Fountain.
4. Shampiona, A. (2005). Mathématique 6. Kigali: Rwanda Education Board 5. J. Sadler, D. W. S. Thorning (1987). Understanding Pure Mathematics, Oxford University Press. 6. Arthur Adam, Freddy Goossens and Francis Lousberg (1991). Mathematisons 65, DeBoeck, 3rd
edition. 7. David Rayner (2000). Higher GCSE Mathematics, Oxford University Press.
8. DPES- RWANDA (1990). Complexes 5th, Livre de l’élève. IMPRISCO-Kigali. 9. Frank Ebos, Dennis Hamaguchi, Barbana Morrison & John Klassen (1990), Mathematics
Principles & Process, Nelson Canada A Division of International Thomson Limited . 10. George B. Thomas, Maurice D. Weir & Joel R. Hass (2010), Thomas’ Calculus Twelfth Edition,
Pearson Education. 11. J CRAWSHAW, J CHAMBERS (1984).A concise course in A-Level statistics with worked examples,
Stanley Thornes (Publishers) LTD. 12. Peter Smythe (2005).Mathematics HL & SL with HL options, Revised Edition, Mathematics
Publishing Pty. Limited.
Checklist Score
Yes No
Indicator : Definition is given
Scatter diagram is properly defined
Regression line is properly defined
Indicator : Graphical presentation is accurate
Presentation of scatter diagram is properly done
Plotting regression line on scatter diagram is appropriately done
Observation
298
PLBBT501 - B A S I C TOPOGRAPHY
PLBBT501 Apply Basic Topography
REQF Level: 5 Learning hours
Credits: 5 50
Sector: Construction
Sub-sector: Plumbing
Issue date:November 2014
Purpose statement
This core module describes the skills, knowledge and attitude to be acquired by the learner to
apply Basic topography; Identify tools and instrument of surveying, perform leveling, distance
and angle measurements
299
Learning assumed to be in place
N/A
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Identify tools and instrument of
surveying
1.1. Proper selection of surveying instruments and tools
1.2. Adequate application of surveying instruments and
tools
1.3. Proper storage of surveying instruments and tools
4. Perform leveling 4.1. Suitable setting out of leveling instruments
according to air bulb
4.2. Proper reading on leveling staff
4.3. Correct filling of field notebook
4.4. Proper computation of reduced levels
4.5. Proper checking of errors
5. Perform distance and angle
measurements
5.1. Suitable setting out of instrument for angle
measurement
5.2. Proper reading of angles
5.3. Correct filling of field notebook
5.4. Proper computation of reduced levels and
angles(trigonometric calculation)
5.5. Proper checking of errors
300
LU 1:Identify tools and instrument of survey
1
Learning Outcomes:
1. Select surveying instruments and tools 2. Apply surveying instruments and tools 3. Store surveying instruments and tools
10h Hours
Learning Outcome 1.1: Select surveying instruments and tools
Introduction to topography Definition Classification of
topography
Type of tools Measuring tools Marking tools Cutting tools
Types of instruments Total station Theodolite Dumpy Level GPS
leveling Staff
o Observations on surveying
instruments and tools
o Group discussion on surveying
instruments and tools
o Brainstorming on surveying
instruments and tools
- Total station - Theodolite - Dumpy Level - GPS - Surveying Tripods - Reflectors - leveling Staff - Tape measure - Height Meter - Plumb bob -Measuring tools -Marking tools -Cutting tools
Formative Assessment 1.1
Performance criterion
Proper selection of surveying instruments and tools
Resources Learning activities Content
301
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
Product evidence
Performance evidence
Multiple choice exercises Essay Matching Exercises True or false questioning Sentence completion
Checklist Score
Yes No
Indicator:Measuring tools are selected
Ruler
Tape measure
Staff reading
Indicator:Marking tools are selected
Scriber
Paint
Barrier tape
Pegs
Indicator:Cutting tools are selected
Machete
Saw
Indicator:Topographic instruments are selected
Total station
Theodolite
Dumpy Level
GPS
Observation
302
Learning Outcome1.2:Apply surveying instruments and tools
Application of surveying instruments and tools: Horizontal distance Vertical distance Angle measurement Altitude Surface Volume
Operate with GPS Switch on GPS configuration
Selection of coordinate systems
Selection of projection
Collection of data Download of data Data processing Data analysis Production of maps
o Group discussion on surveying
instruments and tools
o Brainstorming on surveying
instruments and tools
o Practical exercises
-Total station -Level and rod -Theodolite -Tape measure -Total station - Dumpy Level - GPS - Surveying Tripods - Reflectors - Tape measure - Height Meter - Plumb bob - Computer with software
Formative Assessment 1.2
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
Product evidence
Performance evidence
Multiple choice exercises Essay Matching Exercises True or false questioning Sentence completion
Performance criterion
Adequate application of surveying instruments and tools
Resources Learning activities
Content
303
Checklist Score
Yes No
Indicator:Surveying instruments and tools are applied
Horizontal distance is read accurately
Vertical distance is read accurately
Angle measurement is read accurately
Altitude is read accurately
Surface is calculated accurately
Volume is calculated accurately
Indicator:GPS is used
Switchingis done
GPS configuration is done
Collection of data is done
Download of data is done
Data processing is done
Data analysis is done
Production of maps is done
Observation
Learning Outcome 1.3: Store surveying instruments and tools
Handling techniques
Arrangement order
Cleaning methods
o Group discussion on storing
surveying instruments and
tools
o Brainstorming on storing
surveying instruments and
tools
o Practical exercise on storing
surveying instruments and
tools
-Total station -Level and rod -Theodolite -Tape measure -Total station - Dumpy Level - GPS - Surveying Tripods - Reflectors - Tape measure - Height Meter
- Plumb bob
Resources Learning activities Content
304
Formative Assessment 1.3
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
Product evidence
Performance evidence
Multiple choice exercises Essay Matching Exercises True or false questioning Sentence completion
Checklist Score
Yes No
Indicator:Handling techniques
Carrying position of tripod
Position of theodolite in the box
Position of dumpy level in the box
Carrying the instrument over the site
Indicator:Arrangement order
Disassembly of the instrument components
Removal of battery in total station
Arrangement of total station components in the box
Indicator:Cleaning methods
Cleaning off dust
Cleaning off rain water
Observation
Performance criterion
Proper storage of surveying instruments and tools
305
LU 2:Perform leveling
2
Learning Outcomes:
1. Setting out of leveling instruments according to air bulb 2. Read leveling staff 3. Fill field notebook 4. Compute reduced levels
20 Hours
Learning Outcome 2.1: Setting out of leveling instruments according to air bulb
Definition for Leveling
Type of leveling
setting out of leveling instruments process
o Practical exercise on setting out of leveling instruments
o Group discussion on
setting out of leveling
instruments
o Brainstorming on setting
out of leveling instruments
Total station - Theodolite - Dumpy Level - GPS - Surveying Tripods - Reflectors - leveling Staff - Tape measure - Height Meter - Plumb bob - Pegs - String
Formative Assessment 2.1
Performance criterion
Suitable setting out of leveling instruments according to air bulb
Resources Learning activities
Content
306
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
Product evidence
Performance evidence
Multiple choice exercises Essay Matching Exercises True or false questioning Sentence completion
Checklist Score
Yes No
Indicator:Types of leveling
Simple levelling is performed
Differential reveling is performed
Indicator:setting out of levelling instruments process
Levelling up the tripod head is done
Fixing the instrument over the tripod is done
Levelling up the instrument is done
Observation
Learning Outcome 2.2:Read leveling staff
Types of leveling staff
self-reading rods (sometimes called speaking rods)
Target rods
Types of stadia: Upper reading Medium reading Lower reading
o Practical exercise on read leveling staff
o Group discussion on read
leveling staff
o Brainstorming on read leveling staff
o Observations on read leveling staff
o Demonstration by video
on reading leveling staff
- Total station - Theodolite - Dumpy Level - GPS - Surveying Tripods - Reflectors - leveling Staff - Tape measure - Height Meter - Plumb bob - Satellite positioning -Receiver
Resources Learning activities Content
307
- Pegs - String - Notebook
Formative Assessment 2.2
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
Product evidence
Performance evidence
Multiple choice exercises Essay Matching Exercises True or false questioning Sentence completion
Checklist Score
Yes No
Indicator:Types of leveling staff
Reading on self-reading rods(sometimes called speaking rods) is done
Reading on Target rods is done
Indicator:Types of stadia:
Upper reading is read
Medium reading is read
Lower readingis read
Observation
Performance criterion
Proper reading on leveling staff
308
Learning Outcome 2.3:Fill field book
Booking format
Method of booking and reducing the elevation of points Height of the Plane of
collimation (HPC )method:
Height of Instrument(HI)
Back sight (BS) Foresight (FS) Intermediate sight
(IS) Change point (CP)
Rise and fall method
o Practical exercise on field booking
o Group discussion on field
booking
o Brainstorming on field booking
- Notebook - Paper - Calculator - Pen - Dumpy Level - Leveling Staff - Plumb bob -Books
Formative Assessment 2.3
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
Product evidence
Performance evidence
Multiple choice exercises Essay Matching Exercises True or false questioning Sentence completion
Performance criterion
Correct filling of field notebook
Resources Learning activities Content
309
Checklist Score
Yes No
Indicator:Booking format
Booking format is done
Indicator:Height of the Plane of collimation (HPC )method:
Back sight (BS)
Foresight (FS)
Intermediate sight (IS)
Change point (CP)
Height of the Plane of collimation (HPC)
Indicator: Rise and fall methods
Height of Instrument(HI)
Back sight (BS)
Foresight (FS)
Intermediate sight (IS)
Change point (CP)
Rise
Fall
Observation
Learning Outcome 2.4: Compute reduced levels
Two
methods used for
computation of reduced
levels:
Height of the Plane of collimation (HPC)
Rise & fall
o Practical exercise on computing reduced levels
o Brainstorming on computing reduced levels
o Group discussion about computing reduced levels
-Paper - Calculator - Pens
Formative Assessment 2.4
Resources Learning activities Content
310
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
Product evidence
Performance evidence
Multiple choice exercises Essay Matching Exercises True or false questioning Sentence completion
Checklist Score
Yes No
Indicator:Methods used for computation of reduced levels:
Height of the Plane of collimation (HPC)
Rise & fall
Observation
Learning Outcome 2.5: Check errors
Sources
of errors:
Personal errors Instrument errors Natural errors
Calculation of errors
o Brainstorming on mistakes and errors
o Group discussion about mistakes and errors
o Demonstration on how mistakes and errors occurs
-Paper -Calculator -Pens -Dumpy Level -Leveling Staff -Plumb bob -Calculator
Formative Assessment 2.5
Resources Learning activities Content
Performance criterion
Proper computation of reduced levels and angles (trigonometric calculation)
311
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
Product evidence
Performance evidence
Multiple choice exercises Essay Matching Exercises True or false questioning Sentence completion
Checklist Score
Yes No
Indicator:Sources of errors:
Personal errors
Instrument errors
Natural errors
Indicator: Calculation of errors
Closing error computation is done
Correction of error is done
Observation
Performance criterion
Proper checking of errors
312
LU 3:Perform distance and angle measurements
3
Learning Outcomes:
1. Set out instrument for angle measurement 2. Read of angles 3. Fill field notebook 4. Compute reduced levels and Vertical angles
20h Hours
Learning Outcome 3.1: Set out instrument for angle measurement
setting out of angle measuring instruments process
Types of angles: Vertical angles horizontal angles
o Practical exercise on setting out of angle measuring instruments process
o Group discussion on setting out of angle measuring instruments process
o Brainstorming on setting out of angle measuring instruments process
o Demonstration by video on
setting out of angle measuring
instruments process
- Total station - Theodolite - Dumpy Level - GPS - Surveying Tripods - Reflectors - leveling Staff - Tape measure - Height Meter - Plumb bob - Satellite positioning - Receiver - Pegs - String -Books
Formative Assessment 3.1
Performance criterion
Suitable setting out of instrument for angle measurement
Resources Learning activities Content
313
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
Product evidence
Performance evidence
Multiple choice exercises Essay Matching Exercises True or false questioning Sentence completion
Checklist Score
Yes No
Indicator:Angles are measured
Vertical angles
horizontal angles
Observation
Learning Outcome 3.2:Read of angles
Position of instrument Turning of instrument
o Practical exercise on angle
reading
o Group discussion on angle
reading
o Brainstorming on angle reading.
- Total station - Theodolite - Dumpy Level - GPS - Surveying Tripods - Reflectors - leveling Staff - Tape measure - Height Meter - Plumb bob - Satellite positioning - Receiver - Pegs - String
Resources Learning activities Content
314
Formative Assessment 3.2
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
Product evidence
Performance evidence
Multiple choice exercises Essay Matching Exercises True or false questioning Sentence completion
Checklist Score
Yes No
Indicator:Position of instrument
Instrument setup
Indicator:Turning of instrument
Face changing
Face left
Face right
Observation
Learning Outcome 3.3:Fill field book
Leveling measurement Height of Instrument(HI) Back sight (BS) Foresight (FS) Intermediate sight (IS) Change point (CP)
o Practical exercise on filling of
field notebook
o Group discussion on filling of
field notebook
- Total station - Theodolite - Dumpy Level - GPS - Surveying Tripods - Reflectors
Resources Learning activities Content
Performance criterion
Proper reading of angles
315
Height of the Plane of collimation (HPC)
Book format Vertical and horizontal
angles
Angular measurements Back bearing angle Fore bearing angle
o Brainstorming on filling of field
notebook
o Demonstration by on filling of
field notebook
- leveling Staff - Tape measure - Height Meter - Plumb bob - Satellite positioning - Receiver - Pegs - String
Formative Assessment 3.3
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
Product evidence
Performance evidence
Multiple choice exercises Essay Matching Exercises True or false questioning Sentence completion
Checklist Score
Yes No
Indicator:Leveling measurement
Height of Instrument(HI)
Back sight (BS)
Foresight (FS)
Intermediate sight (IS)
Change point (CP)
Height of the Plane of collimation (HPC)
Book format
Vertical and horizontal angles
Indicator:Angular measurements
Back bearing angle
Fore bearing angle
Performance criterion
Correct filling of field notebook
316
Observation
Learning Outcome 3.4:Compute reduced levels and Vertical angles
Pythagorean theorem
Trigonometric calculations
Two methods used for computation of reduced levels: Height of the Plane of
collimation (HPC) Rise & fall
o Practical exercise on
how to compute of
reduced levels and
angles
- Calculator - Total station - Theodolite - Dumpy Level - GPS - Surveying Tripods - Reflectors - leveling Staff - Tape measure - Height Meter - Plumb bob - Satellite positioning - Receiver - Pegs - String
Formative Assessment 3.4
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
Product evidence
Performance evidence
Multiple choice exercises Essay Matching Exercises True or false questioning Sentence completion
Performance criterion
Proper computation of reduced levels and angles (trigonometric
calculation)
Resources Learning activities Content
317
Checklist Score
Yes No
Indicator: Pythagorean theorem
Pythagorean triangle (3-4-5)
Indicator:Trigonometric calculations
Sine rules
Cosine rules
Indicator: Methods used for computationof reduced levels
Height of the Plane of collimation (HPC)
Rise & fall
Observation
Learning Outcome 3.5:Check errors
Source
s of errors:
Personal errors/Random errors
Instrument errors Natural errors/Systematic
errors
Calculation of errors
o Brainstorming on mistakes and errors
o Group discussion about mistakes and errors
o Demonstration on howmistakes and errors occurs
-Calculator - Total station - Theodolite - Dumpy Level - GPS - Surveying Tripods - Reflectors - leveling Staff - Tape measure - Height Meter - Plumb bob - Satellite positioning - Receiver - Pegs
Formative Assessment 3.5
Performance criterion
Proper checking of errors
Resources Learning activities Content
318
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
Product evidence
Performance evidence
Multiple choice exercises Essay Matching Exercises True or false questioning Sentence completion
Checklist Score
Yes No
Indicator:Sources of errors
Personal errors/Random errors
Instrument errors
Natural errors/Systematic errors
Indicator:Calculation of errors
Closing error computation is done
Correction of error is done
Observation
319
Reference:
Saikia; et al. (30 Oct 2010). Surveying. PHI Learning. ISBN 8120339851.
Dr. B.C Punmia and Ashok Kumar Jain. (2014). "Levelling". A text book of Surveying Vol. 1.
Mahun, Jerry. "Electronic Distance Measurement". Jerrymahun.com. Archived from the original on 29
July 2014. Retrieved 20 July 2014.
Lewis, M. J. T. (23 April 2001). Surveying Instruments of Greece and Rome. Cambridge University
Press. ISBN 9780521792974. Retrieved 30 August 2012.
Kahmen, Heribert; Faig, Wolfgang (1988). Surveying. Berlin: de Gruyter. p. 9. ISBN 3-11-008303-5.
Retrieved 10 August 2014.
Pugh J C (1975), Surveying for Field Scientists, Methuen, 230pp, ISBN 0-416-07530-4
Genovese I (2005), Definitions of Surveying and Associated Terms, ACSM, 314pp, ISBN 0-9765991-0-4.
320
P L B C E 5 0 1 - COST ESTIMATION
PLBCE501 Estimate the cost
REQF Level: 5 Learning hours
Credits: 5 50
Sector: Construction
Sub-sector: Plumbing
Issue date: November, 2014
Purpose statement
This module describes the skills and knowledge required to prepare a small budget. They can
keep basic business financial records.
321
Learning assumed to be in place
N/A
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit. By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1.Examine the work 1.1. Proper determination of the work extent
1.2. Proper analysis of complexity of the work
1.3. Proper identification of the location where the work
will be performed
1.4. Accurate determination of the work duration
2. Determine required resources 2.1. Proper identification of materials needed
2.2. Proper determination of quantities in terms of size and
shape
2.3. Proper identification of quality of materials needed
2.4. Proper determination of human resource required
3. Calculate the cost estimation 3.1. Proper survey on actual prices of materials and human
resources
3.2. Accurate determination of unit and total prices of each
item
3.3. Precise calculation of the labor cost considering taxes,
transport, equipment, benefit and other charges
3.4. Neat filling in the bill of quantities of layout
3.5. Accurate preparation of invoice
322
LU 1:Examine the work
1
Learning Outcomes:
1. Determine the work extent 2. Analyze the complexity of the work 3. Localize the working place. 4. Determine the work duration
10Hours
Learning Outcome1.1: Determine the work extent
Determination of work extent:
Working place
Duration
Outdoor location (External)
Indoor location (internal)
Complexity
Maintenance cost
o Brainstorming on dimension determination
o Group discussion on analysis of the work
o Physical demonstration of
work analysis
- Books - Handout - Measuring tools - Calculator - Note book - Writing device
Determination of dimension: Length Width Height Thickness Accuracy Clearness Completeness
Formative Assessment 1.1
Resources Learning activities
Content
323
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Multiple choices exercises
Matching Exercises
True or false questions
Checklist Score
Yes No
Indicator: Determination of the work extent is done
Working place
Duration
Outdoor Location
Indoor location
Complexity
Indicator: Determination of dimension
Length
Height
Width
Thickness
Accuracy
Clearness
Observation
Learning Outcome 1.2: Analyze the complexity of the work
Resources Learning activities Content
Performance criterion
Proper determination of the work extent
324
Analysis of complexity of the work: Quantity of materials:
Shape (Size….) Unity
Quality of materials Used specification
Human Resources materials Labor availability Availability of funds
o Brainstorming on accurate work done
o Group discussion on analysis of the work
o Physical demonstration of work analysis
- Books - Handout - Measuring tools - Calculator - Note book - Writing device - Internet - Computer
Formative Assessment 1.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Multiple choices exercises
Matching Exercises
True or false questions
Checklist Score
Yes No
Indicator: Quantity of materials
Shape (Size…)
Specification
Indicator: Quality of material
Types of materials
Indicator: Human Resources
Availability of labor
Availability of funds
Observation
Learning Outcome 1.3: Localize the working place
Performance criterion
Proper analysis of complexity of the work
325
Working location Indoor location Outdoor location Out-country location
o Brainstorming on factors to locate the working place
o Group discussion on factors to locate the working place
- Handout - Places - Note book - Writing device
Formative Assessment 1.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence Matching Exercises
Essay
Multiple Choices
Checklist Score
Yes No
Indicator: Working location
Outdoor location
Indoor location
Out-Country location
Observation
Learning Outcome 1.4: Determine the work duration
Resources Learning activities Content
Performance criterion
Proper identification of the location where the work will be performed
Resources Learning activities Content
326
Steps of work duration determination Time of each task Determination of
concurrent tasks Total time
Estimate work duration Productivity hours per day How many resources on
each activity Available work days Delays and lag-times
(effort hours) Resources constraint
(activities done sequentially or parallel)
Maintenance days
o Brainstorming on time allocation of different tasks
o Group discussion on time allocation of different tasks
o Practical exercises on time allocation of different tasks
- Scenarios - Calculator - Note book - Writing device
Formative Assessment 1.4
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence Multiple choices
Matching exercises
Essay
Checklist Score
Yes No
Indicator:Steps of work duration
Time of each task
Determination of concurrent tasks
Total time
Indicator : Estimate work duration
Productivity hours per day
How many resources on each activity
Available work days
Delays
Resources constraint
Performance criterion
Proper identification of the location where the work will be performed
327
Observation
LU 2:Determine required resources
2
Learning Outcomes:
1. Quantify materials 2. Identify the quality of materials 3. Determine human resources
10 Hours
Learning Outcome 2.1: Quantify materials
Identification of materials Type of materials
Quantities of materials in terms of size and shape;
Measurements Linear measurement Areas Cubic contents (Volume)
Profiles
Method of calculating quantities of materials:
Centre line method Crossing method Long wall-short wall
o Brainstorming on materials quantities
o Group discussion on quantity identification
- Calculator - Note book - Writing device - Proforma invoice - Plan view - Tape measures - Rulers - Internet - computer
Resources Learning activities
Content
328
method Bay method Service unit method
Formative Assessment 2.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence Multiple choices
Matching exercises
Essay
Checklist Score
Yes No
Indicator: Quantities of materials in terms of size and shape
Linear measurement
Areas
Cubic contents
Indicator: Method of calculating quantities of materials
Centre line method
Crossing method
Bay method
Unit service method
Observation
Learning Outcome 2.2: Identify the quality of materials
Resources Learning activities Content
Performance criterion
Proper identification of materials needed
329
Quality of material needed: Specification of material Description of material Material testing
o Brainstorming on condition of the quality of materials
o Group discussion on condition of the quality of materials
o Practical exercises in laboratory
- Books - Handout - Measuring tools - Note book - Writing device - Internet - Computer - laboratory
Formative Assessment 2.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
written evidence Product evidence
Multiple choices
Practical exercises in laboratory
Matching exercises
Essay
Checklist Score
Yes No
Indicator: Quality of materials identification
Specification of material
Description of material
Material testing
Observation
Learning Outcome 2.3: Determine human resources
Performance criterion
Proper determination of quantities in terms of size and shape
330
Factors for human resource determination: Variety of tasks Extent of work Duration of work Emergency work Working place
Labor classification: Skilled 1st class Skilled 2nd class Unskilled
o Brainstorming on factors to determine human resource required
o Group discussion on factors to determine human resource required
o Practical exercises
- Calculator - Handout - Places - Note book - Writing device
Formative Assessment 2.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
written evidence
evidence
Multiple choices
Matching exercises
Essay
Checklist Score
Yes
No
Indicator: Human ressource determination Factors
Variety of tasks
Extent of work
Duration of work
Emergency work
Working place
Indicator: Labor classification
Skilled 1st class
Skilled 2nd class
Unskilled
Performance criterion
Proper identification of quality of materials needed
Resources Learning activities Content
331
Observation
332
LU 3:Calculate the cost estimation
3
Learning Outcomes:
1. Actualize the prices 2. Determine the units and total costs of materials 3. Perform calculation of charges and benefits 4. Fill in bill of Quantities 5. Prepare invoice
30 Hours
Learning Outcome 3.1: Actualize the prices
Cost Survey Prices:
Materials survey prices Window shopping (comparison) Proforma invoice
Human Resources survey prices (Window shopping (comparison)
Equipment survey prices (Window shopping (comparison)
Transport Survey prices (Window shopping (comparison)
Price Survey methodology: Proforma format Survey templates
o Brainstorming on prices o Group discussion on factors
to fix the cost. o Discussion on surveying the
prices and survey methodology
- Books - Handout - Places - Note book - Writing device - Sample
questions/proforma - Internet - Computer
Formative Assessment 3.1
Performance criterion
Proper survey on actual prices of materials and human resources
Resources Learning activities Content
333
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
evidence
Multiple choices Matching exercises Essay True or false questions Sentence completion
Checklist Score
Yes No
Indicator:Cost Survey prices
Materials
Equipment
Human resources
Transportation
Indicator: Price survey methodology
Proforma Invoice
Survey templates
Observation
Learning Outcome 3.2:Determine the units and total costs of materials
Determination of units and total prices of each item: Cost per unit measures
Per Cubic meter Per square meter Per linear meter Per unit of mass Per pieces Lump sum
Total cost Unit price x quantity of each item
o Brainstorming in determining the units and total costs
o Group discussion cost unit and total cost determination
- Calculator - Note book - Writing device - Pro forma invoice - Internet - Computer - Pens & pencils - Books - Drawings
Resources Learning activities Content
334
Formative Assessment 3.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
evidence
Multiple choices
Matching exercises
Essay
True or false questions
Sentence completion
Checklist Score
Yes No
Indicator: Units and total prices
Cost per unit measures
Total cost
Observation
Learning Outcome 3.3: Perform calculation of charges and benefits
Calculation of charges and benefits/Price unit breakdown: The Labor Cost Material cost Maintenance cost Taxes Equipment Benefits Transport Other Charges
Calculation of grand total cost
Layout for bill of quantities
o Brainstorming on calculating the charges benefits and grand total
o Group discussion on bills of quantities
o Exercises on calculations of charges, price unit breakdown and grand total
- Calculator - Note book - Writing device - Pro forma invoice - Books - Internet - Computer - Pens & pencils
Resources Learning activities Content
Performance criterion
Accurate determination of unit and total prices of each item
335
Formative Assessment 3.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
evidence
Multiple choices Matching exercises Essay True or false questions
Checklist Score
Yes No
Indicator: Calculation of charges ,benefits and grand total
Labor cost
Taxes,
Transport,
Equipment,
Maintenance cost
Benefits
Other Charges
Observation
Performance criterion
Precise calculation of the labor cost considering taxes, transport, equipment,
benefit and other charges
336
Learning Outcome 3.4: Fill in bill of Quantities
Types of Bill of quantities:
Firm bill of quantities: used to obtain lumpsum price of a project
Approximate bill of quantities: contain provisional quantities
Specified bill of quantities: contain items and its specification
o Brainstorming on
calculating the charges benefits and grand total
o Group discussion on bills of quantities
o Exercises on filling in bill of quantities
- Calculator - Note book - Writing device - Pro forma invoice - Pens& Pencils - Internet - Computer - Books
Bill of quantities contents: Item Number Item description Unit of measures on each item Quantities of each item
Calculation of total quantities
Layout for bill of quantities
Formative Assessment 3.4
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
evidence
Fill in bill of quantities Multiple choices Matching exercises Essay True or false questions Sentence completion
Performance criterion
Neat filling in the bill of quantities of layout
Resources Learning activities Content
337
Checklist Score
Yes No
Indicator: Types of bill of quantities
Firm bill of quantity
Approximate bill of quantity
Specified bill of quantity
Indicator: Bill of quanitites content
Item number
Item description
Unit of measures
Quantities of each item
Observation
Learning Outcome 3.5: Prepare invoice
Types of invoice: Proforma invoice Interim invoice Recurring /Service invoice Past due invoice Final Invoice Advance invoice Miscellaneous invoice
Elements of invoice: Standout Header Invoice number Company’s information Date Goods or services sold:
item name or title of service price of the item/service Amount or quantity of
product or service) Fees or Taxes Total amount due Terms of the transaction A unique message Due date
o Brainstorming on types ,elements and function of invoice
o Demonstration of invoice preparation
o Practical exercises on invoice preparation
- Books - Internet - Bills books - Invoice samples - Internet - Computer - Note books - Pens &Pencils
Resources Learning activities Content
338
Functions of invoice: Maintaining records Payment tracking Legal protection Easy tax filling Business analytics
Layout of invoice preparation
Formative Assessment 3.5
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
evidence
Layout of invoice preparation Multiple choices Matching exercises Essay True or false questions Sentence completion
Checklist Score
Yes No
Indicator: Types of invoice
Proforma invoice
Interim invoice
Recurring /Service invoice
Past due invoice
Advance invoice
Final Invoice
Miscellaneous invoice
Indicator: Elements of invoice
Standout Header
Invoice number
Company’s information
Date
Goods or services sold
Fees and taxes
Performance criterion
Accurate preparation of invoice
339
Amount due
Terms of the transaction
A unique message
Due date
Indicator: Functions of invoice
Maintaining records
Payment tracking
Legal protection
Easy tax filling
Business analytics
Observation
Reference books:
1. Publishing, B. (2013). Good Small Business Guide 2013, 7th Edition: How to start and grow your own business.
A&C Black. 2. Sweeting, J. (1997). Project Cost Estimating: Principles and Practice. IChemE. 3. Vijaya, K. R., Elanchezhian C. , Ramanath B., Kesavan, R., Elanchezhian, C., & Ramanath, B. V. 4. (209). Process Planning and Cost Estimation. New Age International.
340
P L B C G 5 0 1 - D E S I G N A N D C O M M U N I C A T I O N G R A P H I C S
PLBCG501 Perform Design and Communication Graphics
REQF Level: 5 Learning hours
Credits: 4 40
Sector: Construction
Sub-sector: Plumbing
Issue date: November, 2014
Purpose statement
This course presents the basic drafting skills and concepts that are needed for entry-level
competencies in industrial/ technical fields. Design and communication graphics affords the
trainee, the opportunities to develop skills in graphical communication, creative problem
solving, spatial visualization, design capabilities, computer graphics and CAD modeling.
341
Learning assumed to be in place
N/A
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Analyze the DCG work 1.4. Proper identification of the DCG work
1.5. Appropriate selection of CAD software
1.6. Proper configuration of software
2. Perform Plane and Descriptive
Geometry
5.6. Proper application of Plane Geometry
5.7. Proper application of conic sections
5.8. Proper utilization of Projection Systems
5.9. Appropriate application of descriptive geometry
of lines and Planes
5.10. Proper development of surfaces and intersection
3. Perform Design Communication
and Computer Graphics
3.1 Accurate application of Graphics in Design and
Communication
3.2 Proper application of Design Communication
3.3 Appropriate application of Freehand Drawing
3.4 Proper use of information and Communication
Technologies
342
LU 1: Analyze the DCG work
1
Learning Outcomes:
1. Identify the DCG work 2. Select CAD software 3. Configure software
10Hours
Learning Outcome1.1: Identify the DCG work
Introduction to Design and Communication Graphics
Definition Advantages and
disadvantages of DCG Application of DCG
Introduction to 2D and 3D Object presentation in
2D Object presentation in
3D
o Discussion on 2D and 3D o Brainstorming on advantages
and disadvantages of DCG
o Brainstorming on application
of DCG
- Reference Books
- Module Manuals
- Pencils - Papers - Drawing - Instruments
Resources Learning activities
Content
343
Formative Assessment 1.1
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 Multiple choice questions
True or false questions
Checklist Score
Yes No
Indicator:Design and Communication Graphics is described
Definition
Advantages of DCG
Disadvantages of DCG
Application of DCG
Indicator:Differentiation of 2D from 3D is done
Object representation in 2D
Object representation in 2D
Observation
Learning Outcome1.2:Select CAD software
Overview of CAD softwares Autodesk Auto-cad Solidworks
Domain of application
o Group discussion on overview of CAD softwares
o Brainstorming on domains of application
o Group discussion on capabilities of CAD
- Flip Chart - Black/White
Board - Chalks - Marker Pen - Internet
Resources Learning activities
Content
Performance criterion
Proper identification of the DCG work
344
Construction Mechanical Electrical &
Electronics
Capabilities of CAD softwares
Designing Simulation Program
generation(G-Codes) Design analysis
Softwares o Research on internet
Formative Assessment 1.2
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 Multiple choice questions
True or false questions
Matching
Sentence completion
Checklist Score
Yes No
Indicator:Overviewof CAD softwaresare explained
CAD Package Features
Domains of application of CAD softwares
Indicator: Domain of application are explained
Construction
Mechanical
Electrical & Electronics
Observation
Performance criterion
Appropriate selection of CAD software
345
Learning Outcome 1.3: Configure software
Installation of solidworks software
Unit configuration Customization
o Solidworksinstallation o Practical exercises on
solidworks installation and customization
o Practical exercises on unit configuration
- DCG Lab - Computers - Solid Works Software
Formative Assessment 1.3
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
Performance evidence
Product evidence
Multiple choice questions
True or false questions
Matching
Sentence completion
Checklist Score
Yes No
Indicator: Solidworks Software is installed and configured
Unit configuration
Customization
Performance criterion
Proper configuration of software
Resources Learning activities Content
346
Observation
347
LU 2: Perform Plane and Descriptive Geometry
2
Learning Outcomes:
3. Apply Plane geometry 4. Apply Conic Sections 5. Apply Projection Systems 6. Apply descriptive geometry of lines and Planes 7. Intersect and develop surfaces
20 Hours
Learning Outcome 2.1: Apply Plane geometry
Introduction to plane geometry
Definition of plane geometry
Straight line partition
Bisect a line Perpendicular
lines Angles Arcs
Construction of plane figure
Triangle Circle Polygons
o Group discussion on plane geometry
o Brainstorming on plane geometry
o Practical exercises on construction of plane figures
- Reference Books - Module Manuals - Pencils - Papers - Drawing Instruments - Computers Equipped
With Solid works Software
- Projector
Formative Assessment 2.1
Performance criterion
Proper application of Plane Geometry
Resources Learning activities
Content
348
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Product evidence
Performance evidence
Written evidence
Multiple choice questions
True or false questions
Matching
Sentence completion
Checklist Score
Yes No
Indicator:Introduction to plane geometry is done
Definition of plane geometry
Straight line partition
Bisect a line
Perpendicular lines
Angles
Arcs
Indicator:Construction of plane figures is done
Triangle
Circle
Polygons
Observation
Learning Outcome 2.2:Apply Conic Sections
Introduction to conic sections
Definition of conics
The Ellipse Parabola Hyperbola
Geometric properties of conics
Focal points Focal sphere
o Group Discussion on conic sections
o Practical exercises on conic sections
- Reference Books - Module Manuals - Pencils - Papers - Drawing
Instruments - DCG Lab - Computers
equipped with Solid works Software
- Projector
Resources Learning activities Content
349
Eccentricity Conic curves Tangents to
conics
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Product evidence
Performance evidence
Written evidence
Multiple choice questions
True or false questions
Matching
Sentence completion
Checklist Score
Yes No
Indicator:Introduction to conic sections is done
Definition of conics
The Ellipse
Parabola
Hyperbola
Indicator:Geometric properties of conics are considered
Focal points
Eccentricity
Conic curves
Tangents to conics
Observation
Performance criterion
Proper application of conic sections
350
Learning Outcome 2.3: Apply Projection Systems
Orthographic Projection Definition of a
Plane Principal Planes Reference plane
Projection of right and oblique solids
Auxiliary Views Sectional Views
Pictorial drawings Isometric drawing
of solids Prism Cylinder Pyramid Cone
Construction and application of the isometric scale
The axonometric plane and axes
Principles of orthogonal axonometric projection
Principles of pictorial perspective drawing
Parallel and angular perspective
Vanishing points for horizontal lines
o Group Discussion on orthographic projection
o Brainstorming on projection of right and oblique solids
o Observation of solid objects
o Practical exercises on pictorial drawings
- Reference Books - Module Manuals - Pencils - Papers - Drawing Instruments - DCG Lab - Computers Equipped
With Solid works Software
- Projector
Formative Assessment 2.3
Resources Learning activities
Content
351
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Product evidence
Performance evidence
Written evidence
Multiple choice questions
True or false questions
Matching
Sentence completion
Checklist Score
Yes No
Indicator:Orthographic Projection are described
Definition of a Plane
Principal Planes
Reference plane
Indicator:Projection of right and oblique solids are identified
Auxiliary Views
Sectional Views
Indicator:Pictorial drawings are applied
Isometric drawing of solids
Construction and application of the isometric scale
The axonometric plane and axes
Principles of orthogonal axonometric projection
Principles of pictorial perspective drawing
Observation
Performance criterion
Proper utilization of projection systems
352
Learning Outcome 2.4:Apply descriptive geometry of lines and Planes
Introduction to plane geometry
Definition of planes, simply inclined and Oblique
Determination of oblique Planes
True shape and inclinations of planes to principal planes of reference
Intersection of oblique planes and lines
Sectioning of right solids by oblique planes
Types of section views
Representation of cutting plan
Examples of cutting plane and sectioning of different solids
o Group Discussion on introduction to plane geometry
o Brainstorming on sectioning of right solids by oblique planes
o Practical exercises on descriptive geometry of lines and planes
- Reference Books - Module Manuals - Pencils - Papers - Drawing
Instruments - Computers
Equipped With Solid Works Software
- Projector
Formative Assessment 2.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance criterion
Appropriate application of descriptive geometry of lines and Planes
Resources Learning activities
353
Product evidence
Written evidence
Performance evidence
Multiple choice questions
True or false questions
Matching
Sentence completion
Checklist Score
Yes No
Indicator:Introduction to plane geometry
Definition Of Planes, Simply Inclined and Oblique
Determination Of Oblique Planes
True Shape And Inclinations Of Planes To Principal Planes Of Reference
Intersection Of Oblique Planes And Lines
Indicator:Sectioning of right solids by oblique planes
Types of section views
Representation of cutting plan
Examples of cutting plane and sectioning of different solids
Observation
Learning Outcome 2.5: Intersect and develop surfaces
Surface development and envelopment of right solids
Methods of development
Development of prism
Development of cylinder
Development of pyramid
Development of cone
Intersection of surfaces and development
Prisms Pyramids Spheres
o Group discussion on intersection and development of surfaces
o Brainstorming on intersection and development of surfaces
o Observation of intersection objects
o Practical exercises on intersection and development of surfaces
- Reference Books - Module Manuals - Pencils - Papers - Drawing
Instruments - Computers
Equipped - With Solid Works
Projector
Resources Learning activities Content
354
Composite Solids
Formative Assessment 2.5
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Product evidence
Performance evidence
Witten evidence
Multiple choice questions
True or false questions
Matching
Sentence completion
Checklist Score
Yes No
Indicator:Surface development and envelopment of right solids are made
Methods of development
Development of prism
Development of cylinder
Development of pyramid
Development o f cone
Indicator:Intersection of surfaces and development of solids are made
Prisms
Pyramids
Spheres
Composite Solids
Observation
Performance criterion
Proper development of surfaces and intersection
355
LU 3: Perform Design Communication and Computer Graphics
3
Learning Outcomes:
3. Apply graphics in communication 4. Apply Design Communication 5. Apply Freehand drawing 6. Use information and Communication Technologies
10 Hours
Learning Outcome 3.1: Apply graphics in communication
Drawing from a historical perspective
Design strategies Reflection on processes of
design Design appraisal
Interpretation of design Ideas sketching Design problem solving
o Group discussion on drawing from historical perspective
o Brainstorming on interpretation of design
o Practical exercises on idea sketching
- Reference books
- Module manuals
- Pencils - Papers - Drawing
instruments - Computers
equipped with solid works
- Projector
Formative Assessment 3.1
Performance criterion
Accurate application of graphics in Design and Communication
Resources Learning activities Content
356
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Product evidence
Performance evidence
Witten evidence
Multiple choice questions
True or false questions
Matching
Sentence completion
Checklist Score
Yes No
Indicator: Historical perspective of drawing are identified
Design strategies
Processes of design
Design appraisal
Indicator:Design are interpreted
Ideas sketching
Design of problem solving
Observation
Learning Outcome 3.2:Apply Design Communication
Introduction to Design Communication
Drawing conventions, symbols and standards
Presentation methods of drawing Single-part drawing Collective single-part
drawings Assembly drawings
Design layout drawings
o Group discussion on design communication
o Brainstorming presentation methods of drawing
o Practical exercises on design layout drawings
o Practical exercises on design drawings and associated processes
o Practical exercise on
- Reference books
- Module manuals
- Pencils - Papers - Drawing
instruments - Computers
equipped with solidworks
Resources Learning activities Content
357
Combined detail and assembly drawings
Exploded assembly drawings
Simplified drawings
Design drawings and associated processes
Pictorial and orthographic working and assembly drawings
Balloon extraction detailing Exploded pictorial views Dimensioning and
notation Schematic diagrams
balloon extraction detailing
- Projector
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Product evidence
Performance evidence
Written evidence
Multiple choice questions
True or false questions
Matching
Sentence completion
Checklist Score
Yes No
Indicator:Design Communication is introduced
Drawing conventions, symbols and standards
Indicator:Presentation methods of drawing are discussed
Single-part drawing
Performance criterion
Proper application of design communication
358
Collective single-part drawings
Assembly drawings
Indicator:Design layout of drawings are discussed
Combined detail and assembly drawings
Exploded assembly drawings
Simplified drawings
Indicator:Balloon extraction is detailed
Exploded pictorial views
Dimensioning and Notation
Schematic diagrams
Observation
Learning Outcome 3.3:Apply Freehand drawing
Materials for freehand drawing Pencils Papers Rubber
Observation techniques First angle projection Third angle projection
Drawing representation Shape Form Texture Material Light and shade Design sketching Freehand detailing
o Group discussion on freehand drawing
o Demonstration using videos of freehand sketching
o Brainstorming on freehand drawing
o Observation technics o Practical exercises on
drawing representation
- Reference books - Module manuals - Pencils - Papers - Rubber
Formative Assessment 3.3
Performance criterion
Appropriate application of Freehand Drawing
Resources Learning activities Content
359
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Product evidence
Performance evidence
Written evidence
Multiple choice questions
True or false questions
Sentence completion
Checklist Score
Yes No
Indicator:Materials for freehand drawing are identified
Pencils
Papers
Rubber
Indicator:Observation techniquesare applied
First angle projection
Third angle projection
Indicator:Drawing representationis done
Shape
Form
Texture
Material
Light and shade
Design sketching
Freehand detailing
Observation
Learning Outcome 3.4:Use information and Communication Technologies
CAD applications File management Graphics and CAD
terminology Graphics and CAD
o Group discussion on CAD applications
o Brainstorming on CAD
sketching principles
- Reference books - Module manuals - Pencils - Papers - Drawing
Resources Learning activities Content
360
software Generate working
drawings from part views and animated
and assembly models
CAD sketching principles Creating 3D assemblies Generation of
presentation drawings from parametric models
Generation of exploded sequences from parametric models
Modeling and editing Use of templates and
libraries Data exchange
between applications Graphic output
File management and organization File formats and
extensions Image transfer Web research Presentation
techniques using ICT and CAD software
o Practical exercises on file management and organization
instruments - DCG lab - Computers
equipped with solid works
- Projector
Formative Assessment 3.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Product evidence
Performance evidence
Multiple choice questions
True or false questions
Performance criterion
Proper use of information and Communication Technologies
361
Written evidence
Matching
Sentence completion
Checklist Score
Yes No
Indicator:CAD applications is done
File management
Graphics and CAD terminology
Graphics and CAD software
Generate working drawings from part
views and animated and assembly models
Indicator:CAD sketching principles are applied
Creating 3D assemblies
Generation of presentation drawings from parametric models
Generation of exploded sequences from parametric models
Modeling and editing
Use of templates and libraries
Data exchange between applications
Graphic output
Indicator:File management and organization is done
File formats and extensions
Image transfer
Web research
Presentation techniques using ICT and CAD software
Observation
362
Reference books:
1. Joseph Malkevitch (April 2003), "Mathematics and Art", Feature Column Archive, American
Mathematical Society
2. Ingrid Carlbom, Joseph Paciorek (December 1978), "Planar Geometric Projections and Viewing
Transformations", ACM Computing Surveys, 10 (4): 465–502, doi:10.1145/356744.356750
3. Gary R. Bertoline et al. (2002) Technical Graphics Communication. McGraw–Hill Professional,
2002. ISBN 0-07-365598-8, p. 330.
4. Akopyan, A.V.; Zaslavsky, A.A. (2007). Geometry of Conics. American Mathematical
Society. ISBN 0-8218-4323-0
5. Downs, J.W. (2003) [1993], Practical Conic Sections / The geometric properties of ellipses,
parabolas and hyperbolas, Dover, ISBN 0-486-42876-1
6. Protter, Murray H.; Morrey, Jr., Charles B. (1970), College Calculus with Analytic Geometry (2nd
ed.), Reading: Addison-Wesley, LCCN 76087042
7. Akopyan, A.V.; Zaslavsky, A.A. (2007). Geometry of Conics. American Mathematical
Society. ISBN 0-8218-4323-0.
8. Artzy, Rafael (2008) [1965], Linear Geometry, Dover, ISBN 978-0-486-46627-9
9. Boyer, Carl B. (2004) [1956], History of Analytic Geometry, Dover, ISBN 978-0-486-43832-0
10. Guptill, Arthur L. (1930). Drawing with Pen and Ink. New York: Reinhold Publishing Corporation.
11. Ruskin, John (1857). The Elements of Drawing. Mineola, NY: Dover Publishcations Inc.
12. Narayan, K. Lalit (2008). Computer Aided Design and Manufacturing. New Delhi: Prentice Hall of
India. p. 3. ISBN 812033342X.
13. Narayan, K. Lalit (2008). Computer Aided Design and Manufacturing. New Delhi: Prentice Hall of
India. p. 4. ISBN 812033342X.
14. Duggal, Vijay (2000). Cadd Primer: A General Guide to Computer Aided Design and Drafting-
Cadd, CAD. Mailmax Pub. ISBN 978-0962916595.
15. Madsen, David A. (2012). Engineering Drawing & Design. Clifton Park, NY: Delmar.
p. 10. ISBN 1111309574.
16. Farin, Gerald; Hoschek, Josef; Kim, Myung-Soo (2002). Handbook of computer aided geometric
design [electronic resource
363
17. Cantoni, L., & Danowski, J. A. (Eds.). (2015). Communication and Technology. Berlin: De Gruyter
Mouton.
18. Caperna A., Integrating ICT into Sustainable Local Policies. ISBN 9781615209293
19. Feridun, Mete; Karagiannis, Stelios (2009). "Growth Effects of Information and Communication
Technologies: Empirical Evidence from the Enlarged EU". Transformations in Business and
Economics. 8 (2): 86–99.
20. Oliver, Ron. "The Role of ICT in Higher Education for the 21st Century: ICT as a Change Agent for
Education." University, Perth, Western Australia, 2002.
21. Walter Ong, Orality and Literacy: The Technologizing of the Word (London, UK: Routledge,
1988), in particular Chapter 4
364
P L B C P 5 0 1 - CHEMISTRY FOR PLUMBING
PLBCP501 Apply chemistry for plumbing
REQF Level: 5 Learning hours
Credits: 5 50
Sector: Construction
Sub-sector: Plumbing
Issue date:November, 2018
Purpose statement
This module describes knowledge required to study structure of atom, three states of matter, and skills
acquired to perform chemical analysis of water.
365
Learning assumed to be in place
N/A
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Demonstrate knowledge of basic
chemical concepts
1.7. Describe structure of atom including sub-atomic
particles, charge, atomic number, mass number, and
valence.
1.8. Determine the properties of elements from the
periodic table of elements.
1.9. Describe the three states of matter
1.10. Apply mole concept according to chemical
particles
1.11. Describe bonding
2. Define key chemical properties
applied in plumbing
5.11. Apply pH measurement
5.12. Apply chemical titration
5.13. Describe hydrocarbon, fuel, gases
3. Perform chemistry laboratory
works
3.5 Set a machine according to the specific standards
3.6 Analyze water according to international
standards
3.7 Report of the work done
366
LU 1:Demonstrate knowledge of basic chemical concepts
1
Learning Outcomes:
4. Describe structure of atom including sub-atomic particles, charge, atomic number, mass number, and valence
5. Determine the properties of elements from the periodic table of elements.
6. Describe the three states of matter 7. Apply mole concept according to chemical particles 8. Describe bonding
10 Hours
Learning Outcome 1.1: Describe structure of atom including sub-atomic particles, charge,
atomic number, mass number, and valence
Introduction of chemistry
Atomic structure Definition of atom Atomic particles Chemical
classification of matter(element, pure substance, Mixture, compound, Molecule)
Atomic symbols Mass number Atomic number Group or families Atomic mass
o Demonstration by Video/picture o Brainstorming by using physical
sample
- Books - Pens - Papers - Internet - Computer - Periodic table
Resources Learning activities Content
367
Formative Assessment 1.1
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
Proposed Activities:
Multiple choice exercises
Matching Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Indicator:Atomic structure
Atomic structure
Classification of matter
Atomic symbols
Atomic Numbers
Atomic mass and
Mass numbers
Group/families
Observation
Performance criterion
Proper description of atomic structure including sub-atomic particles, charge,
atomic number, mass number, valence and atomic reaction.
368
Learning Outcome1.2:Determine the properties of elements from the periodic table of
elements.
Study of periodic table of element Atomic symbols Atomic Numbers Atomic mass and
Mass numbers Group/families Difference between
acid base and salts Period Isotopes Properties of metals
and corrosion effects
o Demonstration by Video on corrosion formation
o Practical exercises on atomic number and mass number
o Brainstorming on periodic table o Pictures on charge of electrons
- Books - Pens - Papers - Internet - Computer - Periodic table of element
Formative Assessment 1.2
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
Oralevidence
Proposed Activities:
Multiple choice exercises Matching Exercises True or false questioning Sentence completion
Checklist Score
Yes No
Indicator:Properties of elements
Acid base and salts
Period
Isotopes
Performance criterion
Determine the properties of elements from the periodic table of elements.
Resources Learning activities
Content
369
Properties of metals and
corrosion effects
Non-metal properties
Observation
Learning Outcome 1.3: Describe the three states of matter
Physical properties of matter State of matter Change of state of matter
o Demonstration by Video on change of state of matter
o Practical exercises on three state of matter
o Brainstorming three state of matter
- Laboratory - Books - Pens - Papers - Internet
Formative Assessment 1.3
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
Proposed Activities:
Multiple choice exercises
Essay
Matching Exercises
True or false questioning
Performance criterion
Describe the three states of matter
Resources Learning activities Content
370
Checklist Score
Yes No
Indicator:Physical properties of matter
State of matter
Change of state of matter
Sentence completion
Observation
Learning Outcome 1.4: Apply mole concept according to chemical particles
Mole concept Concentrations Ideal gas laws
o Group discussion on concentration and ideal gas laws
o Brainstorming on concentration and ideal gas laws
o Practical exercises on concentration and ideal gas laws
- Laboratory - Books - Pens - Papers - Internet
Formative Assessment 1.4
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
Oralevidence
Performance evidence
Proposed Activities:
Multiple choice exercises
Essay
Matching Exercises
True or false questioning
Sentence completion
Performance criterion
Proper application ofmole concept according to chemical particles
Resources Learning activities Content
371
Checklist Score
Yes No
Indicator:Mole concept
Concentrations
Ideal gas laws
Observation
372
LU 2:Define the key chemical properties applied in Plumbing
2
Learning Outcomes:
1. Apply pH Measurement
2. Apply chemical titration
3. Describe hydrocarbon, fuel, gases and their properties
30 Hours
Learning Outcome 2.1: Apply pH Measurement
pH scale Acid and base
solution Conjugate base
and acid Buffer solution Measurement of
pH using calibrated pH meter
o Demonstration by Video on pH
measurement
o Practical exercises on pH
measurement
o Brainstorming on pH
measurement
o Group discussion on pH
measurement
- Laboratory
- Books
- Pens
- Papers
- Internet
- Periodic table
- pH chart
Formative Assessment 2.1
Performance criterion
Apply pH Measurement
Resources Learning activities
Content
373
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
Product evidence
Proposed Activities:
Multiple choice exercises Essay Matching Exercises True or false questioning Sentence completion Observation checklist
Checklist Score
Yes No
Indicator:pH scale
pH scale
Acid and base solution
Conjugate base and acid
Buffer solution
Measurement of pH using
Calibrated pH meter
Observation
Learning Outcome 2.2:Apply chemical titration
Types of Titration Acid-base titration Complex metric titration
o Demonstration by Video on acid-base titration
o Practical exercises on acid-base titration
o Brainstorming on acid-base titration
- Laboratory - Books - Pens - Papers - Internet
Formative Assessment 2.2
Resources Learning activities Content
374
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
Performance evidence
Performance evidence
Proposed Activities:
Multiple choice exercises
Essay
Matching Exercises
True or false questioning
Sentence completion
Observation checklist
Checklist Score
Yes No
Indicator:Types of Titration
Acid-base titration
Complex metric titration
Observation
Learning Outcome 2.3:Describe hydrocarbon, fuel, gases and their properties
•Introduction to organic chemistry
Components of organic compound
•Aliphatic compound Hydrocarbons
o Practical exercises on Components of organic compound and Aliphatic compound
o Brainstorming on components of organic compound and Aliphatic compound
- Laboratory - Books - Pens - Papers - Internet - Periodic table
Resources Learning activities Content
Performance criterion
Proper application chemical titration
375
Formative Assessment 2.3
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
Oralevidence
Proposed Activities:
Multiple choice exercises
Essay
Matching Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Indicator:Properties of compound
Components of organic compound
Aliphatic compound
Observation
Performance criterion
Proper descriptionof hydrocarbon, fuel, gases and their properties
376
LU 3:Perform chemistry laboratory works
3
Learning Outcomes:
1. Set a machine according to the specific standards 2. Analyze water according to international standards 3. Report of the work done
20 Hours
Learning Outcome 3.1: Identify plumbing areas to be ducted
Theory on Laboratory materials
Safety and Precaution in Laboratory
Turn on and turn off machine
calibration of a machine
o Demonstration by Video onTheory on Laboratory materials Safety and Precaution in Laboratory Turn on and turn off machine calibration of a machine
o Practical exerciseson Theory on Laboratory materials Safety and Precaution in Laboratory Turn on and turn off machine calibration of a machine
o Brainstorming on Theory on Laboratory materials Safety and Precaution in Laboratory Turn on and turn off machine calibration of a machine
- Laboratory - Books - Pens - Papers
- Internet
Formative Assessment 3.1
Resources Learning activities Content
377
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
Proposed Activities:
Multiple choice exercises
Essay
Matching Exercises
True or false questioning
Sentence completion
Observation checklist
Checklist Score
Yes No
Indicator:Identify plumbing areas to be ducted
Theory on Laboratory materials
Safety and Precaution in Laboratory
Turn on and turn off machine
calibration of a machine
Observation
Learning Outcome 3.2:Analyze water according to international standards
Parameters measurement Physical and chemical
parameters Notional and
international
o Demonstration by Video on Physical and chemical parameters
o Practical exercises on Physical and chemical
- Laboratory - Books - Pens - Papers - Internet
Resources Learning activities Content
Performance criterion
Set a machine according to the specific standards
378
standards on water quality
parameters o Brainstorming on
Physical and chemical parameters
o Group discussion on Physical and chemical parameters
Formative Assessment 3.2
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
Proposed Activities:
Multiple choice exercises
Essay
Matching Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Indicator:Parameters measurement
Physical and chemical parameters
National and international standards on water quality
Observation
Learning Outcome 3.3:Report of the work done
Performance criterion
Analyze water according to international standards
379
Cleaning and storing laboratory materials
Result of the test Introduction Work Methodology Observation Conclusion and
recommendation
o Demonstration by Video on Cleaning and storing laboratory materials
o Brainstorming on Cleaning and storing laboratory materials
o Practical exercise on reporting
- Laboratory
- Books
- Pens
- Papers
- Internet
Formative Assessment 3.3
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
Proposed Activities:
Multiple choice exercises
Essay
Matching Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Indicator:Preparatory workare performed
Cleaning laboratory materials
Storing laboratory materials
Result of the test
Indicator:Elementsof the report are done
Introduction
Work Methodology
Observation
Performance criterion
Report the work done
Resources Learning activities Content
380
Conclusion and recommendation
Observation
381
Reference books:
1. Mark, Burgin (2016-10-27). Theory Of Knowledge: Structures And Processes. World
Scientific. ISBN 9789814522694.
2. "Physical Properties". Department of Chemistry - Elmhurst College. Archived from the original on
2016-11-19. Retrieved 2017-01-17.
3. Robert A. Meyers (2001). Encyclopedia of Physical Science and Technology (3rd ed.). Academic
Press. ISBN 978-0-12-227410-7.
4. M.A. Wahab (2005). Solid State Physics: Structure and Properties of Materials. Alpha Science.
pp. 1–3. ISBN 978-1-84265-218-3.
5. F. White (2003). Fluid Mechanics. McGraw-Hill. p. 4. ISBN 978-0-07-240217-9.
6. G. Turrell (1997). Gas Dynamics: Theory and Applications. John Wiley & Sons. pp. 3–5. ISBN 978-
0-471-97573-1.
7. M. Chaplin (20 August 2009). "Water phase Diagram". Water Structure and
Science. Archived from the original on 3 March 2016. Retrieved 23 February 2010.
8. D.L. Goodstein (1985). States of Matter. Dover Phoenix. ISBN 978-0-486-49506-4.
9. A.P. Sutton (1993). Electronic Structure of Materials. Oxford Science Publications. pp. 10–
12. ISBN 978-0-19-851754-2.
10. Shao, Y.; Zerda, T. W. (1998). "Phase Transitions of Liquid Crystal PAA in Confined
Geometries". Journal of Physical Chemistry B. 102 (18): 3387–3394. doi:10.1021/jp9734437
11. Pullman, Bernard (1998). The Atom in the History of Human Thought. Oxford, England: Oxford
University Press. pp. 31–33. ISBN 978-0-19-515040-7.
12. Lewis, Gilbert N. (1916). "The Atom and the Molecule". Journal of the American Chemical
Society. 38 (4): 762–786.
13. Scerri, Eric R. (2007). The periodic table: its story and its significance. Oxford University Press US.
pp. 205–226. ISBN 978-0-19-530573-9.
14. Langmuir, Irving (1919). "The Arrangement of Electrons in Atoms and Molecules". Journal of the
American Chemical Society. 41 (6): 868–934. doi:10.1021/ja02227a002
15. Baum, Rudy (2003). "It's Elemental: The Periodic Table". Chemical & Engineering News.
Retrieved 11 January 2008
382
16. Bates, Roger G. Determination of pH: theory and practice. Wiley, 1973.
17. Nordstrom, D. Kirk; Alpers, Charles N. (March 1999). "Negative pH, efflorescent mineralogy, and
consequences for environmental restoration at the Iron Mountain Superfund site, California"
18. Silberberg, Martin (2004). Chemistry: The Molecular Nature Of Matter and Change. New York:
McGraw-Hill Companies. ISBN 0-07-310169-9.
19. Clayden, J., Greeves, N., et al. (2001) Organic Chemistry Oxford ISBN 0-19-850346-6 p. 21
20. McMurry, J. (2000). Organic Chemistry 5th ed. Brooks/Cole: Thomson Learning. ISBN 0-495-
11837-0 pp. 75–81
21. Fewell, M. P. (1995). "The atomic nuclide with the highest mean binding energy". American
Journal of Physics.
22. Sumit Roy (23 June 2014). "U.S. Natural Gas Export Era Begins In 2015, Fueling Upside In Prices"
23. Steve Hargreaves (9 March 2010). "Natural gas crystals: Energy under the sea". CNN Money.
24. Shmueli, Deborah F. (May 1999). "Water quality in international river basins
383
P L B D W 5 0 1 - DRINKING WATER TREATMENT
PLBDW501 Perform Drinking Water Treatment
REQF Level: 5 Learning hours
Credits: 6 60
Sector: Construction
Sub-sector: Plumbing
Issue date: November 2014
Purpose statement
This core module describes the skills, knowledge and attitude to be acquired by the learner to
Perform Drinking Water Treatment; identify drinking water quality; perform drinking water
treatment process and test of water.
384
Learning assumed to be in place
N/A
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Identify drinking water quality
1.1. Correct identification of physical characteristics of drinking water
1.2. Correct identification of chemical characteristics of drinking water
1.3. Correct identification of bacteriological characteristics of drinking water
6. Perform drinking water treatment process
6.1. Adequate screening and aeration of water 6.2. Proper application of primary
sedimentation/settling of water 6.3. Proper application of coagulation and flocculation
of water 6.4. Proper application secondary
sedimentation/settling of water 6.5. Correct application of water filtration 6.6. Proper application of water disinfection
7. Perform final testing of treated water
3.8 Proper selection of drinking water standards 3.9 Adequate application of water quality testing 3.10 Appropriate report of work done
385
LU 1: Identify drinking water quality
1
Learning Outcomes:
1. Identify physical characteristics of drinking water 2. Identify chemical characteristics of drinking water 3. Identify bacteriological characteristics of drinking water
10 Hours
Learning Outcome 1.1: Classify raw materials
Physical characteristics of drinking water: Color Taste and Odor Temperature Total suspended solid
(TSS)
o Brainstorming on physical characteristics of drinking water
o Group discussion on physical characteristics of drinking water
o Demonstration by video /pictures of physical characteristics of drinking water
o Physical observation o Practical exercises on testing
physical characteristics of drinking water
-Turbid meter -Thermometer -Water -Test tube -Beakers -Bottles and jars -Books -Computer
Formative Assessment 1.1
Performance criterion
Correct identification of physical characteristics of drinking water
Resources Learning activities Content
386
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
Multiple choice exercises Matching Exercises True or false questioning Sentence completion
Checklist Score
Yes No
Indicator: Physical characteristics are identified
Colour
Taste
Odor
Total suspended solid (TSS)
Temperature
Observation
Learning Outcome 1.2: Identify chemical characteristics of drinking water
Chemical characteristics of drinking water pH Alkalinity Hardness Heavy metal and minerals
(Sulphates, Iron, Chlorides, mercury, lead ,Nitrates)
Total Dissolved Solids(TDS)
o Brainstorming on chemical characteristics of drinking water
o Group discussion on chemical characteristics of drinking water
o Demonstration by video /pictures of chemical characteristics of drinking water
o Practical exercises on testing chemical characteristics of drinking water
- PH meter - Distilled water - Graduated cylinders - Test tube - Beakers - Bottles and jars - Indicators - Strip of colors - Acids - AAS machine(atomic
Absorption Spectroscopy )
- UV machine(Ultraviolet)
- Conical flasks
Resources Learning activities
Content
387
Formative Assessment 1.2
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
Performance
Multiple choice exercises Merging Exercises True or false questioning Sentence completion.
Checklist Score
Yes No
Indicator: Chemical characteristics are identified
PH
Alkalinity
Hardness
Sulphate
Iron
Chlorides
Mercury
Lead
Nitrates
Total dissolved solids (TDS)
Observation
Performance criterion
Correct identification of chemical characteristics of drinking water
388
Learning Outcome 1.3: Identify bacteriological characteristics of drinking water
Bacteriological characteristics of water Bacterial pathogens Viral pathogens Protozoan pathogens
o Group discussion on bacteriological of drinking water
o Brainstorming on bacteriological of drinking water
o Demonstration by video /pictures of bacteriological characteristics of drinking water
o Practical exercises on testing bacteriological characteristics of drinking water
- Coli form and - E. Coli Bacteria - Water - Internet search
Formative Assessment 1.3
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
Multiple choice exercises Essay Merging Exercises True or false questioning Sentence completion
Checklist Score
Yes No
Indicator: Bacteriological characteristics are identified
Performance criterion
Identification of bacteriological characteristics of drinking water
Resources Learning activities Content
389
Bacterial pathogens
Viral pathogens
Protozoan pathogens
Observation
390
LU 2: Perform water treatment process
2
Learning Outcomes:
1. Apply Screening and aeration of water 2. Apply primary sedimentation/settling of water 3. Apply coagulation and flocculation of water 4. Apply secondary sedimentation/settling of water 5. Apply filtration of water 6. Apply disinfection of water 40 Hours
Learning Outcome 2.1: Apply screening and aeration of water
Different types of screens parabolic screen curved screen inclined bar screen
Type of aerators: Gravity aerators Fountain aerators Diffused aerators Mechanical aerators
o Observations for existing system
o Brainstorming on Screening of water
o Group discussion on Screening of water
o Demonstration based on Screening of water
o Observations for existing system
o Brainstorming on aerators of water
o Group discussion on aerators of water
o Demonstration by video on aeration of water
- Aerators
- Screens
- Books
- Note books
- Video aids
- Computer
- Pens
Formative Assessment 2.1
Resources Learning activities
Content
391
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
Performance evidence
Observation checklist
Checklist Score
Yes No
Indicator: Screening of water is applied
Paper removed
Plastics removed
Rags removed
Metals removed
Indicator: Aeration of water is applied
Dissolved gases are removed
Oxidizes dissolved metals are removed
Volatile organic chemicals are removed
Observation
Learning Outcome 2.2: Apply primary sedimentation/settling of water
Types of sedimentation Sludge storage and removal
organic high matter Flock blanket clarifiers Dissolved air floatation
Types of Settling tank / basins
o Site visit/field trip for existing system
o Brainstorming on primary sedimentation/settling of water
- Sand - Water - Settling tank - Books - Note books - Video aids
Resources Learning activities Content
Performance criterion
Adequate screening and aeration of water
392
Rectangular tank Circular tank
Primary settling Primary sludge
Intermediate settling Intermediate sludge
Final settling Final sludge
o Group discussion on primary sedimentation/settling of water
o Demonstration by video on primary sedimentation/settling of water
- Computer - Pens
Formative Assessment 2.2
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
Performance evidence
Observation checklist
Checklist Score
Yes No
Indicator: Sedimentation is applied
Sludge storage and removal organic high matter
Flock blanket clarifiers
Dissolved air floatation
Indicator: Primary sedimentation is applied
Final particles are removed
Indicator: Intermediate settling is applied
Intermediate sludge are removal
Observation
Performance criterion
Proper application of primary sedimentation/settling of water
393
Learning Outcome 2. 3: Manipulate embroidery machine
Types of coagulants Alum Al2(S04)3 Ferric sulfate Fe2(S04)3 Ferric chloride FeCl3
Types of flocculants Organic polymers Polyaluminium Chloride
(PAC) Sudfloc
o Brainstorming on coagulation and flocculation of water
o Group discussion on coagulation and flocculation water
o Demonstration by video on coagulation and flocculation water
o Practical exercises on coagulation and flocculation of water
o Site visit/field trip for existing system
- Salts of Al(III) - Fe(III) - Books - Note books - Video aids - Computer - Pens
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Product evidence
Performance evidence
Observation checklist
Checklist Score
Yes No
Indicator: Coagulation and flocculation of water is applied
Suspended and dissolved compounds are separated
Small particles are coagulated to form larger particles
Chemicals are added to neutralize the particles
Performance criterion
Proper application of coagulation and flocculation of water
Resources Learning activities Content
394
Observation
Learning Outcome 2. 4: Apply secondary sedimentation/settling of water
Types of sedimentation Sludge storage and
removal biological oxidation
Flock blanket clarifiers Dissolved air floatation
Types of Settling tank / basins Rectangular tank Circular tank
Secondary settling secondary sludge
Intermediate settling Intermediate sludge
Final settling Final sludge
o Site visit/field trip for existing system
o Brainstorming on secondary sedimentation of water
o Group discussion on secondary sedimentation of water
o Demonstration by video on secondary sedimentation of water
o Practical exercises on secondary sedimentation of water
- Sand - Water - Settling tank - Books - Note books - Video aids - Computer - Pens
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Product evidence
Performance evidence
Observation checklist
Checklist Score
Yes No
Performance criterion
Proper application secondary sedimentation/settling of water
Resources Learning activities Content
395
Indicator: Secondary sedimentation of water is applied
Effluent water quality
Dissolved organic compounds are removed
Suspended organic compounds are removed
Observation
Learning Outcome 2. 5: Apply filtration of water
Types of filter materials: Sand Gravel Anthracite Charcoal
Types filters: Slow sand filter Rapid-sand filter Membrane filters
o Site visit/field trip for existing system
o Brainstorming on filtration of water
o Group discussion on filtration of water
o Demonstration based on filtration of water
o Practical exercises on filtration of water
- Sand - Gravel - Anthracite - Water - Filters - Books - Note books - Video aids - Computer - Pens
Formative Assessment 2.5
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Product evidence
Performance evidence
Observation checklist
Checklist Score
Yes No
Performance criterion
Correct application of water filtration
Resources Learning activities Content
396
Indicator: Water is filtrated
No Colour
No Odour
No Taste
PH value
Turbidity level
No metal
Observation
Learning Outcome 2. 3: Manipulate embroidery machine
Types of disinfectants : Hypochlorite Clear soluble phenolic Per oxygen compound Alcohol Aldehydes Skin disinfection Ozone disinfection Chloramine disinfection Ultraviolet disinfection Chlorine dioxide
disinfection
Water purification techniques: Boiling Distiller water Treatment with Excess
Lime Treatment with
Ozone/ultra-violet Chlorination Granular activated
carbon Desalination Reverse osmosis Gas hydrate crystals Direct contact
membrane distillation (DCMD)
o Site visit/field trip for existing system
o Practical exercises on disinfection methods
o Brainstorming on disinfection of water
o Group discussion on disinfection of water
o Demonstration by video on disinfection of water
o Practical exercises on disinfection of water
- Chlore - Lime - Books - Note books - Video aids - Computer - Pens - Water
Resources Learning activities Content
397
Chemical oxidation
Formative Assessment 2.6
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Product evidence
Performance evidence
Observation checklist
Checklist Score
Yes No
Indicator: Disinfection of water is applied
Potable water
Pathogenic microorganisms removed
No Colour
No Odour
No Taste
Observation
Performance criterion
Proper application of water disinfection
398
LU 3 Perform final testing of treated water
3
Learning Outcomes:
1. Select drinking water standards 2. Apply Testing water quality 3. Report work done
10 Hours
Learning Outcome 3.1: Select drinking water standards
Reference Standards: WHO (World Health
Organization) standards. RBS (Rwanda Bureau of
Standards) Indian Standard EPA (Environmental Protection
Agency).
o Brainstorming on drinking water standards
o Group discussion on drinking water standards
- Books - Pens - Workshop - Notebooks
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper selection of drinking water standards
Resources Learning activities Content
399
Types of evidence Portfolio assessment tools
Product evidence
Performance evidence
Observation checklist
Checklist Score
Yes No
Indicator: Drinking water standards selected
Turbidity
Chlorine
Odour
Taste
Ingredients
Observation
Learning Outcome 3.2: Apply testing water quality
Types of drinking water test:
Alkalinity
Arsenic
Barium
Bromide
BTEX
Chloride
Coli form bacteria
Gross Alph
Hardness
Iron
Manganese
Nitrate/Nitrites
Methane/Ethane
Sodium
o Brainstorming on testing of water o Group discussion on testing of
water o Demonstration by video on
testing of water o Practical exercises on testing
water quality
- Total coli form
- Bacteria
- Nitrate/Nitrites
- pH
- Fluoride
- Organic Carbon Contaminants (Pesticides, Industrial Pollution etc.)
- Books - Note books - Video aids
- Computer
- Pens
- Manganese
- Iron
Resources Learning activities Content
400
pH
Total Suspended Solids (TSS)
Total dissolved solids (TDS).
Conductivity
Fluoride
Organic Carbon Contaminants (Pesticides, Industrial Pollution etc.)
- Distilled water - Graduated cylinders - Test tube - Beakers - Bottles and jars - Indicators - Strip of colors - Acids - AAS machine(atomic
Absorption Spectroscopy)
- UV machine(Ultraviolet)
- Conical flasks
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Product evidence
Performance evidence
Observation checklist
Checklist Score
Yes No
Indicator: Water quality tested
Alkalinity
Arsenic
Barium
Bromide
Coli form bacteria
Hardness
Iron
Total Suspended Solids (TSS)
Total dissolved solids (TDS).
Conductivity
Performance criterion
Adequate testing of water quality
401
Fluoride
Organic CarbonContaminants
Nitrate/Nitrites
Methane/Ethane
Observation
Learning Outcome 3.3: Report work done
Drinking water ingredients: Sodium Calcium Magnesium Fluoride PH Potassium Sulphate Iron
Test Results:
Alkalinity
Arsenic
Barium
Bromide
BTEX
Chloride
Coli form bacteria
Gross Alph
Hardness
Manganese
Nitrate/Nitrites
Methane/Ethane
pH
Total Suspended Solids (TSS)
Total dissolved solids (TDS).
Conductivity
o Brainstorming on Reporting of water
o Group discussion on Reporting of water
o Demonstration by using sample of report.
o Practical exercises on reporting the work done.
- Books - Note books
- Computer
- Pens - Paper - chemical product
Resources Learning activities Content
402
Fluoride
Organic Contaminants (Pesticides, Industrial Pollution).
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Product evidence
Performance evidence
Obesrvation checklist
Checklist Score
Yes No
Indicator: Work done reported
Report format followed
Ingredients of water
Level of turbidity
Level of PH
Starting date of project
Ending date of project
Observation
Performance criterion
Appropriate report of work done
403
Summative Assessment
Integrated situation Resources
Inyange industries located at Gasabo district; Rusororo sector on right side of the road Remera-Kabuga wants to treat drinking water of Maya spring located in Gicumbi district at the foothills of breath-takingly beautiful mountains in the land of thousand hills, the spring is located at 67 Km from Inyange industries headquarters. The project design requires producing through adequate and modern techniques of purification to keep consistency with standards and rending it safe to consumers. Your consultant Company was awarded the contract of implementing this project and you are chosen as plumber to assist in treating water. The plumber’s tasks involve:
1. Produce potable water ready to be drunk 2. Test produced water
The treatment activity should be done in 9 hours
Coagulants : Aluminum
sulfate, Ferric chloride Organic
polymers;
Acidity neutralizers: Caustic soda or
lime Drinking water
storage tank Personal
protective equipments
Sand filters Pipes Fittings Paper Pen Computer Watch Transport means
404
Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: Physical characteristics of drinking water are identified
Color
Taste
Odor
Total suspended solid(TSS)
Temperature
Indicator: Chemical characteristics of drinking water are identified
Alkalinity
Hardness
pH
Chlorides
Sulphates
iron
Mercury
Indicator: Bacteriological characteristics of drinking water is identified
Bacterial pathogens
Viral pathogens
Protozoan pathogens
Indicator: : Drinking water standards selected
Turbidity
Chlorine
Odour
Taste
Ingredients
Observation
405
Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: Screening of water is applied
Paper removed
Plastics removed
Rags removed
Metals removed
Indicator: Aeration of water is applied
Dissolved gases are removed
Oxidizes dissolved metals are removed
Volatile organic chemicals are removed
Indicator: Primary sedimentation is applied
Final particles are removed
Indicator: Coagulation and flocculation of water is applied
Suspended and dissolved compounds are separated
Small particles are coagulated to form larger particles
Chemicals are added to neutralize the particles
Indicator: Secondary sedimentation of water is applied
Effluent water quality
Dissolved organic compounds are removed
Suspended organic compounds are removed
Indicator: Water is filtrated
No Colour
No Odour
No Taste
PH value
Turbidity level
No metals
Indicator: Disinfection of water is applied
Potable water
Pathogenic microorganisms removed
No Colour
No Odour
No Taste
Indicator: Water quality tested
Alkalinity
Arsenic
Hardness
Iron
406
Manganese
Nitrate/Nitrites
Methane/Ethane
Sodium
pH
Total Suspended Solids(TSS)
Total dissolved solids(TDS)
Conductivity
Fluoride
Organic carbon contaminants (Pesticides, Industrial pollution etc.)
Observation
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: Work done reported
Report format followed
Ingredients of water
Level of turbidity
Level of PH
Starting time of the project
Ending time of the project
Report format followed
Indicator: Time is respected
9 hours
Indicator: Distance between spring of Maya hill and Inyange industries headquarters
20 km
Observation
407
Assesment Criterion 4: Safety
Checklist Score
Yes No
Indicator: PPE is used (Tools status are checked before starting the work )
Overall
Gloves
Safety boots
Helmet
Goggles
Indicator: Tools, equipment and materials are used
Status of tools
Status of equipment
Indicator: Working environment is cleaned
Cleanliness
Observation
Reference books:
Von Wiesenberger, Arthur. H 2 O: The Guide to Quality Bottled Water. Woodbridge Press, 1988.
Water Quality Standards Handbook, 2nd edition. United States Environmental Protection Agency, 1994.
Craig L. Patterson, Roy C. Haught, in Handbook of Water Purity and Quality, 2009
Peter Niederbacher, Manfred Nahold, in Trace Metals and other Contaminants in the Environment, 2005
Mika Sillanpää, ... Mika Mänttäri, in Natural Organic Matter in Water, 2015
Lindsten, Don C. (September 1984). "Technology transfer: Water purification, U.S. Army to the civilian community". The Journal of Technology Transfer. 9 (1): 57–59.
Huisman, L.; Wood, W.E. (1974). "Chapter 2. Filtration of Water Supplies". Slow Sand Filtration
408
P L B F K 5 0 1 - FLUID KNOWLEDGE
PLBFK501 Apply fluid knowledge
REQF Level: 5 Learning hours
Credits: 5 : 50
Sector: Construction
Sub-sector: Plumbing
Issue date:November 2014
Purpose statement
This specific module describes the performance outcomes, skills and knowledge required to determine
pipe types and sizes and fluid pressure.
409
Learning assumed to be in place
Apply Mathematic
Communicate in English
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit
Elements of competence Performance criteria
1. Describe principles of hydrostatics 1.1 Proper description states of matter
1.2 Proper description of Fluid properties
1.3 Proper application of Fluid Forces on Surfaces
1.4 Proper application of hydrostatic pressure according to
the state of fluid
2 Determine pipes size and fluid
pressure
2.1 Proper application of Reynolds’ Transport Theorem according to the flow through pipes
2.2 Proper application of continuity and Bernoulli equation referring to the pipe diameter
2.3 Correct determination of pressure/energy loss according to the delivery point
2.4 Proper application of flow through open channel
3 Apply fluid calculations
3.1 Proper application of pump calculation 3.2 Proper application of bending calculation in order to
lay pipe 3.3 Proper application of hydrostatic calculation referring
to the flow rate of fluid 3.4 Proper calculation of fluid forces on surfaces
referring to select pipes 3.5 Proper application of continuity equation referring to
the pipe diameter
410
LU 1:Describe principles of hydrostatics
1
Learning Outcomes:
1. Describe states of matter 2. Describe Fluid properties 3. Apply Fluid Forces on Surfaces 4. Apply hydrostatic pressure according to the state of fluid
20 Hours
Learning Outcome 1.1: Describe states of matter
Three state of matter Solid state Liquid state Gaseous state
Hydraulic Definition Application Solving problem
Fluid mechanics Definition
Application Fluid transport Energy generation Air conditioning
system Transportation
Solving problem Sketch
Given data
Required
o Brainstorming on the state of matter
o Group discussion on the state of matter
o Demonstration by video on fluid
o Practical exercises on the state of matter
- Books - Internet search - Video aid - Note book - pens
Resources Learning activities Content
411
Formula
Numerical values with units and interpolation
Formative Assessment 1.1
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
Multiple choice exercises Matching Exercises True or false questioning
Problem solving
Checklist Score
Yes No
Indicator : State of matter are applicable
Solid state
Liquid state
Gaseous state
Indicator : Application of fluid are done
Fluid transport
Energy generation
Air conditioning
Indicator : Solving problemare done
Sketch
Given data
Required
Formula
Numerical values with units and interpolation
Observation
Performance criterion
Proper description states of matter
412
Learning Outcome1.2:Describe fluid properties
Density Definition Formula Experiment procedures Calculations
Specific gravity Definition Formula Experiment procedures Calculations
Specific weight Definition Formula Experiment procedures Calculations
Absolute and kinematic viscosity Definition Formula Experiment procedures Calculations
Surface tension Definition Experiment procedures
o Brainstorming on fluid properties
o Group discussion on fluid properties
o Demonstration by video on experiment procedure
o Practical exercises on experiment procedures
- Hydrometer or hydrometric
- Westphal balance - Viscometer - Ostwald or capillary
viscometer - Surface tensiometer - Notebooks - Laboratory - Computer - Pens - Books - Internet search
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Describe Fluid properties
Resources Learning activities
Content
413
Types of evidence Portfolio assessment tools
Written evidence
Multiple choice exercises True or false questioning
Problem solving
Checklist Score
Yes No
Indicator : Fluid properties are calculated
Density
Specific gravity
Specific weight
Surface tension
Observation
Learning Outcome 1.3: Apply Fluid Forces on Surfaces
Horizontal surface Formula shape
Vertical surface Formula shape
Inclined surface Formula shape
Curved surface Formula shape
Dams Formula Shape
o Brainstorming fluid forces on Surfaces
o Group discussion on fluid forces on Surfaces
o Demonstration by video on fluid forces on Surfaces
o Practical exercises on fluid forces on Surfaces
- Books - Internet search - Video aid - Note book - pens
Formative Assessment 1.3
Resources Learning activities Content
414
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
Performance evidence
Product evidence
Multiple choice exercises True or false questioning
Checklist Score
Yes No
Indicator : Fluid properties are calculated
Horizontal surface
Vertical surface
Inclined surface
Curved surface
Horizontal surface
Observation
Learning Outcome 1.4: Apply hydrostatic pressure according to the state of fluid
Hydrostatic applications Hydrostatic law Pressure head for a liquid Hydrostatic paradox
Pascal ‘s law Pascal ‘s theorem
o Brainstorming hydrostatic pressure
o Group discussion on hydrostatic pressure
o Demonstration by video hydrostatic pressure
o Practical exercises on Pascal
- Books - Internet search - Video aid - Note book - pens
Resources Learning activities Content
Performance criterion
Proper applicationof Fluid Forces on Surfaces
415
Pascal ‘s law application ‘laws
Formative Assessment 1.4
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
Performance evidence
Product evidence
Multiple choice exercises True or false questioning
Checklist Score
Yes No
Indicator : Hydrostatic applications
Hydrostatic law
Pressure head for a liquid
Hydrostatic paradox
Observation
Performance criterion
Proper application of hydrostatic pressure according to the state of fluid
416
LU 2:Determine pipes size and fluid pressure
2
Learning Outcomes:
1. Apply Reynolds’ Transport Theorem according to the flow through pipes
2.Apply continuity and Bernoulli equation referring to the pipe diameter 3. Determine pressure/energy loss according to the delivery point
20Hours
Learning Outcome 2.1: Apply Reynolds’ Transport Theorem according to the flow through
pipes
Reynolds experiment Laminar flow Turbulent flow Reynolds
apparatus Experiment
procedures Reynolds number Observation made
o Brainstorming on Reynolds experiment
o Group discussion on Reynolds experiment
o Demonstration by video Reynolds experiment
o Practical exercises on Reynolds number calculation
- Notebooks - Laboratory - Computer - Pens - Books - Internet search
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper applicationReynolds’ Transport Theorem according to the flow through
pipes
Resources Learning activities
Content
417
Types of evidence Portfolio assessment tools
Written evidence
Multiple choice exercises Matching Exercises True or false questioning
Problem solving
Checklist Score
Yes No
Indicator : Reynolds experiment
Laminar flow
Turbulent flow
Reynolds apparatus
Experiment procedures
Reynolds number
Observation made
Observation
Learning Outcome 2.2:Apply continuity and Bernoulli equation referring to the pipe
diameter
Types of flow lines Path line Stream line Stream tube Streak line
Continuity equitation application Application of continuity
equations
Bernoulli equation demonstration Formula Application of Bernoulli’ s
formula
o Brainstorming on continuity and Bernoulli equation
o Group discussion on Reynolds experiment
o Demonstration the continuity and Bernoulli equation
o Practical exercises on continuity and Bernoulli equation calculation
- Notebooks - Laboratory - Computer - Pens - Books - Internet search - Calculator
Resources Learning activities Content
418
Formative Assessment 2.2
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
Multiple choice exercises Matching Exercises True or false questioning
Problem solving
Checklist Score
Yes No
Indicator : Types of flow lines
Path line
Stream line
Stream tube
Streak line
Path line
Indicator : Reynolds number
Application of continuity equations
Indicator : Bernoulli’s equation
Formula
Observation
Performance criterion
Proper application ofcontinuity and Bernoulli equation referring to the
pipe diameter
419
Learning Outcome 2.3:Determine pressure/energy loss according to the delivery point
Types of energies of a liquid in motion Potential energy Kinetic energy Pressure energy Power of a stream of
fluid
Pressure/energy loss calculation
o Brainstorming on pressure/energy loss
o Group discussion on pressure/energy loss
o Demonstration by video on pressure/energy loss
o Practical exercises on pressure/energy loss calculation
- Notebooks - Laboratory - Computer - Pens - Books - Internet search - Calculator
Formative Assessment 2.3
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
Multiple choice exercises Matching Exercises True or false questioning
Problem solving
Checklist Score
Yes No
Indicator : Energies of a liquid in motion are identified
Potential energy
Kinetic energy
Pressure energy
Power of a stream of fluid
Performance criterion
Proper determination ofpressure/energy loss according to the delivery point
Resources Learning activities Content
420
Indicator Pressure/energy loss calculation
Pressure loss
Energy loss
Observation
Learning Outcome 2.4: Apply flow through open channel
Definition of a flow channel
Classification of open channel flow
Geometric elements of open channel
Uniform flow resistance formulas Manning’s formula Chezy’s formula Relation between n,f
and c
o Brainstorming on flow through open channel
o Group discussion on flow through open channel
o Demonstration by p flow through open channel
o Practical exercises flow through open channelcalculation
- Notebooks - Laboratory - Computer - Pens - Books - Internet search - Calculator
Formative Assessment 2.4
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
Multiple choice exercises Matching Exercises True or false questioning
Problem solving
Checklist Score
Yes No
Indicator : Definition of a flow channel
Classification of open channel flow
Performance criterion
Apply flow through open
channel
throughApply flow
through open
channel
open
channel
.
Resources Learning activities Content
421
Geometric elements of open channel
Indicator : Uniform flow resistance formulas
Manning’s formula
Chezy’s formula
Relation between ,f and c
Observation
4 LU 3: Apply fluid calculations
3
Learning Outcomes:
1. Apply pump calculation 2. Apply bending calculation in order to lay pipe 3. Apply hydrostatic calculation referring to the flow rate of fluid 4. calculate fluid forces on surfaces referring to select pipes 5. Apply continuity equation referring to the pipe diameter
10 Hours
Learning Outcome 3.1: Apply pump calculation
Calculate : The fluid power The mechanical power The electrical power The mechanical and
electrical efficiency The cost of running the
pump at maximum efficiency
o Group discussion on pump calculation
o Practical exercises on pump calculation
- Pens - Books - Internet search - Calculator - Note books
Formative Assessment 3.1
Resources Learning activities Content
422
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
Multiple choice exercises Matching Exercises True or false
Questioning
Problem solving
Checklist Score
Yes No
Indicator : Pump calculation are done
Fluid power
Mechanical power
Electrical power
Mechanical and electrical efficiency
Cost of running the pump at maximum efficiency
Observation
Learning Outcome 3.2:Apply hydrostatic calculation referring to the flow rate of fluid
Application of geometric formulas of figures:
Rectangle /square Circle Triangle Cube Cylinder Sphere Cone
o Brainstorming on hydrostatic calculation
o Group discussion on hydrostatic calculation
o Demonstration by video on hydrostatic calculation
o Practical exercises on hydrostatic calculation
- Notebooks - Computer - Pens - Books - Internet search - Calculator - Manual Bending
machine - Hydraulic press
Resources Learning activities Content
Performance criterion
Proper applicationpump calculation
423
Calculate: Hydrostatic Absolute gauge’s
pressure Hydrostatic force
bender machine
Formative Assessment 3.2
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
Multiple choice exercises Matching Exercises True or false
questioning
Problem solving
Checklist Score
Yes No
Indicator : geometric figuresformulas application
Rectangle /square
Circle
Triangle
Cube
Cylinder
Sphere
Cone
Indicator : calculation of hydraulic parameters
Hydrostatic
Absolute gauge’s pressure
Hydrostatic force
Observation
Performance criterion
Appropriate application of bending calculation in order to lay
pipe
424
Learning Outcome 3.3:Calculatefluid forces on surfaces referring to select pipes
Calculate fluid forces in pipes Cross section Mass of flow rate Discharge Velocity Pressure Density
o Brainstorming on fluid force calculation
o Group discussion on fluid force calculation
o Demonstration by video on fluid force calculation
o Practical exercises on fluid force calculation
- Notebooks - Computer - Pens - Books - Internet search - Calculator
Formative Assessment 3.3
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
Written evidence
Multiple choice exercises Matching Exercises True or false questioning
Problem solving
Checklist Score
Yes No
Indicator:Calculate fluid forces in pipes
Cross section
Mass of flow rate
Discharge
Velocity
Pressure
Density
.Observation
Performance criterion
3. Apply hydrostatic calculation referring to the flow rate of fluid
Resources Learning activities Content
425
Learning Outcome 3.5:Apply continuity equation referring to the pipe diameter
Application of continuity equation: Flow rate Flow area Flow velocity
o Brainstorming on continuity equation calculation
o Group discussion on continuity equation calculation
o Demonstration by video on continuity equation calculation
o Practical exercises on continuity equation calculation
- Notebooks - Computer - Pens - Books - Internet search - Calculator
Formative Assessment 3.5
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
Multiple choice exercises Matching Exercises True or false
questioning
Problem solving
Checklist Score
Yes No
Indicator:Continuity application
Flow rate
Flow area
Flow velocity
Performance criterion
Proper applicationof continuity equation referring to the pipe diameter
Resources Learning activities Content
426
Observation
427
Reference books:
Acheson, D. J. (1990). Elementary Fluid Dynamics. Clarendon Press. ISBN 0-19-859679-0.
Batchelor, G. K. (1967). An Introduction to Fluid Dynamics. Cambridge University Press. ISBN 0-521-
66396-2.
Chanson, H. (2009). Applied Hydrodynamics: An Introduction to Ideal and Real Fluid Flows. CRC
Press, Taylor & Francis Group, Leiden, The Netherlands, 478 pages. ISBN 978-0-415-49271-3.
Clancy, L. J. (1975). Aerodynamics. London: Pitman Publishing Limited. ISBN 0-273-01120-0.
Lamb, Horace (1994). Hydrodynamics (6th ed.). Cambridge University Press. ISBN 0-521-45868-
4. Originally published in 1879, the 6th extended edition appeared first in 1932.
Landau, L. D.; Lifshitz, E. M. (1987). Fluid Mechanics. Course of Theoretical Physics (2nd ed.).
Pergamon Press. ISBN 0-7506-2767-0.
Milne-Thompson, L. M. (1968). Theoretical Hydrodynamics (5th ed.). Macmillan. Originally published
in 1938.
Pope, Stephen B. (2000). Turbulent Flows. Cambridge University Press. ISBN 0-521-59886-9.
Shinbrot, M. (1973). Lectures on Fluid Mechanics. Gordon and Breach. ISBN 0-677-01710-3.
Nazarenko, Sergey (2014), Fluid Dynamics via Examples and Solutions, CRC Press (Taylor & Francis
group), ISBN 978-1-43-988882-7
Anderson, J.D. (2016), "Some reflections on the history of fluid dynamics", in Johnson,
R.W., Handbook of fluid dynamics (2nd ed.), CRC Press, ISBN 9781439849576
Darrigol, O.; Frisch, U. (2008), "From Newton's mechanics to Euler's equations", Physica D: Nonlinear
Phenomena, 237 (14–17): 1855–1869, Bibcode:2008PhyD..237.1855D, doi:10.1016/j.physd.2007.08.003
428
P L B S D 5 0 1 - SPRINKLER AND WATER DECORATION SYSTEMS
PLBSD501 Install sprinkler and decoration systems
REQF Level: 5 Learning hours
Credits: 6 : 60
Sector: Construction
Sub-sector: Plumbing
Issue date: November 2014
Purpose statement
This module describes knowledge and skills required to perform sprinkler installation and water
decoration installation systems.
429
Learning assumed to be in place
N/A
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement of the
learning unit.
Elements of competence Performance criteria
1. Prepare the work place 1.1.Proper selection of water source according to the delivery point
1.2. Proper location of delivery point refer to the discharge for water decoration
1.3.Proper selection of sprinkler systems and water decoration type
1.4.Proper sketch of sprinkler and decoration system referring to the work
1.5. Proper selection of tools, materials and equipment related to the task
Perform sprinkler systems 2.1.Proper setting out sprinklers zones
2.2. Proper connection of laterals to the mainline or sub mainlines according to quantity of water
2.3. Proper testing of sprinkler system
Perform water decoration systems (Water Fountain)
3.1.Proper application of water decoration techniques
3.2 Proper testing of sprinkler system
3.3.Proper handover the work
430
LU 1: Prepare the work place
1
Learning Outcomes:
1. Select water source according to the delivery point 2. Locate delivery point referring to the discharge for water
decoration 3. Select sprinkler systems and water decoration types 4. Sketch sprinkler and decoration system referring to the work 5. 5. Select tools, Materials and Equipment related to the task 10 Hours
Learning Outcome 1.1: Select water source according to the delivery point
Types of water Sources Surface source Underground source Rain water
Factors affecting the distance from the source to delivery point Topography Distance Types of pipes and
fittings Types of water loss
o Demonstration by video on water source
o Practical exercises on slope and calculation of losses
- Book - Papers - Pen - Internet
Formative Assessment 1.1
Resources Learning activities Content
431
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
Multiple choice exercises Matching Exercises True or false questioning Sentence completion
Checklist Score
Yes No
Indicator: Water source was selected according to the delivery point
Surface source
Underground source
Rain water
Indicator: Factors affecting the distance from the source to delivery point
Topography
Distance
Types of pipes and fittings
Types of water loss
Observation
Learning Outcome 1.2: Locate delivery point referring to the discharge for water decoration
Setting out methods Prismatic method 3,4 and 5 method Topographic method
Determine Volume of the pond Length Width
o Demonstration by video/picture on setting out methods
o Practical exercises on setting out methods
o Brainstorming and group discussion on setting out methods
- Pens - Levels - Notebooks - Watch - Bucket
Resources Learning activities
Content
Performance criterion Proper selection of water source according to the delivery point
432
Height
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence
Performance evidence
Product evidence
Multiple choice exercises Essay Matching Exercises True or false questioning Sentence completion
Checklist Score
Yes No
Indicator: Delivery point referring to the discharge for water decoration is located
Angle
Altitude
Slope
Coordinates
Distance
Size of pond
Shape of pond
Indicator: Factors affecting the Water from the source to delivery point
Topography
Distance
Types of pipes and fittings
Types of water loss
Observation
Learning Outcome 1.3: Select sprinkler systems and water decoration types
Performance criterion
Proper Location of the delivery point referring to the discharge for water
decoration
433
Types of sprinkler Residential sprinkler
Large area rotor Rotating stream
spray Small area fan spray
Industrial sprinkler Irrigation sprinkler
Types of residential and industrial sprinkler system Dry system Wet system Deluge system Pre-action system
Types of sprinkler heads Side walls Pendants Upright Special coverage
Type of sprinkler irrigation system Center pivot Traveler (soft hose) Hand move Side roll Solidset
Types ornamental water features Indoor
Sea bubbler Water wall Spray Mist
Outdoor Moulded pond Constructed pond
Pumps Type of pumps
Submerssible pump Characteristics of the
pump Delivery head
o Demonstration by video on the type and sprinkler system
o Practical exercises on the type and sprinkler system
o Field visit/trip on industrial sprinkler system
- Books - Computer - Chalk - Pens - Papers - Chalkboards
Resources Learning activities Content
434
Power Discharge
Install check valve
Formative Assessment 1.3
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
Matching Exercises True or false questioning Sentence completion.
Checklist Score
Yes No
Indicator: Sprinkler systems and water decoration types selected
Indoor decoration
Outdoor decoration
Observation
Learning Outcome 1.4: Sketch sprinkler and decoration system referring to the work
Conventional signs for sprinkler
Drawing symbols Pipe work drawing
Hand sketch drawing of sprinkler systems
o Demonstration by video on the type and sprinkler system
o Practical exercises on building and plumbing signals
o Field visit/trip on industrial sprinkler system
- Books - Computer - Chalk - Pens - Papers - Chalkboards
Resources Learning activities Content
Performance criterion
Proper Selection of sprinkler systems and water decoration type
435
Formative Assessment 1.4
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
Product evidence
Performance evidence
Matching Exercises True or false questioning Sentence completion.
Checklist Score
Yes No
Indicator: Sprinkler and water decoration system referring to the work sketched
Symbols of fitting location
Shapes
Dimensioning
Neatness
Observation
Learning Outcome 1.5: Select tools,materials and equipment related to the task
Types of pipes and their use
PVC Steel pipes Copper pipes Concrete pipes
o Demonstration by video on types of pipes
o Brainstorming and group discussion on types of pipes
o Practical exercises on types of pipes
- PVC - Steel pipes - Copper pipes - Concrete pipes - Threading machine - Solvent glue
Resources Learning activities Content
Performance criterion
Proper Sketching of sprinkler and decoration system referring to the work
436
PE PB PPR
Type of pipe joining Flange joining Thread joining Rubber Ring Solvent glue joining Fusion welding
Identification of plumbing and construction tools
Different plumbing and construction equipment
o Demonstration by video o Practical exercises on
plumbing and construction tools.
o Brainstorming and group discussion on plumbing and construction tools
Formative Assessment 1.5
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
Multiple choice exercises Matching Exercises True or false questioning Sentence completion.
Checklist Score
Yes No
Indicator: Tools, materials and equipment related to the task selected
Relevant material
Relevant tools
Relevant equipment
Observation
Performance criterion
Proper selection of tools, materials and equipment related to the task
437
LU 2: Perform sprinkler systems
2
Learning Outcomes:
1. Set out sprinklers into Zones 2. Connect laterals to the mainline or sub mainlines according to
quantity of water 3. Test sprinkler system
20Hours
Learning Outcome 2.1: Set out sprinklers
Resources
Learning activities Content
438
Indicate sprinkler head location
Sketch sprinkler layout
Indicate horse Reel location
o Demonstration by video on the type and sprinkler head system
o Practical exercises on the type and sprinkler system installation
o Group discussion on the type of fittings
- PVC - Steel pipes - Copper pipes - Concrete pipes - Threading machine - Solvent glue
Formative Assessment 2.1
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 exercises Matching Exercises True or false questioning Sentence completion.
Checklist Score
Yes No
Indicator: Sprinklers are set
Alignment
Sprinklers in place
Spraying angle
Observation
Performance criterion
Proper setting out sprinklers zones
439
Learning Outcome 2.2: Connect laterals to the mainline or sub mainlines according to quantity of water
Types of pipes and fittings mostly Use in laterals PVC Polyethylene Brass fitting PVC fitting
Install backflow preventer device
o Demonstration by video on the type and sprinkler head system
o Practical exercises on the type and sprinkler system installation
o Group discussion on the type of fittings
- Workshop - Pens - Books - Papers - Internet - Video aid
Formative Assessment 2.2
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
Product evidence
Multiple choice exercises Matching Exercises True or false questioning Sentence completion.
Checklist Score
Yes No
Indicator: Laterals and fire post to the mainline or sub mainlines according to quantity of water are Connected
Position of laterals in the system
Laterals buried at enough depth
Water reaches valve
Backflow preventer device
Electronic Controllers
Water meter
Pressure gauge
Performance criterion
Proper connection of laterals to the mainline or sub mainlines according to
quantity of water
Resources Learning activities Content
440
Observation
Learning Outcome 2. 3: Test sprinkler systems
Different tests on sprinkler system : Pressure Test Leakage test
o Demonstration by video on the type and sprinkler system
o Practical exercises on the type and sprinkler system
o Field visit/trip on industrial sprinkler system
- Levels - Notebooks - Watch - Bucket
Formative Assessment 2.3
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
Product evidence
Multiple choice exercises Matching Exercises True or false questioning Sentence completion.
Checklist Score
Yes No
Indicator: Sprinkler system tested
Pressure loss
Flow rate
Leakage
Alignment
Pressure head
Performance criterion
Proper Testing of the system
Resources Learning activities Content
441
Observation
LU 3: Perform Water decoration system (Water Fountain)
3
Learning Outcomes:
1. Apply water decoration techniques 2. Test decoration system 3. Handover the work
20 Hours
Learning Outcome 3.1: Apply water decoration techniques
Resources Learning activities Content
442
Install ornamental water features
Indoor Sea bubbler Water wall Spray Mist
Outdoor Moulded pond Constructed pond
o Demonstration by video/picture on ornamental water features
o Brainstorming and group discussion on ornamental water features
- Book - Pen - Papers - Internet - Video aide - computer
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved
Types of evidence Portfolio assessment tools
Product evidence
Performance evidence
Multiple choice exercises
Matching Exercises
True or false questioning
Sentence completion.
Checklist Score
Yes No
Indicator: Indoor ornamental water features applied
Sea bubbler
Water wall
Spray
Mist
Indicator: Outdoor ornamental water features applied
Constructed pond
Moulded pond
Observation
Performance criterion
Proper applying of water decoration techniques
443
Learning Outcome 3.2: Test decoration system
Test of the Work Valves Gauges Pump Backflow preventer Water meter
o Demonstration by video/picture on ornamental water features
o Brainstorming and group discussion on ornamental water features
- Bubble level - Pens - Computer - Papers - Books
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
product evidence
Performance evidence
Multiple choice exercises
Matching Exercises
True or false questioning
Sentence completion.
Checklist Score
Yes No
Indicator: Water decoration system tested
Shape
Size
Set backs
Mist
Colour
System works
Indicator: Outdoor ornamental water features applied
Constructed pond
Moulded pond
Observation
Performance criterion
Proper testing of Water decoration system
Resources Learning activities Content
444
Learning Outcome 3.3: Handover the work
Inspection and Maintenance Requirements Inspection plan Maintenance plan
Report the Work Final layout work plan Execution period
o Demonstration by video/picture on time to maintain the system
o Brainstorming and group discussion on backflow preventer repair and installation
o Practical exercises on backflow preventer repair and installation
- Books - Pens - Paper - Pincer - Spanners - Pipe wrench - Dividers
Formative Assessment 3.3
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
Performance evidence
Oral evidence
Multiple choice exercises
Matching Exercises
True or false questioning
Sentence completion.
Checklist Score
Yes No
Indicator: Work done reported
Final layout work plan
Execution period
Observation
Performance criterion
Proper Handover of the work
Resources Learning activities Content
445
446
Summative Assessment
Integrated situation Resources
Muhabura Integrated Polytechnic College located in Musanze district in the place known as Muhoza camp on the road Musanze Cyanika wants to install a sprinkler system for making fire hydrant system in its storyed building and a water decoration (fountain) in front of administration office in the garden of 20x150m and the source of water is located at 20m from the office. Inspire construction company was awarded a contract of implementing the project and you are chosen as a plumber to perform the following tasks:
1. Prepare free hand sketch of the installation
2. Estimate the cost of the work
3. Installation of the fountain andfire hydant system in the campus
As plumber you are requested to perform those tasks within 8 hours.
- PPE - Drawing instruments - Water tank - PPR pipes 3/4 inch - Fittings 3/4 inch - Digging tools - PPR welding machine - Threading machine - Cutting tools/equipment - Teflon - Laterals - Water pump - Electrical wires - Electrical tools - Ladders - scaffoldings
447
Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: Sketch of decoration and sprinkler system is done
Symbols
Shapes
Dimensioning
Neatness
Indicator: Selection of tools, Materials and Equipment is done
PPE
Water tank
PPR pipes 3/4 inch
Fittings 3/4 inch
Digging tools
PPR welding machine
Threading machine
Cutting tools/equipment
Teflon
Laterals
Water pump
Electrical wires
Electrical tools
Indicator: Location of delivery point and discharge are done
Length of pipes
Pipe diameter
Dimension of the garden (20x150m)
Indicator: Trench is dug
20 m length
Depth
Width
Slope
Indicator: setting out sprinklers Zones is performed
Pegs
Dimensions
Building lines
Profile
Flags
Indicator: Test of the system is done
Leakage
Pressure
448
Observation
Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: Pipe connection is done
Joints
Positioning of pipes
Positioning of fittings
Indicator: Pump connection is done
Delivery (outlet) pipe connection
Wiring connection
Positioning of the pump
Fixing of the pump
Indicator: connection of lateralsand post is done
Position of head
Arrangement of lateral pipes
Position of Main pipe
Manholes
Position of hydrant post
Indicator: Water decoration techniques are applied
Continuity of water circulation
Observation
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: Duration is respected
8 hours
Indicator: Dimensions are respected
20X150m
Indicator: Distance between source and fountain respected
20 m
Indicator: Performance of the system
Leakage
Pressure
Observation
449
Assesment Criterion 4: Safety
Checklist Score
Yes No
Indicator: PPE is used
Overall
Safety shoes
Helmet
Indicator: Workplace is clear
Trench is backfilled
Tools and remaining materials are arranged in store
Removal of unwanted materials
Observation
Reference books: Booher L.J. 1974 Surface Irrigation. Land and Water Development Division, FAO, Rome.
Jensen M.E. 1983 (ed). Design and operation of farm irrigation systems. Revised Printing. Amer. Soc. Agr.
Engr. Mono. No. 3. St. Joseph, Michigan. 840 p.
Kay M. 1986 Surface Irrigation: Systems and Practice. Cranfield Press, Bedford, UK.
Kay M. 1983 Sprinkler Irrigation: Equipment and Practice. Batsford, London.
Nakayoma F.S. and Bucks D.A. 1986 (eds). Trickle Irrigation for Crop Production: Design, Operation and
Management. Elsevier, New York. 393 p.
Vermeiren L. and Jobling G.A. 1980 Localized irrigation: design, installation, operation and evaluation.
Irrigation and Drainage Paper 36, FAO, Rome.
Stern P.H. 1979 Small Scale Irrigation: A Manual of Low Cost Water Technology. Intermediate
Technology Publications, London.
Withers B. and Vipond S. 1974 Irrigation: Design and Practice. (1st ed.). Batsford, London.
450
P L B S I 5 0 1 - SWIMMING POOL INSTALLATION
PLBSI501 Perform Swimming Pool
REQF Level: 3 Learning hours
Credits: 5 50
Sector: Construction
Sub-sector: Plumbing
Issue date:November 2014
Purpose statement
This core module describes the skills, knowledge and attitude to be acquired by the learner to
Perform Swimming Pool Installation; identify tools and equipment, apply recycling of water
installation and maintain swimming pool system.
451
Learning assumed to be in place
N/A
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit. By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Prepare the workplace
1.1. Appropriate sketching of the installation referring to the work
1.2. Correct location of water source according to the delivery point distance
1.3. Proper identification of tools, materials and equipment related to the task
1.4. Proper selection of pump according to the pressure head
8. Perform swimming pool Pipe work 8.1. Appropriate power connection of pump according to the pump specifications
8.2. Proper connection of supply pipe to the pump in order to boost water pressure
8.3. Proper connection of suction pipe from the pump delivering water from swimming pool to the filter
9. Test the swimming pool installation 9.1. Appropriate delivery discharge of water to the swimming pool referring to quantity of water
9.2. Proper checking of leakage of the system according to the fittings
9.3. Proper checking of pump fixing and pipes connection referring to the pump basement and fittings
10. Handover swimming pool
installation
10.1. Correct report of the work done referring to the task performed
10.2. Neat schedule of swimming pool installation maintenance
10.3. Proper cleaning and storage of tools and equipment used
452
LU 1:Prepare the workplace
1
Learning Outcomes:
1. Sketch the installation referring to the work 2. Locate water source according to the delivery point distance 3. dentify tools, materials and equipment related to the task
10Hours
Learning Outcome 1.1: Sketch the installation referring to the work
Interpret swimming pool drawings installation.
Symbols Dimensions lines
Sketch of swimming pool layout
o Brainstorming on swimming pool installation
o Group discussion on swimming pool installation
o Demonstration on swimming pool installation
- Pencil - Ruler - Rubber - Curved rulers - Ink pens - Ink bottle - Square - Angle measurement
Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Appropriate sketching of the installation referring to the work
Resources Learning activities Content
453
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Product Evidence
Multiple choice exercises Sentence completion Observation checklist
Checklist Score
Yes No
Indicator:Sketch of swimming pool installation
Symbols
Dimensions
Lines
Observation
Learning Outcome1.2: Locate water source according to the delivery point distance
Quantity of the water delivered from source
Distance from water source to the swimmingpool
Distance from water source to the inspection chambers
o Practical exerciseson Locating of water source and delivery point
o Brainstorming on Locating of water source and delivery point
o Group discussion on Locating of water source and delivery point
o Demonstration on Locating of water source and delivery point
- Book - Internet - Pipes handout notes - Pencil - Paper - Rubber - Sharpener
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Correct location of water source according to the delivery point distance
Resources Learning activities
Content
454
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Product Evidence
Multiple choice exercises Sentence completion Observation checklist
Checklist Score
Yes No
Indicator:water source are located
Quantity of the water source
Distance from water source to the swimming pool
Distance from water source to the inspection chambers
Observation
Learning Outcome 1.3: Identify tools, materials and equipment related to the task
Different types of filters:
Sand filter
Cartridge filter
De filter
Tools and materials
Different types of pumps:
Centrifugal pump
Reciprocating pump
Rotary pump
Semi-rotary pump
o Practical exercise on
identification of tools and
material related to the task.
o Brainstorming on
identification of tools and
material related to the task.
o Group discussion on identification of tools and material related to the task.
- Pipe cutter
- Pipes
- Tubes
- Accessories
- Bench
- Vice
- Bending machine
- Spanners
- Centrifugal pump
- Reciprocating pump
- Rotary pump
- Semi-rotary pump.
- Books
- Internet
- Hack saw
Resources Learning activities Content
455
Formative Assessment 1.3
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
Performance evidence
Product Evidence
Multiple choice exercises Sentence completion Observation checklist
Checklist Score
Yes No
Indicator:Filters are differentiated
Sand filter
Cartridge filter
De filter
Indicator:Types of pumps are differentiated
Centrifugal pump
Reciprocating pump
Rotary pump
Semi-rotary pump
Observation
Performance criterion
Proper identification of tools, materials and equipment related to the task
456
LU 2:Perform swimming pool System
2
Learning Outcomes:
1. Fix the water pump on the basement 2. Connect suction, delivery pipe to the pump with a foot valve on
sunction pipe. 3. Connect suction pipe from swimming pool to the filter 4. Connect Power supply to the pump according to its specifications
20Hours
Learning Outcome 2.1: Fix the water pump on the basement
Perform a frame basement for the pump
Different types of bolt and nuts
o Visit different plumbing sites and factories
o Observe different tools, materials and equpment
o Practical exercises of fixing pumps even unused pumps.
- Pump - Angle line - Spanners - Welding machine,
electrode, bench and engineering vice
- Tape measure - Different types of bolts
and nuts.
Formative Assessment 2.1
Performance criterion
Proper fixation of the water pump on the basement
Resources Learning activities
Content
457
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
Performance evidence
Product Evidence
Multiple choice exercises Sentence completion Observation checklist
Checklist Score
Yes No
Indicator: frame basement for the pump is performed
Water is well fixed on the basement
Bolts and nuts are well tightned on both frame and pump
Indicator: types of bolts and nuts are differentiated
10, 12, 13, 14, 17, 19, 21, 24, 27
Observation
Learning Outcome 2.1: Connect power supply to the pump according to its specifications
Types of cross section of wires 1.5mm2 2.5mm2 4mm2
Pumps specification: Pump capacity Pump classification
Type of electrical connections: Pump with single
phase motor.
o Brainstorming on Power connection of pump according to the pump specifications
o Group discussion on Power connection of pump according to the pump specifications
o Demonstration on Power connection of pump according to the pump specification
- Pump - Filters - Pipes - Fittings - Valves - Books - Phase tester - Sensor switch - Fuses and circuit
breakers - Electrical tools kit - Intermediate switch
Resources Learning activities
Content
458
Pump with three phases motor
Formative Assessment 2.1
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
Performance evidence
Product Evidence
Multiple choice exercises Sentence completion Observation checklist
Checklist Score
Yes No
Indicator:cross section of wires is identified
1.5mm2
2.5mm2
4mm2
Indicator:Pumps specification
Pump capacity
Pump classification
Pump capacity
Indicator:Electrical connections
Pump with single phase motor.
Pump with three phases motor
Observation
Performance criterion
Appropriate power connection of pump according to the pump
specifications
459
8. Learning Outcome 2.2: Connect suction, delivery pipe to the pump with a foot valve
Different methods of joining
Checking pressure with manometers or pressure gauge
Checking of leakages Types of test:
Smoke Water pressure Air compressor
Materials for suction and delivery pipe .
pipes and fittings Control valve Non return valves Pressure control
o Brainstorming on Connect suction pipe to the pump in order to boost water pressure
o Practical exercises on testing using pressure gauge
o Practical exercises on testing using the pump and compressor
o Practical exercises on testing using smoke, water pressure and air compressor.
- Pump - Filters - Pipes - Fittings - Valves - Books - hack saw - pipe cutter - dies stock - pipe vice - blow lamp - spanners
Formative Assessment 2.2
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
Performance evidence
Product Evidence
Multiple choice exercises Sentence completion Observation checklist
Performance criterion
Proper Connection of suction, delivery pipes to the pump with a foot
valve on suction
Resources Learning activities Content
460
Checklist Score
Yes No
Indicator:Pump fittings are used
Pipes and fittings
Control valve
Non return valves
Pressure control
Observation
Learning Outcome 2.3: Connect suction pipe from swimming pool to the filter
Identification of flow direction
Suction pot Delivery pot
Allocation of the pump according to:
Basement Power supply Suction point Delivery point
Fixing of the pump to the fittings
Function of filter
o Practical exercise on suction pump connection from swimming pool to the filter
o Brainstorming on suction pump connection from swimming pool to the filter
o Group discussion on suction pump connection from swimming pool to the filter
o Demonstration on suction pump connection from swimming pool to the filter
-Pump -Filters -Pipes -Fittings -Valves
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved
Types of evidence Portfolio assessment tools
Performance criterion
Proper connection of outlet pipes to the suction pump in order perform the
recycling of water
Resources Learning activities Content
461
Written evidence
Performance evidence
Product Evidence
Multiple choice exercises Sentence completion Observation checklist
Checklist Score
Yes No
Indicator:Identification of flow direction
Suction pot
Delivery pot
Indicator:Pump are allocated
Basement
Power supply
Suction point
Delivery point
Observation
462
LU 3:Test the swimming pool installation
3
Learning Outcomes:
1. Check leakage of the system according to the fittings 2. Check pump fixing and pipes connection referring to the pump
basement and fittings
10 Hours
Learning Outcome 3.1: Check leakage of the system according to the fittings
Types of tests done Water pressure Air compressor
o Brainstorming on checking of leakage
o Group discussion on checking of leakage
o Demonstration on checking of
leakage
- Compressor - Books - Water - Pump
Formative Assessment 3.1
Performance criterion
Appropriate delivery discharge of water to the swimming pool referring to
quantity of water
Resources Learning activities Content
463
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
Performance evidence
Product Evidence
Multiple choice exercises Sentence completion Observation checklist
Checklist Score
Yes No
Indicator: Water pressure test is done
Water pressure
Air compressor
Observation
Learning Outcome 3.2: Check pump fixing and pipes connection referring to the pump
basement and fittings
Fixing pump to the basement Bolting Holes
o Brainstorming on pump stability o Group discussion on pump
stability o Demonstration on pump stability
- Bolt - Nut - Books - Pump - Spanners
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper checking of leakage of the system according to the fittings
Resources Learning activities Content
464
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Product Evidence
Multiple choice exercises Sentence completion Observation checklist
Checklist Score
Yes No
Indicator: Pump is fixed
Tightness
Straightness
Observation
465
LU 4:Handover swimming pool installation
4
Learning Outcomes:
1. Report the work done referring to the task performed 2. Schedule swimming pool installation maintenance 3. Clean and store tools and equipment used
10 Hours
Learning Outcome 4.1: Report the work done referring to the task performed
Swimming pool installation illustration
Installation layout
o Brainstorming on Swimming pool installation illustration
o Group discussion on Swimming pool installation illustration
o Demonstration on Swimming pool installation illustration
- Papers - Pens - Computer
Formative Assessment 4.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Correct report of the work done referring to the task performed
Resources Learning activities Content
466
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Product Evidence
Multiple choice exercises Sentence completion Observation checklist
Checklist Score
Yes No
Indicator: Swimming pool installation illustration is done
Installation layout
Equipment condition
Observation
Learning Outcome 4.2: Schedule swimming pool maintenance
Filter maintenance
Time to remove and to refill water in the swimming pool
Pump maintenance: Oiling and greasing of
motion party Checking air chamber Checking the non
return valves and foot valves
Check electrical wiring
o Brainstorming on swimming pool maintenance
o Group discussion on swimming pool maintenance
o Demonstration on swimming pool maintenance
o Practical exercise on swimming pool maintenance
- Oil - Grease - Spanners - Tester (electrical) - Multimeter
Formative Assessment 4.2
Performance criterion
Neat schedule of swimming pool installation maintenance
Resources Learning activities Content
467
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
Performance evidence
Product Evidence
Multiple choice exercises Sentence completion Observation checklist
Checklist Score
Yes No
Indicator: Pump maintenance is done
Oiling and greasing of motion party
Checking air chamber
Checking the non-return valves and foot valves
Observation
Learning Outcome 4.3: Clean and store tools and equipment used
Methods of cleaning Techniques of cleaning Arrangement of tools
and equipment
o Group discussion on methods of cleaning
o Practical exercise on clean and store tools and equipment used
- Oil - Rags - Brushes - Products - Soaps
Formative Assessment 4.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper cleaning and storage of tools and equipment used
Resources Learning activities Content
468
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Product Evidence
Multiple choice exercises Sentence completion Observation checklist
Checklist Score
Yes No
Indicator: Storage of tools are done
Arrangement of tools
Arrangement of equipment
Cleanness
Observation
469
Summative Assessment
Integrated situation Resources
La Palme hotel located in Musanze District ordered a tender in IMVAHO news paper No 2351, to install swimming pool which has a rectangular shape that has a volume of 192 m3, the distance between swimming pool and water source is 90m.DENCO Limited has won the tender of performing that task; the chief maintenance technician request you as a plumber to perform the work within 7 hours.
- The length of swimming pool is 10m
- The width is 6.4m
- Height is 3m
Using the given dimensions, sketch that swimming pool installation layout and then install it
- Sketch of swimming pool installation - Pump - Filters - Pipes - Fittings - Valves - Phase tester - Sensor switch - Fuses and circuit breakers - Electrical tools kit - Intermediate switch - hack saw - pipe cutter - dies stock - pipe vice - blow lamp - spanners - Bolt - Nut - Oil - Rags - Brushes - Products - Soaps - Tubes - Accessories - Bench - Vice - Bending machine - Water
470
Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: Sketching of the installation referring to the work is done
Sketch of swimming pool installation
Dimensioning
Types of lines
Neatness
Symbols
Indicator: Location of water source according to the delivery point distance is done
Symbols
Quantity of water source
The distance between swimming pool and water source is 90m
Distance from water source to the inspection chambers
Indicator: Tools, materials and equipment related to the task are Identified
Tools
Materials
Equipment
Indicator: Selection of Pump according to the pressure head is done
Capacity
Function
Observation
Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: selection the pump is done.
Type of the pump
Single phase pump
Three phase pump
Indicator: Power connection of pump according to the pump specifications is done.
Routing of cables
Wiring connection
471
Wiring insulation
Running of the pump
Protection of circuit by using circuit breaker
Indicator: Connection of communication pipe to the pump is done
Different methods of joining
Type of Pipes
Suction pipe
Discharge pipe
Type of fittings
Eccentric reducer
Indicator: Pump is sucked
Water pressure
Leakage
Indicator: Checking of pump fixing and pipes connection referring to the pump basement and fittings is respected
Bolting
Tightening
Sealing
Indicator: connection of suction pump from swimming pool to the filter is performed
pipping
fittings
joining methods.
Eccentric reducer
Indicator: Report of the work done referring to the task performed is done
Swimming pool installation illustration
Equipment condition
Indicator: Neat schedule of swimming pool installation maintenance is done
Oiling and greasing of motion parts
Checking air chamber
Position of safety valve
Check electrical current
Indicator: Cleaning and storage of tools and equipment used are done
Cleanness of tools and equipment
Storage of equipment
Observation
472
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: installation sketch is done
Neatness
dimensions
symbols
Indicator: Sucking of water is done
Leakage
Water Pressure to the outlet
Level of water in swimming pool
Indicator: Time is respected
7 hours
Observation
Assesment Criterion 4: Safety
Checklist Score
Yes No
Indicator: PPE is used (Tools status are checked before starting the work
Overall
Gloves
Safety boots
Safety glasses
Dust mask
Indicator: Tools, equipment and materials are used
Status of Tools, equipment and materials
Indicator: Working environment is prepared
First aid kit
Cleanliness
Observation
473
Reference:
1. "Great Bath, Mohenjo-daro".
2. "Gaius Maecenas, or Gaius Cilnius Maecenas (Roman diplomat and patron)". Britannica Online
Encyclopedia.
3. "Virtual Library: Anuradhapura".
4. "Lidos: Links and References". Archived from the original on 23 February 2015. Retrieved 19 April
2015.
5. "Historical Titbits". Maidstone Swimming Club. Retrieved 26 October 2011.
6. The City of Oxford Swimming Club, History
7. "TGOL - Adriatic". Archived from the original on 11 June 2015.
8. Belmont Historical Society; et al. (2000). Belmont. Charleston, SC: Arcadia Publishing. p. 8. ISBN
978-0738504667. Retrieved 15 November 2016.
9. "HistoricPlaces.ca - Recherche".
10. Berlin, Jeremy. "Big Dipper: The World's Largest Pool". National Geographic Magazine blog
central. Archived from the original on 15 January 2011. Retrieved 16 January 2011.
11. "World's Largest Swimming Pool". Guinness World Records. Archived from the original on 13
January 2008. Retrieved 24 January 2008.
12. Edmonton.com: Travel, Tourism & Leisure Archived 1 March 2007 at the Wayback Machine.
accessed 15 April 2007
13. "Dive into the world's deepest swimming pool at 130ft".
14. BBC, World's deepest pool set to open accessed 15 April 2007
15. "San Francisco Zoological Society - About the Zoo - Historic Sites". The San Francisco Zoo.
Archived from the original on 9 January 2012. Retrieved 10 March 2008.
16. "Kąpieliskomiejskie - Elbląg" (in Polish). MOSiRElbląg. Retrieved 13 November 2012.
17. "DESTRUCTION (1931-1990)". Archived from the original on 1 April 2015. Retrieved 19 April
2015.
18. Applebaum, Yoni (8 June 2015). "McKinney, Texas, and the Racial History of American Swimming
Pools". The Atlantic. Retrieved 8 June 2015.
19. "Pool Safety Guidelines". Retrieved 19 April 2015.
20. "FR 3 swimming pools for Olympic Games and world championships". Federation Internationale
de la Natation. Retrieved 30 January 2018.
21. "Zesiger pool design", Zesiger sports and fitness center, MIT, accessed 4 February 2007
22. "Stories from the Yamba ocean pool". ABC News. 1 December 2005. Archived from the original
on 30 May 2006. Retrieved 28 December 2006.
23. Kurutz, Steven (5 April 2007). "From Europe, a No-Chlorine Backyard Pool". The New York Times.
Retrieved 22 May 2009.
24. "Get Inspired: Swimming Pools: Types, Designs, and Styles". The Spruce. Retrieved 2017-08-25.
25. sahatchaiw.com. "The theory of colors of water in the swimming pool" (PDF) by Sahatchai
Wanawongsawad
474
26. JmaiffBlackstock, Lindsay K.; Wang, Wei; Vemula, Sai; Jaeger, Benjamin T.; Li, Xing-Fang (1
March 2017). "Sweetened Swimming Pools and Hot Tubs". Environmental Science & Technology
Letters. 4 (4): 149. doi: 10.1021/acs.estlett.7b00043. Lay summary (1 March 2017). open access
publication – free to read
27. Department of Energy: Conserving Energy and Heating your Swimming Pool with Solar Energy
(PDF)
28. "EERE Consumer's Guide: Swimming Pool Covers". Office of Energy Efficiency and Renewable
Energy. Retrieved 20 October 2007.
29. "Closing Your Pool". Archived from the original on 24 September 2011. Retrieved 19 April 2015.
30. Mott, TF; Latimer, KM (1 April 2016). "Prevention and Treatment of Drowning". American Family
Physician. 93 (7): 576–82. PMID 27035042.
31. M. Faller and P. Richner: "Material selection of safety-relevant components in indoor swimming
pools", Materials and Corrosion 54 (2003) pp. 331–338. (only online in German (3.6 MB)) (ask for
a copy of the English version)
32. "Visit Reykjavík - The official tourist website of Reykjavik". Archived from the original on 1
December 2010. Retrieved 24 December 2009., accessed 24 December 2009.
475
P L B W C 5 0 1 - WATER CATCHMENT
PLBWC501 Perform water catchment
REQF Level: 5 Learning hours
Credits: 6 60
Sector: Construction
Sub-sector: Plumbing
Issue date: November 2014
Purpose statement
This module describes knowledge and skills required to perform water catchment; identify water
sources, collection of water and protection of water source.
PLBWC501 Perform water catchment
476
Learning assumed to be in place
Chemistry for Plumbing Basic topography. Describe the occupation and learning process Communicate in English Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement of the
learning unit.
Elements of competence Performance criteria
1. Identify water sources 1.1. Proper identification of types of water sources
1.2. Proper determination water quality and quantity
1.3. Adequate report of water quality and quantity
2. Select tools, equipment and
materials
2.1. Proper identification of types of soil
2.2. Proper selection of materials
2.3. Proper selection of tools and equipment
3. Execute water collection work
3.1. Appropriate application of collection methods
3.2. Proper protection of water source
3.3. Suitable Work testing
477
LU 1:Identify water sources
1
Learning Outcomes:
1.Identify types of water source 2. Determine water quality 3. Report water quality
10 Hours
Learning Outcome 1.1: Identify types of water source
Description of hydraulic cycle
Types of sources Rain water Surface water Underground water
Measuring water flow quantity according to seasons Methods of
determination surface and ground water
Determination of rainfall
o Demonstration by Video on hydraulic cycle and type of sources
o Practical exercises on measuring water flow
o Brainstorming on type of sources o Site visit/ field trip
- Documentary film - Fire (briket gas,
camping stove...) - Pan - Glass - water - Books - Internet - Papers - Pens - Tape measure
Formative Assessment 1.1
Performance criterion
Proper identification of types of water source
Resources Learning activities Content
478
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
Proper identification
Multiple choice exercises Essay Matching Exercises
Checklist Score
Yes No
Indicator: Processes of Hydrologic cycle is identified
Precipitation
Infiltration
Runoff
Evapotranspiration
Condensation.
Indicator: Water sources are identified
Rain water
Surface water
Types of Springs
Types of Wells
Borehole
Indicator: Method of measuring water flow according to seasons is applied
Methods of Determination surface and underground water
Indicator: Rain water quantity is determined
Types of rain gauges (pluviometers)
Observation
479
Learning Outcome1.2:Determine water quality.
Physical Properties of water Color Taste Turbidity Odor Temperature
Cause of water quality problems Poor hygiene Lack of sanitation facilities Land use
Factors affecting water quality physicochemical
properties Mode and time of
exposure Environmental factors Interactions among
toxicants in a mixture Biological factors Nutritional factors
Ground water pH determination
o Demonstration by Video on properties of water
o Practical exercises on quality of water
o Brainstorming on properties of water and pH
- Documentary film - Books - Internet - Chemistry laboratory
apparatus - Water - Salt and other
minerals - Papers - Pens
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence
Product evidence
Performance evidence
Performance Evidence
Multiple choice exercise Matching Exercises True or false questioning Sentence completion
Performance criterion
Proper description of fluid properties
Resources Learning activities
Content
480
Checklist Score
Yes No
Indicator: Water quality problems are identified
Poor hygiene
Lack of sanitation facilities
Land use
Indicator: Physical Properties of water are identified
Color
Taste
Turbidity
Odor
Temperature
Observation
Learning Outcome 1.3: Report water quality
Element of water quality report: Color Taste Turbidity Odor Temperature
o Practical exercises on report of water
o Brainstorming on Report of water quality
- Books - Papers - Pens - Computer - Water
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved
Performance criterion
Adequate report of water quality
Resources Learning activities Content
481
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Product evidence
Multiple choice exercises Essay Matching Exercises True or false questioning Sentence completion Observation checklist
Checklist Score
Yes No
Indicator: Physical Properties of water are identified
Color
Taste
Turbidity
Odor
Temperature
Observation
482
LU 2:Select tools, equipment and materials
2
Learning Outcomes:
2. Identify types of soil 3. Select materials 4. Select tools and equipment
10Hours
Learning Outcome 2.1:Identify types of soil
Description of soil formation Define soil Factors affecting
formation of the soil
Soil properties and classification
Designation of soil profile
Atterberg Test Sieve analysis
o Site visit/field trip o Pictures of different type of
soil o Demonstration by video o Practical exercise on
Waterberg test and sieve analysis
o Brainstorming on test of soil and sieve analysis
- Civil Laboratory - Books - Pens - Papers - Internet - Soil sample - Video aids - Computer - Workshop
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper identification of types of soil
Resources Learning activities
Content
483
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
Product evidence
Multiple choice exercises Essay Matching Exercises True or false questioning Sentence completion Observation checklist
Checklist Score
Yes No
Indicator: Factors affecting formation of the soil
Climate factors
Mineral factors
Relief factors
Indicator: Soil properties are classified
Penetration test
Designation of soil profile
Indicator: Atterberg limit Test
Liquidity
Plasticity
Moisture content
Indicator: Sieve analysis Test
Sizes
Observation
Learning Outcome 2.2:Select materials
Classification of clay Lean Clay Silt clay Organic clay Flat clay Sandy clay
Ingredients of concrete
o Site visit to make field test of the clay
o Demonstration by Pictures to see the shape the stone
o Practical exercise for testing the soundness of the stone
o Brainstorming reaction on
- Books - Pens - Papers - Internet - Video aids - Computer - Soil sample
Resources Learning activities Content
484
Water Aggregates Binder
Ingredients of reinforced concrete
Aggregates Binder Steel bars Water
Water proof
Pipe characteristics Nominal Diameter(DN) Nominal Pressure(PN) Strainer
the observed stone shapes o Demonstration by video
Formative Assessment 2.2
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
Product evidence
Multiple choice exercises Matching Exercises True or false questioning Sentence completion Observation checklist
Checklist Score
Yes No
Indicator: Clay is classified
Lean Clay
Silt clay
Organic clay
Flat clay
Sandy clay
Indicator: Ingredients of concrete are identified
Aggregates
Binder
Performance criterion
Proper selection of materials for water catchment
485
Steel bars
Water
Indicator: Pipe characteristics are described
Nominal Diameter(DN)
Nominal Pressure(PN)
Strainer
Observation
Learning Outcome 2.3:Select tools and equipment
Tools and equipment Hand tools Mechanical
equipment Boring Machine Concrete Mixer Excavators Hydraulic
telescope Machine
o Site visit to see mechanical equipment
o Practical exercise to the use of tools
o Brainstorming to distinguish tools to equipment
o Demonstration by video/picture
- Books - Pens - Papers - Internet - Hoe - Pick - Shovel - Pang - Computer - Boring Machine - Concrete Mixer - Excavators
Formative Assessment 2.3
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
Multiple choice exercises Matching Exercises True or false questioning Sentence completion
Performance criterion
Appropriate preparation of care plan according to type of client condition
Resources Learning activities Content
486
Checklist Score
Yes No
Indicator: Tools and equipment
Hand tools
Mechanical equipment
Observation
487
LU 3:Execute water collection work
3
Learning Outcomes:
1. Apply water collection methods 2. Protect water source 3. Test work done
40 Hours
Learning Outcome 3.1: Apply water collection methods
Collection of surface water River bank intake by
infiltration drain Float intake Surface water system
Filter
Collection of rain water Type of Pluviometer Roofs catchment area Roof drainage system Rain water supply
system
Ground water collection Type of spring and its
collection Bore hole Types of Wells and its
collection
Excavation method Manual Method
o Site visit to inform on the soil quality and water collection
o Pictures to see collection structures
o Practical exercises on application of water collection method
o Brainstorming to differentiate types of pluviometers
o Demonstration by video o Pictures to show process of
excavation
- Books - Pens - Papers - Internet - Boring machine - Workshop
Resources Learning activities Content
488
Mechanical method
Formative Assessment 3.1
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
Multiple choice exercises Matching Exercises True or false questioning Sentence completion
Checklist Score
Yes No
Indicator: Surface water collection is done
River bank intake by infiltration drain
Float intake
Surface water system Filter
Indicator: Rain water collection is done
Type of Pluviometer
Roofs catchment area
Roof drainage system
Rain water supply system
Indicator: Ground water collection is done
Type of spring and its collection
Bore hole
Types of Wells and its collection
Type of spring and its collection
Indicator: Excavation method is applied
Manual Method
Mechanical method
Performance criterion
Proper application water collection methods
489
Observation
Learning Outcome 3.2:Protect water source
Protection of Erosion and water contamination Bund planted Protective ditch Fencing
o Site visit to inform on the water
source protection o Pictures to see water source
protection o Practical exercise for digging the
ditch and plant grasses
- Civil Laboratory - Books - Pens - Papers - Internet
Formative Assessment 3.2
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
Multiple choice exercises Matching Exercises True or false questioning Sentence completion
Checklist Score
Yes No
Indicator: Protection of Erosion and water contamination is done
Bund planted
Performance criterion
Proper protection of water source.
Resources Learning activities Content
490
Protective ditch
Fencing
Observation
Learning Outcome 3.3:Test work done
Test Pressure Test Quality test Quantity test Leak test
o Practical exercise on testing work done
o Brainstorming on testing work done
o Group discussion on testing work done
- Chemistry Laboratory - Books - Pens - Papers - Internet - Bucket
Formative Assessment 3.3
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
Multiple choice exercises Matching Exercises True or false questioning Sentence completion
Checklist Score
Yes No
Indicator: Test is done
Pressure Test
Quality test
Quantity test
Performance criterion
Proper testing of the work done
Resources Learning activities Content
491
Leak test
Observation
Summative Assessment
Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: Tool, Materials and Equipment are selected
Clay
Gravels
Perforated end pipe
Integrated situation Resources
Runda sector located in Kamonyi district is facing lack of drinking water in KAGINA cell but it has been found a spring from KAMITAGARA mountain which is located at 1km from Kagina Village. As professional plumber from Kamonyi District staff you are requested to catch that water and connect water tap for solving such problem within 8hours.
- PPE - Clays - Gravels - Perforated End Pipe - Cement/Lime - Sand - Water - Digging Tools - Hammer - Pipe Vice - Pipe Cutter - Fittings - pH meter - Titrator - Colorimeter - Pipes - Water tap - Dampsheet
492
Cement/lime
Sand
Water
Spade
Wheel Barrow
Hoe
Pick
Hammer
Pang
Hack
Blow lamp
Pipe vice
Fittings and fixtures
pH meter
Titrator
Colorimeter
Indicator: Spring catchment is done
Locate the real position of the source
Collection of the whole quantity of water
Construct retaining walls
Backfill
Fencing
Making the ditch
Bund planted
Test of hardness
Indicator: chlorination of collected water is done
Chlorination
Observation
Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: Test of spring catchment is done
Discharge
No escaped water
pH
Indicator: Water taps are connected
493
Observation
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: Time is respected
7 hours
Indicator: pH is tested
pH < 7
Indicator: Time is respected
7 hours
Observation
Assesment Criterion 4: Safety
Checklist Score
Yes No
Indicator: PPE is used (Tools status are checked before starting the work
Overall
Gloves
Safety boots
Safety glasses
Dust mask
Indicator: Tools, equipment and materials are used
Status of Tools, equipment and materials
Indicator: Working environment is prepared
First aid kit
Cleanliness
Tightening of the tap
Leakage
Position of the water tap
494
Observation
Reference:
1) Rehrl, C., Birk, S., “Hydrological Characterisation and Modelling of Spring Catchments in a
Changing Environment”, Austrian Journal of Earth Sciences, Volume 103, pp 106-117, 2010.
2) Water Engineering and Development Center (WEDC). The Worth of Water: Technical Briefs on Health, Water and Sanitation. Intermediate Technologies, London, 1991.
3) Wang, H. F. and Anderson, M. P., Introduction to Groundwater Modeling. Academic Press, San Diego, CA, 237 pp. 1995
4) Hofkes, E.H. (ed.), Small Community Water Supplies: Technology of Small Water Supply Systems in Developing Countries, IRC Technical Paper No. 18, Wiley & Sons, Chichester, 1983.
5) Jennings, G. D., “Protecting Water Supply Springs”, Water Quality and Water Management. 1996.
6) Kincaid, T. “Where’s the Water Come from? Toward a Water Budget for the Wakulla Spring” GeoHydros, Inc., 2009.
7) Zanzibar water authority 2010, Zanzibar rain water harvesting manual for training of trainers for
domestic supply
8) Boers, Th. M. and J. Ben-Asher. 1982. A review of rainwater harvesting. Agricultural Water
Management 5: 145-158.
9) Critchley, W. and K. Siegert. 1991. Water Harvesting. FAO, Rome, Italy.
10) FAO (Food and Agricultural Organization of the UN), 1994. Water Harvesting for Improved
Agricultural Production. Water Reports 3, Proceedings of the FAO Expert Consultation, Cairo,
Egypt, November 1993, FAO, Rome, Italy.
11) Department of Agriculture, State Development, western Australia, 1992. Water Harvesting,
Improving the reliability of farm dams in western Australian wheatbelt. A booklet. pp. 22.
12) Frasier, G.W. 1990. Runoff Farming: Irrigation Technology of the Future. Pages 404-409 in
Visions of the Future. ASAE Publication 04- 90. American Society of Agricultural Engineers. St.
Joseph, Michigan.
13) Frasier, G.W. and L.E. Myer. 1983. Handbook of Water Harvesting. Agricultural Handbook
No.600. United States Department of Agriculture, Agricultural Research Service, USA.
495
14) Hachum, A.Y. and J.F. Alfaro. 1980. A Physically-Based Model of Water Infiltration in Soil. Utah
Agricultural Experiment Station Bulletin 505. Logan, Utah, USA.
15) Hudson, N.W. 1987. Soil and Water Conservation in Semi-Arid Areas. FAO Soils Bulletin 57. FAO,
Rome, Italy.
16) Hutchinson, G.R., and M.A. Garduno (eds.). 1981. Rainfall Collection for Agriculture in Arid and
Semiarid Regions. Proceedings of a Workshop, University of Arizona, USA. Commonwealth
Agricultural Bureaux, UK.
17) Nasr, M. 1999. Assessing Desertification and Water Harvesting in the Middle East and North
Africa. Policy Implication Discussion Paper No. 10. Center for Development Research (ZEF), Bonn,
Germany.
18) Oweis, T.Y. and A.Y. Taimeh. 1996. Evaluation of a small basin water-harvesting system in the
arid region of Jordan. Water Resources Management 10: 21–34.
19) Oweis, T.Y., A. Oberle and D. Prinz. 1998. Determination of potential sites and methods for water
harvesting in central Syria. Advances in GeoEcology 31: 83–88.
20) Oweis, T, A. Hachum, and J. Kijne. 1999. Water Harvesting and Supplemental Irrigation for
Improved Water Use Efficiency. System Wide Initiative on Water Management Paper No. 7.
International Water. Management Institute, Colombo, Sri Lanka.
21) Prinz, D. 1994. Water harvesting - past and future. In: Pereira, L.S. (ed.). Sustainability of
Irrigated Agriculture. Proceedings of the NATO Advanced Research Workshop. Vimeiro, March
1994. Balkema, Rotterdam.
22) Reij, C., P. Mulder and L. Begemann. 1988. Water Harvesting for Plant Production.World Bank
Technical Paper No. 91, Washington D.C.
23) Sharma, K.D. 1986. Runoff behavior of waterharvesting microcatchment. Agricultural Water
Management 11: 137–144.
24) Stewart, B.A. and J.T. Musick. 1982. Conjunctive use of rainfall and irrigation in semiarid regions.
Advances in Agronomy 1: 1– 24.
25) Tauer, W. and G. Humborg. 1992. Runoff Irrigation in the Sahel Zone. Verlag Josef Margraf
Scientific Books, FR, Germany.
26) UNDP (United Nations Environment Program). 1983. Rain and Storm Water Harvesting in Rural
Areas. Tycooly International Publishing Limited, Dublin.
27) Vorhauer, C.F. and J.M. Hamlett.1996. GIS: a tool for siting farm ponds. Journal of Soil and Water
Conservation 5(5): 434–438.
496
P L B W T 5 0 1 - WASTE WATER TREATMENT
PLBWT501 Perform waste water treatment
REQF Level: 5 Learning hours
Credits: 6 : 60
Sector: Construction
Sub-sector: Plumbing
Issue date: November 2014
Purpose statement
This specific module describes the performance outcomes, skills and knowledge required to treat
wastewater by using natural and industrial techniques
497
PLBWT501Perform wastewater treatment
Learning assumed to be in place
N/A
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Identify wastewater treatment
works
1.1. Appropriate site investigation
1.2. Proper identification of waste water treatment
process
1.3. Proper selection of tools, waste water piping and
chemical products
2. Perform waste water disposal
system
10.4. Proper determination of the slope
10.5. Proper excavatation of the trench
10.6. Proper laying of waste water pipe
3. Carry out wastewater treatment 3.11 Appropriate application of natural techniques of
waste water treatment
3.12 Appropriate application of industrial techniques
of waste water treatment
3.13 Adequate testing of water treated
3.14 Suitable report of the work done
498
LU 1:Identify wastewater treatment works
1
Learning Outcomes:
1. Investigate the site 2. Identify waste water treatment process 3. select tools, waste water piping and chemical products
10 Hours
Learning Outcome 1.1: Investigate the site
Collecting the data Types of soil Source of waste water
Types of waste water Domestic waste water Storm water Industrial waste water Commercial waste water Insitutional waste water
Environmental condition Climate Altitude Weather
Identification of boundary Distance Quantity of waste water
o Visit the site/study trip o Demonstration by video o Group discussion on site
investigation o Brainstorming on site
investigation
- Pens - Papers - Video aids - Tape measure - Pictures - Sketch - Computer
Formative Assessment 1.1
Resources Learning activities Content
499
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
Multiple choice exercises
Matching Exercises
True or false questioning
Essay
Checklist Score
Yes No
Indicator:Data is collected
Types of soil
Waste water uses
Source of waste water
Indicator: Waste waterare identified
Domestic waste water
Storm water
Industrial waste water
Indicator: Environmental condition are identified
Climate
Altitude
Indicator: Boundary are identified
Distance
Quantity of waste water
Observation
Learning Outcome1.2:Identify waste water treatment process
Resources
Learning activities Content
Performance criterion
Appropriate site investigation
500
waste water treatment process Pre-treatment Settling Chemical treatment Biological oxidation Disinfection Sludge conditioning
control and disposal
o Observation for existing system
o Group discussion on waste water treatment process
o Brainstorming on waste water treatment process
o Demonstration by video of waste water treatment process
- Pens - Papers - Video aids - Internet research - Books - Solvents - Mastic - Cement - Na0H(sodium
hydroxide) - H2S04(sulphuric
acid) - HCl(hydrochloric
acid) - Cl(chlorine) - Sodium
hypochlorite - Phosphorus
reagents - Nitrogen reagents - Feric chloride(
FeCl3) - Aluminium
sulphate(Al2S04)
Formative Assessment 1.2
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
Multiple choice exercises
Matching Exercises
True or false questioning
Checklist Score
Yes No
Indicator: Process of wastewater treatment
Pretreatment
Performance criterion
Proper identification of waste water treatment process
501
Settling
Chemical treatment
Biological oxidation
Disinfection
Sludge conditioning and disposal
Observation
Learning Outcome 1.3: Select tools, waste water piping and chemical products
Tools Blow lamp Split level Tape measure Hammer String Hoe Spade Pick axe Hark saw
Waste water piping Plastic pipes Plastic Fittings Concrete pipe PPR pipes Steel pipes Cast iron
Chemical products Solvents Mastic Cement Na0H(sodium hydroxide) H2S04(sulphuric acid) HCl(hydrochloric acid) Cl(chlorine) Sodium hypochlorite Phosphorus reagents Nitrogen reagents Feric chloride( FeCl3)
Aluminium
sulphateAl2(S04)3
o Observation for existing system
o Group discussion on selection of tools, waste water piping and chemical products
o Brainstorming on selection of tools, waste water piping and chemical products
o Demonstration by video of tools, waste water piping and chemical products
- Blow lamp - Split level - Tape measure - Hammer - String - Concrete pipe - PPR pipes - Hoe - Spade - Steel pipes - Pick axe - Hark saw - Plastic pipes - Plastic Fittings - Solvents - Mastic - Cement - Na0H(sodium hydroxide) - H2S04(sulphuric acid) - HCl(hydrochloric acid) - Cl(chlorine) - Sodium hypochlorite - Phosphorus reagents - Nitrogen reagents - Feric chloride( FeCl3) - Aluminium
sulphateAl2(S04)3
Resources Learning activities Content
502
Formative Assessment 1.3
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
Multiple choice exercises
Merging Exercises
True or false questioning
Checklist Score
Yes No
Indicator: Tools are identified
Blow lamp
Split level
Tape measure
Hammer
String
Indicator: Chemical products are identified
Plastic pipes
Plastic Fittings
Concrete pipe
PPR pipes
Steel pipes
Indicator: Chemical product are identified
Na0H(sodium hydroxide)
H2S04(Sulphuric acid)
HCl(hydrochloric acid)
Cl(chlorine)
Sodium hypochlorite
Nitrogen reagents
Ferric chloride( FeCl3)
Aluminium sulphateAl2(S04)3
Phosphorus reagents
Observation
Performance criterion
Proper selection of tools, waste water piping and chemical products
503
504
LU 2: Setting out of waste water piping system
2
Learning Outcomes:
1. Set the slope 2. Excavate the trench 3. Lay waste water pipe
30 Hours
Learning Outcome 2.1: Determine the slope
Slope calculation
Interpretation of slope Percentage Fraction Ratio Radian
Setting out the trench and pegging
o Practical exercises on Setting the slope
o Group discussion on setting out the slope
o Demonstration by video on setting the slope
o Brainstorming on setting out the slope
- Book - Hoe - Tape measure - Nails - Pen - Papers - Hammer - Pegs - Picks - Spades - PPE
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper setting of the slope
Resources Learning activities
Content
505
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Product evidence
Multiple choice exercises
Checklist Score
Yes No
Indicator: Interpretation of slope
Percentage
Fraction
Ratio
Radiant
Observation
Learning Outcome 2.2:Excavate the trench
Digging of trenches
Remove the soil
Apply safety signs
Bank slide control
o Practical exercises on excavating the trench
o Group discussion on excavating the trench
o Brainstorming on excavating the trench
o Demonstration by video on excavating the trench
- Hoes - Spades - Tape measure - Split level - Building line - pegs - PPE
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper excavate the trench
Resources Learning activities Content
506
Types of evidence Portfolio assessment tools
Performance evidence
Product evidence
Observation checklist
Checklist Score
Yes No
Indicator: Interpretation of slope
Digging of trenches
Remove the soil
Safety precautions
Observation
Learning Outcome 2.3:Lay waste water pipes
Techniques of joining waste water pipes Compression Pipe socket Butt fusion welding Bedding and
planning
o Practical exercises on laying pipes
o Group discussion on laying waste water pipes
o Demonstration by video on laying waste water pipes
- Textbooks
- internet
- joining materials
,tools and equipment
- Pipes handout notes - Concrete pipe - PPR pipes - Steel pipes
Formative Assessment 2.3
Performance criterion
Proper laying of wastewater pipe
Resources Learning activities Content
507
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Product evidence
Observation checklist
Checklist Score
Yes No
Indicator: Joining techniques are applied
Compression
Pipe fittings
Butt fusion welding
Observation
508
LU 3:Carry out wastewater treatment
3
Learning Outcomes:
1. Apply natural techniques of waste water treatment 2. Apply industrial techniques of waste water treatment 3. Testing water treated 4. Relevant report of the work done
20 Hours
Learning Outcome 3.1: Apply natural techniques of waste water treatment
Types of waste water zones
In let settling zone Floating and emergent
plants Hydraulic grade line
Open water surface zone Submerged growth
plants Plastic membrane liner
Outlet zone Fully vegeted Floating and emergent
plants
Materials composed natural waste water treatment Plants Soil Microorganisms Rock Sand Gravels Vascular plants
o Practical exercises on natural techniques of waste water treatment
o Group discussion on natural techniques of waste water treatment
o Site visit/stud trip on application natural techniques of waste water treatment
o Demonstration by video natural techniques of waste water treatment
- Plants - Soil - Microorganisms - Rock - Sand - Gravel - Vascular plants - Non –vascular
plants - Textbooks - Internet search - Pens - Note books - Video records
Resources Learning activities Content
509
Non –vascular plants.
Formative Assessment 3.1
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
Product evidence
Multiple choice exercises
Matching Exercises
True or false
questioning
Checklist Score
Yes No
Indicator: Joining techniques are applied
Floating and emergent plants
Hydraulic grade line
Submerged growth plants
Plastic membrane liner
Fully vegeted
Floating and emergent plants
Indicator: Materials composed natural waste water treatment are applied
Plants
Soil
Microorganisms
Rock
Sand
Gravels
Vascular plants
Non –vascular plants
Performance criterion
Precise checking state of equipment and tools
510
Observation
Learning Outcome 3.2:Apply industrial techniques of waste water treatment
Industrial method
Preliminary treatment bar screen skimmers grit chambers Grinders
Primary treatment Sedimentation trickling bed filters Activated sludge
system
Secondary treatment chemical treatment biological oxidation disinfection sludge conditioning
and disposal processes
o Practical exercises on waste water treatment
o Group discussion on waste water treatment techniques
o Site visit/stud trip on application of waste water treatment techniques
o Demonstration by video waste water treatment techniques
- Textbooks - Internet search - Pens - Note books - Video records - Chemical product - Disinfection
Formative Assessment 3.2
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
Multiple choice exercises Matching Exercises
Performance criterion
Apply industrial techniques of waste water treatment
Resources Learning activities Content
511
Oral evidence
Performance evidence
Product evidence
True or false questioning
Checklist Score
Yes No
Indicator: Preliminary treatment are applied
Bar screen
Skimmers
Grit chambers
Grinders
Indicator: Primary treatment are applied
Sedimentation
Trick ling bed filters
Activated sludge system
Indicator: Secondary treatment are applied
chemical treatment
biological oxidation
disinfection
sludge conditioning and disposal processes
Observation
Learning Outcome 3.3: Testing water treated
Waste water parameters Physical parameters
Temperature Solids Color Turbidity conductivity
Chemical and Biological parameters
o Practical exercises on waste water treatment test
o Group discussion on waste water treatment test
o Demonstration by video on waste water treatment test
o Visit the site/study trip
- Laboratory equipments and reagents
- Books - Internet research
Resources Learning activities Content
512
pH dissolved oxygen nitrogen and its
compounds Phosphorus and its
compound Chemical Oxygen
Demand (C.O.D) Biochemical Oxygen
Demand (B.O.D5) Microbiological
parameters Coli forms E-coli
Formative Assessment 3.4
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
Product evidence
Multiple choice exercises
Matching Exercises
True or false questioning
Checklist Score
Yes No
Indicator: Waste water parameter are applied
Physical parameters
Chemical and Biological parameters
Microbiological parameters
Observation
Performance criterion
Adequate testing of water treated
513
Learning Outcome 3.4: Relevant report of the work done
Writing report for each step of treatment
Conclusion of the measured parameters compared to the standard
Recommendation about the work done if necessary
o Brainstorming on work report o Group discussion on report o Learners are given samples of
written report o Practical exercises on written
report
- Books - Hand out notes - Computer - Pens - papers
Formative Assessment 3.4
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
Multiple choice exercises True or false questioning
Checklist Score
Yes No
Indicator: Report are produced
Writing report for each step of treatment
Conclusion of the measured parameters compared to the standard
Recommendation about the work done if necessary
Performance criterion
Appropriate application of basic maintenance of equipment and tools
Resources Learning activities Content
514
Observation
Summative Assessment
Integrated situation Resources
Bank of Kigali headquarters which is located in Nyarugenge district wants to treat its wastewater from sanitary appliances and cleaning services. The distance from septic tank of 10 users per day to the treatment plant is 20 meters. As a plumber you are requested to perform this treatment during 6 hours by using industrial method. The treated water will be reused in its watering gardens. Other related information is given on a plan.
Tools: - Blow lap - Split level - Tape measure - Hammer - string - Hoe - pick axe - hacksaw
Equipment: - Pipe cupper - Pipe heater
Materials - Plastic pipes - Plastic fittings
Chemical product - Solvent - Mastic - Na0H(Sodium
Hydroxide) - H2S04(sulfuric acid) - HCl (Hydrochloric
acid) - Cl (Chlorine) - Phosphorus - Nitrogen - Ferric chloride(Fe Cl3) - Ca(OH)2 (Lime) - Aluminium
sulphateAl2(S04)3
515
Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: Investigation of the site is done
Waste from W.C
Waste from urinal
Waste from cleaning services
Waste directed to water trap
Distance from septic tank to water treatments plant is 20 meters
Quantity of wastewater: 10 users per day
Labor and materials cost
Indicator: Selection of tools, waste water piping and chemical products are performed
Tools
Blow lamp
Split level
Tape measure
Hammer
String
Hoe
Spade
Pick axe
Hark saw
Waste water piping
Plastic pipes
Plastic Fittings
Chemical products
Solvents
Mastic
Na0H(sodium hydroxide)
H2S04(sulfuric acid)
HCl(hydrochloric acid)
Cl(chlorine)
Phosphorus reagents
Nitrogen reagents
Ferric chloride( FeCl3)
Ca(OH)2 (Lime)
Aluminium sulphateAl2(S04)3
Indicator: Model finishing is done
516
Setting out the trench and pegging
Height of the trench
Length of the trench
Angle of the trench
Indicator: Setting of the slope is performed
Digging of trenches
Removal of soil
Indicator: Excavation of the trench is done
Digging of trenches
Removal of soil
Indicator: Laying of waste water pipe is well performed
Joints
Leakages
Indicator: Industrial techniques of waste water treatment are well performed
Preliminary treatment
Bar screen
Skimmers
Grit chambers
Grinders
Primary treatment
Sedimentation
Trickling bed filters
Activated sludge system
Secondary treatment
Chemical treatment
Biological oxidation
Disinfection
Sludge conditioning and disposal processes
Indicator: Test of water treated is well performed
Physical parameters
Conduct-meter
Turbid-meter
Balance
Filter paper
PH-meter
D.O-meter
Chemical and Biological parameters
Microbiological parameters
517
Observation
Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: Wastewater treatment is done
No Microbiological parameters like:
Coliforms
E-coli
Physical parameters are analyzed
Colour
Total suspended solid
Conductivity
Odour
Oil and grease
Chemical and Biological Parameters are analyzed
PH
Dissolved oxygen
BOD5 (Biological oxygen demand)
COD (Chemical oxygen demand)
TDS Total dissolved solid
Total nitrogen
Total Phosphorus
Report and recommendation of wastewater treatment work
Observation
518
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: Time is respected
6 hours
Indicator: Distance from septic tank is respected
20 meters
Indicator: Quality of water has been verified
Watering gardens.
Observation
Assesment Criterion 4: Safety
Checklist Score
Yes No
Indicator: PPE are used Wearing of Overall
Wearing of Gloves
Wearing of Safety Goggles
Leather gloves
Wearing of closed shoes
Indicator: Workplace environment is prepared
Materials in the right place
Equipment in the right place
First Aid Kit in the working area
Fire extinguishers or sand in the working area
Materials in the right place
Indicator: Tools and equipment status are checked
Cleanness of tools and materials
Cables of portable equipment are insulated
No damaged equipment or Tools
Switch off the machine
Observation
519
Reference:
1. H. Zhou and D. W. Smith, Advanced Technologies in Water and Wastewater Treatment, J. Environ. Engg. Sci., 1, 247-264 (2002). 2. N. P. Cheremisinff, Hank Book of Water and Wastewater Treatment Technologies, An Overview of Water and Water Treatments, Butterworth-Heinemann Publication, (2002) pp. 1-60. N. S. Topare et al.: Sewage/Wastewater Treatment…. 24 3. M. Henze, P. Harremoes, Anaerobic Treatment of Wastewater, A Literature Review, Wat. Sci. Technol., 15, 1-101 (1983). 4. T. J. McGhee, Water Supply and Sewerage, McGraw-Hill, New York (1991) pp. 260-287. 5. F. R. Spellman, Spellmann's Standard Handbook for Wastewater Operations, Vol. 1, 2 and 3, Lancaster PA, Technomic Publishers, (1999-2000) pp. 60-80. 6. M. Rosen, T. Welander and A.Lofqvist, Development of a New Process for Treatment of a Pharmaceutical Wastewater, Water Sci. Technol., 37, 251-258 (1998). 7. R. A. Barbose and G. L. Santanna Jr., Treatment of Raw Domestic Sewage in an UASB Reactor, water Research, 23, 1483-1490 (1989). 8. Metcalf and Eddy, Wastewater Engineering, Treatment, Disposal and Reuse. 3rd Ed., New York, McGraw Hill (1991) pp. 35-40. 9. D. R. Rowe and I. H. Abdel-Magid, Handbook of Wastewater Reclamation and Reuse, Boca Raton, Lewis (1995) p. 167. 10. G. Lettinga and L. Hulshoff Pol, New Technologies for Anaerobic Wastewater Treatment, Water Sci. Technol., 18, 41-53 (1986). 11. S. Lakshmana Prabu, T. N. K. Suriyaprakash and J. Ashok Kumar, Wastewater Treatment Technologies, A Review, Pharma Times, 43(5), 55-62 (2011). 12. Abderrahman, W A (2001) ‘Water Demand Management in Saudi Arabia’ in Faruqui, N I, Biswas, A K
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Collectivités, Agence de Bassin Loire–Bretagne and Centre Technique du Génie Rural, des Eaux et des
Fôrets, Orléans
15. Adams, S M (2002) Biological Indicators of Aquatic Ecosystem Health, American Fisheries Society,
Alpharetta, GA
16. Aeration Industries International, Inc (2002) Aire-O2 Triton Aerator/Mixer, available at
http://www.aiero2.com/triton.htm
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a
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
iii
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
iv
or the elements of the work covered by the
module
Module: A unit of training which corresponds to
one competency and which can be completed
on its own or linked to others.
Occupation: The principal business of one’s life.
Performance criteria The part of a competency
standard specifying the required level of
performance in terms of a set of outcomes
which need to be achieved in order to be
deemed competent. It describes the quality
requirements of the result obtained in labor
performance.
Qualification: means the formal name for the
result of a process of assessment and
validation, which is obtained when a competent
body determines that an individual has
achieved learning outcomes to the standards
laid down.
Quality assurance: The systems and procedures
designed and implemented by an organization
to ensure that its products and services are of a
consistent standard and are being continuously
improved.
Recognition of prior learning (or RPL): The
acknowledgement of a person’s skills and
knowledge acquired through previous training,
work or life experience, which may be used to
grant status or credit in a subject or module.
Skills: are the ability to apply knowledge and
use the principle of “know how” to perform a
specific task and to solve the problem. In
the context of the CBE Framework, skills are
defined as cognitive (involving the use of logical,
intuitive and creative thinking), practical
(including physical skill and use of methods,
materials, devices and instruments) and social
skills (communication and cooperation skills,
emotional intelligence and other).
Specific competencies: Competencies that are
directly related to the tasks of the occupation in
the workplace context. They refer to concrete,
practical, and focused aspects
Traineeship: A system of vocational training
combining off-the-job training at an approved
training provider with on-the-job training and
practical work experience. Traineeships
generally take one to two years and are now a
part of the New Apprenticeships system.
Unit of competency: A component of a
competency standard. A unit of competency is a
statement of a key function or role in a
particular job or occupation. See also element
of competency, performance criteria, range of
variables.
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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