4
TVET CERTIFICATE IV in
NETWORKING
CODE
ICTNEW4001
Kigali November, 2014
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ICTNEW4001-TVET CERTIFICATE IV
Networking
REQF Level 4 CURRICULUM
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© Workforce Development Authority, 2014
Copies available from:
Workforce Development Authority (WDA)
P. O. BOX 2707 Kigali
Tel : (+250) 255113365
Fax : (+250) 255113365
Email : [email protected]
Web: www.wda.gov.rw
Original published version updated:
November, 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) 2014
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 i
A c k n o w l e d g m e n t s x i
1 . G E N E R A L I N T R O D U C T I O N 1
2 . Q U A L I F I C A T I O N D E T A I L S 2
2.1 Description 2
2.2 Minimum entry requirements 2
2.3 Information about pathways 2
2.4 Job related information 2
2.5 Employability skills and life skills 2
2.6 Information about competencies 4
3 . T R A I N I N G P A C K A G E 5
3.1 Course structure 5
3.2Competencies chart 5
3.3 Flowchart 7
A S S E S S M E N T G U I D E L I N E S 8
4.1 Assessment Methodology 8
4.2 Portfolio 8
LU 1: Identify elements of business plan. 15
LU 2: Write a business plan in line with the identified elements 22
U 3:Establish strategies to monitor evaluate and update the business plan (Contingency plan). 34
LU 4: Present a business plan 41
C C M C S 4 0 1 - C O M P U T E R S K I L L S 4 7
LU 2: Describe the operating system 49
LU 3: Customize computer features 55
LU3: Protect computer system 60
C C M E N 4 0 1 - I N T E R M E D I A T E W O R K P L A C E E N G L I S H 6 6
LU 1: Write factual, descriptive, and explanatory texts. 69
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LU 2: Apply a range of listening strategies to understand predictable messages. 78
LU 3: Discuss general and trade-related topics. 83
LU4: Read medium texts on general and trade-related topics. 88
C C M H E 4 0 1 - I M P L E M E N T I N G S . H . E . P O L I C I E S A N D P R O C E D U R E S 9 4
L U 1 : Identify hazardous areas to be improved. 96
LU 2 : Apply SHE practices. 102
LU 3: Assess and control risks. 110
LU 4: Awareness of SHE in working place. 116
N W I A 4 0 2 - N D U S T R I A L A T T A C H M E N T P R O G R A M ( I A P ) 1 5 1
LU 1: Investigate and secure industrial attachment place 153
LU 2: Deal with workplace challenges 163
LU 3: Get briefed on industrial attachment program 168
C C M K N 4 0 1 - I K I N Y A R W A N D A C Y ’ U M U N Y A M W U G A 1 7 9
LU 1: Gukoresha ubuvanganzo gakondo bufatiye ku mwuga ashyikirana n’abandi. 182
LU 3: Gukoresha Ikinyarwanda kiboneye agaragaza ibyiza 187
by’ikoranabuhanga mu iterambere ry’umwuga no gutandukanya
ubwoko bw’inshinga. 187
Imbumbe 192
LU 3: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ububi bw’ibiyobyabwenge mu rubyiruko no
kugaragaza mu izina mbonera amategeko y’igenamajwi agendanye n’ingombajwi ziburizwamo
n’izihinduka izindi. 192
LU 4: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza uburyo bunyuranye bwo gufata neza
ibidukikije no gukoresha indangahantu icyungo” na“ mu nteruro 196
LU 5: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza akamaro k’ubutabazi bw’ibanze no
gukoresha impakanyi n’indango z’inshinga. 201
C C M Q S 4 0 1 - P R O V I D I N G Q U A L I T Y C U S T O M E R S E R V I C E 2 0 6
LU 1: Develop and maintain product, service and market knowledge. 209
LU 2: Provide a quality service experience to customers. 223
LU 3: Deal with complaints and difficult customer service situations. 232
LU 4: Manage and use information about clients and customers. 246
G E N A M 4 0 1 - F U N D A M E N T A L M A T H E M A T I C A L A N A L Y S I S 2 5 4
LU 1: Determine and analyze algebraic functions 257
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LU 2: Apply fundamentals of differentiation 263
LU 3: Apply exponential functions 268
P H Y M P 4 0 1 - M E C H A N I C S A N D P R O P E R T I E S O F M A T T E R 2 7 9
LU 1: Describe laws of motion and their applications 282
LU 2: Apply static equilibrium and elasticity 287
LU 3: Analyze fluid mechanics 292
LU 4: Apply thermodynamics 297
LU 5: Examine current flow effects in DC electric circuit 306
LU 6: Apply Geometric instruments 312
N E W N F 4 0 1 - N E T W O R K F U N D A M E N T A L S 3 1 8
LU1: Introduce Network Concepts 320
325
LU2: Apply network protocols and communications 325
329
LU3: Apply IP addressing (IP v4&IPv6) 329
N E W N M 4 0 1 - N E T W O R K M A I N T E N A N C E 3 3 4
336
LU 1:Conduct site survey 336
341
LU 2: Determine and implement solutions 341
345
LU 3:Document the work done 345
Summative Assessment 350
N E W S L 4 0 1 - L A N 3 5 4
LU 1:Apply basics of Computer networking and set up a LAN 356
363
LU 2:Conduct site survey 363
LU 3:Configure and troubleshoot a LAN 369
374
LU 4: Document the work done 374
378
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LU 5:Troubleshoot router 378
N E W P R 4 0 1 - R O U T I N G 3 8 3
LU 1: Introduce routing and packet forwarding 385
392
LU 2:Conduct site survey 392
398
LU 3:Configure and verify Routing Protocols 398
404
LU 4:Troubleshoot router 404
409
LU 5:Troubleshoot router 409
Summative Assessment 413
N E W P S 4 0 1 - S W I T C H I N G 4 1 7
LU 1:Introduction to switched networks 420
LU 2:Conduct site survey 425
432
LU 3: Describe Basic switching concepts and configuration 432
439
LU 4: Introduce VLANs configurations 439
444
LU 5:Perform VTP configurations 444
448
LU 6:Perform STP configurations 448
452
LU 7:ImplementInter-VLAN routing 452
LU 8:Perform VTP configurations 456
LU 9:Document the work done 462
Summative Assessment 466
N E W W I 4 0 1 - W I R E L E S S N E T W O R K I N D O O R 4 6 9
LU 1:Apply wireless network Concepts 471
476
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LU 2:Plan and Conduct Site survey 476
482
LU 3:Configure and maintain wireless network 482
488
LU 4:Document the work done 488
Summative Assessment 492
G L O S S A R Y 4 9 6
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List of abbreviations
AIDS Acquired Immunodeficiency Syndrome
ANSI American National Standard Institute
ARP Attacks Address Resolution Protocol attacks
BGP Border Gateway Protocol
BPDU Timers Bridge Protocol Data Units
CCITT Consultative Committee for International Telephony and Telegraphy
CCM Complementary Competencies
CD Compact Disk
CDU Curriculum Development Unit
CIDR Classless Inter-Domain Router
CLI Command Line Interface
CPU Control Processing Unit
DHCP Dynamic Host Control Protocol
DNS Domain Name service
DoS Denial of service
DVD Digital Video Disc
EIGRP Enhanced Interior Gateway Routing Protocol
GUI Graphical User Interface
HIV Human Immunodeficiency Virus
HSRP Hot standby router protocol
I/O Input/output
ICT Information Communication Technology
ICTNW ICT sector Networking sub sector
IEEE Institute of Electrical Electronics Engineers
IGRP Interior Gateway Routing Protocol
ILO International Labor Organization
IOS Internetwork Operating System
IP Internet Protocol
IP v4 Internet Protocol version4
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IPv6 Internet Protocol version 6
IS-IS Interconnection System to Interconnection System
ISL Inter-switch Link
ISO International Organization of standards
ISP Internet service provider
IT Information Technology
LAN Local Area Network
LEDs Light Emitting Diode
LLC Logical link control
MAC Address Media access control Address
MAN Metropolitan Area Network
MAU Media Access Unit
NAT Network Address Translation
NICs Network Interface Cards
NTQF National Technical Qualification Framework
OSI model Open Systems Interconnection
OSPF Open Shortest Path First
OSPFv2 Open Shortest Path First Version2
PC Personal Computer
PCI Payment Card Industry
PDA Personal Digital Assistance
PDAs Personal Digital Assistant
PoE Path of Exile
PPE Personal Protective Equipment
PVST Per-VLAN Spanning Tree
RAM Random Access Memory
REQF Rwandan Education Qualification Framework
RF Radio Frequency
RFID Radio-frequency identification
RIPv1 Introduction to Routing Information Protocol version1
RIPv2 Introduction to Routing Information Protocol
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ROM Read Only Memory
SOHO Small Office Home Office
SSH Secure Shell
STI Sexual Transmission Infection
STP Shielded Twisted Pair
TCP/IP Transmission Control Protocol/Internet Protocol
TSS Technical Secondary School
TVET Technical and Vocational Education and Training
USB Universal Serial Bus
VGA Video Graphical Adapter
VLAN Virtual Local Area Network
VPN Virtual Private Network
VSO Voluntary Service Overseas
WAN Wide Area Network
WLAN Wireless Local Area Network
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Acknowledgments
Workforce Development Authority wishes to thank the following persons who participated in
the development of this curriculum:
Coordination
HABIMANA Theodore, Director of TVET-WDA
MUHIRE JMV, Head Curriculum Development Unit- WDA
Facilitators
RWAMASIRABO Aimable, Curriculum Developer –WDA
NIKUZE Bernadette, Curriculum Developer –WDA
Curriculum Development Team
Name Function Institution/Occupation
MUDAHERANWA Herve IT Peace plan
NDAGIJIMANA Straton Trainer ES Nyarusange
HABUMUGISHA Patrick Instructor IPRC Kigali
BUJERERI Didier IT World vision/Rwanda
HABYARIMANA Jean IT LPS
SHARAMANZI Simon Pierre IT Manager New Africa Gaming Ltd
HABUMUGISHA Fulgence Instructor IPRC Kigali
NIYONGABO Ezekiel N.CE Ltd
NTWALI Yves Network Administrator RPPA
NSENGIMANA Lindiro Giscar IT Computer Union Technology Ltd
MUGISHA Martin Network Officer Global communities
MUKUNDWA Alice INILAK
MUGUME Arthur Rwanda Network
HATANGIMBABAZI Hilaire Trainer GS Indangaburezi
NKUBANA Alphonse IT AfricaMinerals supplies Ltd
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1. GENERAL INTRODUCTION
The curriculum presents a coherent and significant set of competencies to
acquire to perform the occupation ofaNetwork Technician. It is designed with
an approach that takes into account the training needs, the work situation, as
well as the goals and the means to implement training.
The modules of the curriculum include a description of the expected results at the end of training.
They have a direct influence on the choice of the theoretical and practical learning activities. The
competencies are the targets of training: the acquisition of each is required for certification.
The curriculum is the reference to carry out the assessment of learning. Assessment tools of
learning are developed on the basis of this document.
The curriculum consists of three parts. The first part is of general interest and shows the nature
and goals of a program and the key concepts and definitions used in the document. The second
part presents the qualification, its level in the qualification framework, its purpose, its rationale
and the list of modules it comprises. The third part deals with the training package. It includes
the competencies chart, the sequencing of module learning, the description of each module and
the course structure.
The pages describing the modules are the heart of a curriculum. They present the title of the
module, the length of training, the amount of credits, the context in which the competency is
performed, the prerequisite competencies, the learning units and the performance criteria.
In each module, a course structure is provided. The course structure describes the learning
outcomes (knowledge, skills and attitude) and the learning contents related to each learning unit.
Also, the learning activities and resources for learning are suggested.
Finally, the assessment specifications and guidelines are included in each module.
Section
1
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2. QUALIFICATION DETAILS
2.1 Description
This qualification provides the skills and
knowledge for an individual to install and
manage small and medium scale networks
and other various jobs in networking field,
either as an independent Network
technician or as part of a team. The
individuals with this qualification can enter
the TVET Certificate V in order to be
equipped with the necessary competences
to function as Network Administrator, Senior
IT technician.
At the end of this qualification, qualified
learners will be able to:
Implement health safety and environment precaution (SHE)
Develop business plan
Provide quality customer service
Apply Computer Skills
Use Intermediate English at workplace
Gukoresha i Kinyarwanda cy’ umunyamwuga
Apply Fundamental Mathematical Analysis Apply mechanics and properties of matter
Apply Network fundamentals Set up LAN Perform Routing Perform Switching Setup Wireless Network indoor Perform Network Maintenance
Integrate the workplace
2.2 Minimum entry requirements
The minimum entry requirement to this
qualification is to be physically and mentally
fit with broad knowledge, skills and attitude
of ICT background.
Title: TVET Certificate IV in Networking
Level: REQF Level 4
Credits: 123
Sector: Information Technology
Sub-sector: Networking
Issue date: November, 2014
Section
2
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2.3 Information about pathways
2.4 Job related information
This qualification prepares individuals to integrate his/her knowledge in all ICT related fields. This
qualification again offers the opportunity to execute the works as computer maintenance (Soft and
Hardware units), computer security and its apparatuses, Electronic machines/devices installation and
monitoringsuch as (CCTVs, MODEMs and ANALOG and DIGITAL Phones) while ensuring that safety,
security and environmental regulations are respected.
2.5 Employability skills and life skills
Through the generic modules, individuals with this qualification have acquired the life and
employability skills to meet the following industry or enterprise requirements:
Communication
Documenting technical work in plain English
Writing and presenting reports
Preferred pathways for candidates
entering this qualification include:
Candidates enter this qualification
after achieving TVET Certificate III in
Computer System technology or
other relevant qualifications or
through Recognition of Prior Learning
in Computer and Networking field.
Progression route of candidates
achieving this qualification include:
Candidate’s exit this qualification is
able to enter TVET Certificate V in
Networking or a range of other
related TVET Certificate V
qualifications.
Pathways into the qualification
Pathways from the qualification
Possible jobs related to this qualification
IT support
Network Technician
IT Technician
Cabling Technician
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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
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Number of competencies: 15 Core competencies : 9 Complementary competencies : 6 The total number of Credits: 123
2.6 Information about competencies
No Code Complementary competencies Credit
1 CCMCS401 Apply Computer skills 3
2 CCMQS401 Provide quality customer service 3
3 CCMHE401 Implement SHE policies and procedures 3
4 CCMEN401 Use intermediate English at workplace 3
5 CCMKN401 Gukoresha I Kinyarwanda cy’umunyamwuga 3
6 CCMDB401 Develop business plan 3
Total 18
No Code Core competencies Credit
GEN
ERA
L
1 GENAM401 Apply Fundamental Mathematical Analysis 8
2 PHYMP401 Apply mechanics and properties of matter
4
3 NEWNF401 Apply network fundamentals
8
SPEC
IFIC
4 NEWSL401 Set up LAN 12
5 NEWPR401 Perform Routing 12
6 NEWPS401 Perform Switching 12
7 NEWWI401 Setup Wireless Network indoor 12
8 NEWNM401 Perform Network Maintenance 7
9 NEWIA401 Integrate workplace 30
Total 105
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3. TRAINING PACKAGE
The training package includes the competencies chart, the flowchart, the
modules, the course structure, and the assessment guidelines.
3.1 Course structure
The course structure describes the learning outcomes for each learning unit. These learning
outcomes are the essential skills and knowledge to be acquired. The contents to be covered for
each learning outcome are prescriptive. The Learning Activities contain a series of suggestions,
usually with several options, that will guide the learner and the trainer.
3.2Competencies chart
The competencies chart is a table that presents an overview of the specific competencies, the
general competencies, the work process and the time allocated to each competency. This table
provides an overall view of the competencies of the training program and allows identification of
the logical sequence of the learning of these competencies.
The competencies chart shows the relationship between general competencies and specific
competencies that are particular to the occupation, as well as the key stages of the work process.
It shows the links between the elements in the horizontal axis and those in the vertical axis. The
symbol (ο) marks a relationship between a general competency and specific competency. The
symbol (∆) indicates a relationship between a specific competency and a step in the process of
work. When the symbols are darkened, it indicates that the link is taken into account in the
description of the specific competency.
The competencies chart allows the trainer to consider the complexity of the competencies in the
organization of the progress of learning. Therefore, the vertical axis shows the specific
competencies in the order they should be acquired.
This is the starting point of the presentation of the competencies in the flowchart presented in
the following pages.
Section
3
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NETWORK TECHNICIAN PROCESS GENERAL AND COMPLEMENTARY COMPETENCES
SPECIFIC COMPETENCIES Du
rati
on
( 8
50
Hrs
)
An
alyz
e th
e si
te
Mak
e a
sch
emat
ic d
iagr
am
Imp
lem
ent
the
wo
rk
Test
th
e w
ork
do
ne
Do
cum
ent
the
wo
rk d
on
e
Ap
ply
Co
mp
ute
r sk
ills
Pro
vid
e q
ual
ity
cust
om
er s
ervi
ce
Imp
lem
ent
SHE
po
licie
s a
nd
pro
ced
ure
s
Use
inte
rme
dia
te E
ngl
ish
at
wo
rkp
lace
Gu
kore
sha
I Kin
yarw
and
a cy
’um
un
yam
wu
ga
Dev
elo
p b
usi
nes
s p
lan
Net
wo
rk f
un
dam
enta
ls
Ap
ply
Fu
nd
ame
nta
l Mat
hem
atic
al A
nal
ysis
Ap
ply
mec
han
ics
and
wav
es
# 1
2
3
4
5
6
7
8
9
Duration (380 Hrs) 30
30
30
30
30
30
80
80
40
8 Set up LAN 120 ▲ ▲ ▲ ▲ ▲ ○ ○ ● ○ ○ ○ ● ● ●
9 Perform Routing 120 ▲ ▲ ▲ ▲ ▲ ○ ○ ● ○ ○ ○ ● ● ●
10 Perform Switching 120 ▲ ▲ ▲ ▲ ▲ ○ ○ ● ○ ○ ○ ● ● ●
11 Setup Wireless N/w indoor 120 ▲ ▲ ▲ ▲ ▲ ○ ○ ● ○ ○ ○ ● ● ●
12 Perform Network Maintenance 70 ▲ ▲ ▲ ▲ ▲ ○ ○ ● ○ ○ ○ ● ● ●
16 Integrate the workplace 300 ▲ ▲ ▲ ▲ ▲ ● ● ● ● ● ● ● ● ●
Figure 1: Competencies chart
Between the process and particular competencies| Between general and particular competencies
▲:Functional link application ●: Functional link application
∆: Functional link existence ο: Functional link existence
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3.3 Flowchart
The flowchart of sequencing of learning is a schematic representation of the order of acquisition
of the competencies. It provides an overall planning of the entire training programme and shows
the relationship between the modules. This type of planning is to ensure consistency and
progression of learning. For each module, the flowchart shows the learning that is already in
place, the learning that is to take in parallel or later. The positions defined will have a decisive
impact on all subsequent pedagogical choices. The flowchart of the sequence of learning of the
modules of the training programme is presented on the following page.
Fundamental Mathematical Analysis 8
LAN 12
Figure 2: Flowchart
Computer skills 3 Providing quality customer service 3
Implementing S.H.E. Policies and procedures 3 Intermediate workplace english 3
Ikinyarwanda cy’umunyamwuga 3
Switching 12
Wireless Network indoor 12
Network Maintenance 7
Mechanics and properties of matter 4
Network fundamentals 8
Routing 12
Business plan development 3
Industrial Attachment Program -AIP 30
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ASSESSMENT GUIDELINES
4.1 Assessment Methodology
To assess knowledge, practical, and application skills through any form 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.
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).
Formative Assessment
The formative assessment is an assessment which is given progressively during the
training
This is applied on all types of modules (e.g. Complementary, General and Specific
modules)
Formative assessments are recommended to prepare the trainee for
summative/integrated assessment
Section
4
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Summative/Integrated Assessment
This is given at the end of the module delivery. It helps to make sure that the learner has
successfully acquired the competence and he is able to translate the knowledge, skills and
attitude into workplace situation.
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:
1. For YES or NO scoring of indicators in Summative/Integrated Checklist
The trainee can be declared competent based on the assessment CRITERIA and its respective
assessment indicators
Assessment Criteria Passing Line in the
assessment indicators
Quality of Process 90%
Quality of Product 100%
Relevance 90%
Rest of Criteria/ any other criteria
(example: Safety)
100%
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.
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1. During assessment, trainees with special needs (e.g. people with disability) should be
assisted accordingly.
2. It is the responsibility of the school to consider the status (competent/not yet competent)
of trainees and conduct reassessments when necessary
3. Respect of flowchart and chronogram particularly in considering the delivery of modules
which has prerequisite of a following/subsequent module is highly recomended
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)
- For trainees It is advised to finish and be declared competent on the 30 hours
content of IAP module written in the curriculum before going to workplace or
industry.
- The school should organize visit for all trainees in the workplace or industry to
confirm and assist IAP especially in filling up the logbook.
- An interview to the trainee should be conducted in the school after the IAP has been
completed and should be documented in the trainee portfolio.
- All completed logbooks should be part of the trainee portfolio.
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CompetenCom
petencece
C C M B P 4 0 1 - BUSINESS PLAN DEVELOPMENT
CCMBP401 Develop a business plan
REQF Level: 4 Learning hours
Credits: 3
Sector: All 30
Sub-sector: All
Issue date: November, 2017
Purpose statement
This module covers the skills, knowledge and attitude to develop a business plan which is linked
to organizational strategic outcomes and facilitates the achievement of service delivery. The
module will allow the learner to identify elements of business plan, develop business plan in
Competence
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line with the identified elements, establish strategies to monitor, evaluate and update the
business plan (Contingency plan) and present a business plan.
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Learning assumed to be in place
Not applicable
Elements of competency and performance criteria
Learning units describe the essential outcomes of a competency.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competency Performance criteria
1. Identify elements of business plan 1.1 Proper analysis of business environment in accordance
with identified business idea.
1.2 Appropriate conduct of business feasibility study in line
with business environment analysis results
1.3 Correct definition of business plan elements
2. Write a business plan in line with the
identified elements
2.1 Proper description of the elements of a business plan in
accordance with business environment analysis results.
2.2 Proper design of business production plan in line with
results from business environment analysis
2.3 Clear design of marketing plan in line with market
feasibility study and business products
2.4 Accurate develop of business staffing requirement plan
in line with business activities
2.5 Proper design of business financial plan in line with
business needs
2. Establish strategies to monitor,
evaluate and update the
business plan- contingency plan
3.1 Clear identification of risk in accordance with business
environment
3.2 Accurate assessment of risk associated to the business in
line with the business plan developed
3.3 Clear explanation of business contingency plan concepts
3.4 Accurate development of contingency plan in
accordance of assessed risks
4. Present a business plan
1.1 Accurate preparation of business plan presentation in
accordance with business plan Clearly explain Clear
different ways to present the business plan
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1.2 Appropriate presentation of a business plan
1.3 Present a business plan
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Learning Outcome 1.1: Analyse business environment in accordance with identified business idea.
Meaning of business environment in
accordance with identified business
idea:
Business environment
Business situation
Explaining types of business environment.
Internal environment
Financial resources
Assets
Human resources
Technological resources
External environment
Suppliers of Inputs
Customers
Marketing Intermediaries
Competitors
Publics
Economic environment
Social and Cultural environment
Political and Legal environment
Technical environment
o Brainstorming
o Questions and answers
o Story telling
o Problem solving
o Role play
o Practical exercise
- Flipchart
- Marker pen
- Internet
- Reference books
- Case studies
- scenarios
- SWOT analysis
template
- Industry trends
analysis
template
Learning unit
LU 1: Identify elements of business plan.
1
Learning Outcomes:
1. Analyze business environment in accordance with identified business idea.
2. Conduct business feasibility study in line with business environment analysis results
3. Define elements of business plan 4 Hours
Content Learning
activities
Resources
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Demographical environment
Natural environment
Learning Outcome 1.1: Analyse business environment in accordance with identified business idea. (Cont’d)
Analyzing current industrial trends:
Industry rivalry (Degree of
competition among existing
firms)
Treat of substitutes (products
or services)
Bargaining power of buyers
Bargaining power of suppliers
Barriers to entry (threat of new
entrants)
Explaining SWOT analysis of the
business
o Brainstorming
o Questions and answers
o Story telling
o Problem solving
o Role play
o Practical exercise
- Flipchart
- Marker pen
- Internet
- Reference books
- Case studies
- scenarios
- SWOT analysis template
- Industry trends analysis
template
Formative Assessment 1.1
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
Oral evidence
Product evidence
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced industrial analysis
Content Learning
activities
Resources
Performance criterion
Proper analysis of business environment in accordance with identified
business idea.
17 | P a g e
Checklist Score
Yes No
Indicator 1: Business environment in accordance with identified business idea is analyzed
Business environment is defined
Business situation is defined
Indicator 2: Types of business environment are explained
Internal environment
Financial resources
Assets
Human resources
Technological resources
External environment
Suppliers of Inputs
Customers
Marketing Intermediaries
Competitors
Publics
Economic environment
Social and Cultural environment
Political and Legal environment
Technical environment
Demographical environment
Natural environment
Indicator 3: Current industrial trends analysis are applied
Industry rivalry (Degree of competition among existing firms)
Treat of substitutes (products or services)
Bargaining power of buyers
Bargaining power of suppliers
Barriers to entry (threat of new entrants)
Indicator 4: SWOT analysis of the business is explained
Observation
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Learning Outcome 1.2: Conduct business feasibility study in line with business environment analysis results
Meaning of business feasibility study
Identifying the purpose of business
feasibility study.
Explaining the components of business
feasibility study:
Product feasibility
Market feasibility
Organizational feasibility
Financial feasibility
Recommendations and conclusion
Analyzing steps involved in feasibility
analysis:
Step 1. Conduct a preliminary
analysis
Step 2. Prepare a projected income
statement
Step 3. Conduct a market survey
Step 4. Plan business organization
and operations
Step 5. Prepare an opening day
balance sheet
Step 6. Review and analyze all data
Step 7. Make "go/no go" decision
o Brainstorming
o Questions and answers
o Problem solving
o Story telling
o Practical exercise
- Flipchart
- Marker pen
- Pen
- Internet
- Reference books
- Case studies
- scenarios
- Feasibility study
template
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
Product evidence
Multiple choice exercises Essay& Cases study
Content Learning
activities
Resources
Performance criterion
Appropriately conduct business feasibility study in line with business
environment analysis results
19 | P a g e
True or false questioning Sentence completion Problem solving A produced business feasibility study.
Checklist Score
Yes No
Indicator 1: Business feasibility study in line with business environment analysis results are conducted
Meaning of business feasibility study
Purpose of business feasibility study
Indicator 2: Components of business feasibility study is explained
Product feasibility
Market feasibility
Organizational feasibility
Financial feasibility
Recommendations and conclusion
Indicator 3: Components of business feasibility study are identified
Product feasibility
Market feasibility
Organizational feasibility
Financial feasibility
Recommendations and conclusion
Indicator 3:
Indicator 4: Steps involved in feasibility analysis are explained
Step 1. Conduct a preliminary analysis
Step 2. Prepare a projected income statement
Step 3. Conduct a market survey
Step 4. Plan business organization and operations
Step 5. Prepare an opening day balance sheet
Step 6. Review and analyze all data
Step 7. Make "go/no go" decision
Observation
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Learning Outcome 1.3:Define elements of business plan
Meaning of the term business plan
Differentiating business plan from project plan
Explaining the Importance of the business plan
Identifying the needs of the business plan: Internal use External use
Describing elements of business plan: Title/cover Page Executive Summary Description of the business Production plan Marketing plan Business staff plan Financial plan
Identifying risks associated to the business
Meaning of business risk Types of risks associated to
the business activities
o Brainstorming o Questions and answers o Story telling o Problem solving o Small group discussion
- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - scenarios
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 Multiple choice exercises
Content Learning
activities
Resources
Performance criterion
Correctly define elements of business plan
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Performance
Essay& Cases study True or false questioning Sentence completion
Checklist Score
Yes No Indicator 1: Elements of a business plan are explained
Meaning of the term business plan
Importance of the business plan
The needs of the business plan
Internal use
External use
Indicator2: Elements of business plan are identified
Title/cover Page Executive Summary
Description of the business
Production plan
Marketing plan Business staff plan
Financial plan
Indicator 3: Risks associated to the business are identified
Meaning of business risk
Types of risks associated to the business activities
Observation
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Learning unit
LU 2: Write a business plan in line with the identified elements
2
Learning Outcomes:
1. Describe the business plan 2. Design business production plan in line with results from business
environment analysis 3. Design marketing plan in line with market feasibility study and
business products 4. Design business staff in line with business activities 5. Develop business financial plan in line with business needs
20 Hours
Learning Outcome 2.1: Describe the business plan
Describing the elements of the business plan: Title Page
Business name Business logo Product mark Address Name of person who
developed the business In which month and year
plan is issued. Executive summary
the name and location of the business
Type of business to be done
the industry/market of the business
the uniqueness of the products/services and what proprietary rights of the business
o Oral presentation o Brainstorming o Questions and answers o Practical exercise
- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - Business plan template
Including questions that guiding trainee to write a business plan
Content Learning
activities
Resources
23 | P a g e
the current stage of development for the venture
the legal form of the organization and why
the key management personnel and what skills do they have that will help the business
Learning Outcome 2.1: Describe the business plan (Cont’d)
Executive summary (Cont’d) Projection of sales the break-even point Who is requesting the funds For what purpose are the funds
being requested the expected benefits of this
investment to your company funds repayment collateral to be used to secure a loan The business financial milestones
Description of the business The rationale of the business idea Structure of the business What is the type of the business
(Manufacturing? Services? Construction?
Business mission Business vision Business objectives Competitive advantage of the
business
o Oral presentation o Brainstorming o Questions and answers o Practical exercise
- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - Business plan template
Including questions that guiding trainee to write a business plan
Formative Assessment 2.1
Content Learning
activities
Resources
Performance criterion
Proper description of the business in accordance with business environment
analysis results
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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
Product
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced business caver page and description of the
business.
Checklist Score
Yes No
Indicator: Business plan is described
Title Page
Business name
Business logo
Product mark
Address
Name of person who developed the business
In which month and year plan is issued.
Executive summary
the name and location of the business
Type of business to be done
the industry/market of the business
the uniqueness of the products/services and what proprietary rights of the business
the current stage of development for the venture
the current stage of development for the venture
the legal form of the organization and why
the key management personnel and what skills do they have that will help the business
Projection of sales
the break-even
Who is requesting the funds
For what purpose are the funds being requested
the expected benefits of this investment to your company
funds repayment
collateral to be used to secure a loan
the business financial milestones
Description of the business are identified
The rationale of the business idea
Structure of the business
25 | P a g e
What is the type of the business (Manufacturing? Services? Construction?
Business mission
Business vision
Business objectives
Competitive advantage of the business
Observation
Learning Outcome 2.2: Design business production plan in line with results from business environment analysis
Designing business production plan
Identifying business premises and plant location
Location and reason of the choice
House or land for the production
Estimating required equipment and machinery types quality quantity for the production
Designing production planning process under which the production will pass through Estimating raw materials Identifying competing
technologies The technology to be used during
The production process technologies that should be
developed by other and affect your business
o Oral presentation o Brainstorming o Questions and answers o Practical exercise
- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - Business plan
template Including questions that guiding trainee to write a business plan
Content Learning
activities
Resources
26 | P a g e
Learning Outcome 2.2: Design business production plan in line with results from business environment analysis (Cont’d)
Estimating Manufacturing and operations costs:
the cost of manufacturing Reduction of the manufacturing cost
Identifying the qualities control and ongoing service plan to avoid defects or
imperfections of products Monitoring or inspection that you
intend to build into the production process
strategies will you use to satisfy the customer changing preferences
Accomplishing labor requirements Types of workers needed during
production process the required skills of each workers
Designing production operations Identifying utilities and office
consumables needed in the production
Water Fuel Electricity
Identification of required packaging equipment
Types of materials that you will use to package your product
Source of supply and the quantity needed
The terms and conditions of suppliers
Explaining the importance of business production plan:
Customer service enhancement Inventory control Plant morale improvement Idle time reduction Quality improvement
o Oral presentation o Brainstorming o Questions and answers o Practical exercise
- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - Business plan
template Including questions that guiding trainee to write a business plan
Content Learning
activities
Resources
27 | P a g e
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
Oral
Product
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced production plan of the business.
Checklist Score
Yes No
Indicator 1 : business production plan in line with results from business environment analysis is designed
The product is designed Business premises and plant location are identified Required equipment and machinery are estimated Production planning is designed Raw materials are estimated Competing technologies are identified Manufacturing and operations costs are estimated
Performance criterion
Proper designing of business production plan in line with results from
business environment analysis
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Quality control and ongoing service are identified Labor requirements are identified Production operations are identified Utilities and office consumables are identified Required packaging equipment are identified Importance of business product is explained
Indicator 2: The importance of business production plan is explained:
Customer service enhancement Inventory control Plant morale improvement Idle time reduction Quality improvement
Observation
Learning Outcome 2.3: Design marketing plan in line with market feasibility study and business products
Designing marketing plan: Market research (Customer description) Market analysis
Geographical location of the customers
The size of the different market segments?
The current and past trends affecting the market you plan to enter
Competition analysis Major competitors The SWOT of your competitors
Use their weakness to compete them
Strategy to address the threats Description of target market
Core customer Group of customers that made you to
start your business Defining marketing objectives
Market share
o Oral presentation
o Brainstorming
o Questions and answers
o Practical exercise
- Flipchart
- Marker pen
- Pen
- Internet
- Reference books
- Case studies
- Business plan
template Including
questions that
guiding trainee to
write a business
plan
Content Learning
activities
Resources
29 | P a g e
The level of sales Market intermediaries Explaining 5ps of marketing mix:
Product description: Price of products/services Place Promotion People
Learning Outcome 2.3: Design marketing plan in line with market feasibility study and business products (Cont’d)
Developing market strategies What will be the partners
of your business? How will you manage your
customers? How will you increase
market share? Ongoing marketing evaluation
What methods will you use to track customer satisfaction
What methods will you use to track the effectiveness of your marketing activities
What communication will you use to get feedback from customers
Elaborating marketing budget: What will be the cost of marketing activities
- Oral presentation
- Brainstorming
- Questions and answers
- Practical exercise
- Flipchart
- Marker pen
- Pen
- Internet
- Reference books
- Case studies
- Business plan
template Including
questions that guiding
trainee to write a
business plan
Formative Assessment 2.3
Content Learning
activities
Resources
Performance criterion
Clearly design marketing plan in line with market feasibility study and
business products
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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
Product
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced marketing plan of the business plan.
Checklist Score
Yes No
Indicator: Marketing plan in line with market feasibility study and business products are designed
Market research Target market is identified Marketing objectives are set Product is described Price is set Place is identified Promotion is developed Market strategies are developed Ongoing marketing is evaluated Marketing budget is elaborated
Observation
Learning Outcome 2.4: Design business staff in line with business activities
Designing business staff in line with business activities
Job analysis What are the business activities?
Job description
o Oral presentation o Brainstorming o Questions and answers o Practical exercise
- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies
Content Learning
activities
Resources
31 | P a g e
How each task will be performed?
Job specifications: What are the performances requirements to a specific task? Organizational structure:
What is the hierarchy of the staff
- Business plan template Including questions that guiding trainee to write a business plan
Formative Assessment 2.4
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
Oral
Product
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced developed business staff.
Checklist Score
Yes No
Indicator: business staff in line with business activities is designed
Job analysis designed
Job description designed
Job specifications designed
Organizational structure designed
Observation
Learning Outcome 2.5: Develop business financial plan in line with business needs
Performance criterion
Accurately develop business requirements in terms of staffing in line with
business activities
32 | P a g e
Develop business financial plan in line with business needs
Estimating total cost Establishing start-up
requirements plan: Cost items (what are the
cost items your business will need in its first year of implementation
Cost: how much each item cost?
Source of funds: what are the source of fund; what is the share owner?
Projected cash flow statement for the first three years.
What is the estimated profit in three years?
Details Period of twelve months
Projected Income: profit & loss statement for the first three years
Projected balance sheet for the first three years. Liquidity ratio: Debt Equity ratio Return of investment ratio
Calculating breakeven point Calculating payback period: Projected sales plan Loan payment plan
o Oral presentation o Brainstorming o Questions and answers o Practical exercise
- Flipchart - Marker pen - Pen - Internet - Reference
books - Case studies - Business plan
template Including questions that guiding trainee to write a business plan
Formative Assessment 2.5
Assessor may collectamong the following evidences and make judgements on whether the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Content Learning
activities
Resources
Performance criterion
Properly design business financial plan in line with business needs
33 | P a g e
Written evidence
Oral
Product
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced business financial plan.
Checklist Score
Yes No
Indicator: Business financial plan in line with business needs are developed Total cost is estimated Start-up requirements plan is established Income (Profit & Loss) statement for the first three years is projected Balance sheet for the first three years is projected Cash flow statement for the first three years is projected Liquidity ratio is calculated Debt equity ratio is calculated Return of investment ratio is calculated Breakeven point is calculated Payback period is calculated Projected sales is planned Loan payment is planned
Observation
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Learning Outcome 3.1: Analyse risk in accordance with business environment
Analyzing risk in accordance with business environment
Importance of risk analysis Describe steps involved in
risk analysis. Identify the risk Analyze the risk Evaluate /rank the risk Treat the risk Monitor and review the
risk Threats identification tools:
SWOT Analysis PESTEL Analysis
Estimate risks (Quantitative Qualitative)
Risk estimation tools: Risk impact chart Probability chart
o Oral presentation
o Brainstorming
o Questions and answers
o Practical exercise
- Flipchart
- Marker pen
- Pen
- Internet
- Reference books
- Case studies
- Risk analysis
template
U 3:Establish strategies to monitor evaluate and update the business plan (Contingency plan).
3
Learning Outcomes:
1. Analyze risk in accordance with business environment 2. Assess identified risks in accordance with business plan
developed 3. Explain business contingency plan concepts 4. Development contingency plan in accordance of assessed risks
3 Hours
Content Learning
activities
Resources
35 | P a g e
Formative Assessment 3.1
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
Oral
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist
Checklist Score
Yes No
Indicator: Risk in accordance with business environment is analyzed
Importance of risk analysis is explained
Risk analysis is explained
Steps involved in risk analysis are explained
Observation
Performance criterion
Clearly identify risk in accordance with business environment
36 | P a g e
Learning Outcome 3.2: Assess identified risks in accordance with business plan developed
Explaining factors influencing risks
assessment
SWOT analysis
What factors are critical for
the success of your plan?
What risk does your plan
should face?
Analyze the source of the
risk, the probability of it
happening and the effects
What are the mitigation
measures to avoid these
risks?
Define operational plan
PESTEL analysis
What factors are critical
for the success of your
plan in relation with
politics, economy, social,
technological,
environment and legal
What measures can you
take to avoid these risks
Define operational plan
o Brainstorming
o Oral presentation
o Small group discussion
o Documentary research
o Internet research
o Practical exercise
o Questions and answers
- Flipchart
- Markers
- Pen
- Internet
- Reference books
- Case studies
- Business plan
- Computer
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
Oral
Multiple choice exercises Essay& Cases study
Content Learning
activities
Resources
Performance criterion
Accurately assess risk associated to the business in line with the business
plan developed
37 | P a g e
True or false questioning Sentence completion Observation checklist
Checklist Score
Yes No
Indicator: Assess identified risks in accordance with business plan are developed
Factors influencing risks assessment are identified
SWOT is analyzed Critical factors for the success of the plan are identified
Risks associated to the business are identified
Source of the risk, the probability of its happening and the effects are explained
What measures can you take to avoid these risks?
Define operational plan
PESTEL analysis
What factors are critical for the success of your plan in relation with politics,
economy, social, technological, environment and legal
Mitigation measures to avoid the risks are described
Operational plan is defined
Observation
Learning Outcome 3.3: Explain business contingency plan concepts
Explaining business contingency
plan concepts
Definition of business contingency
plan
Purpose of contingency plan
Importance of contingency
plan:
o Brainstorming on identifying
meaning of key words
o Oral presentation
o Small group discussion
o Questions and answers
o Documentary research
o Internet research
- Flipchart
- Markers
- Pen
- Internet
- Reference books
- Case studies
- Business plan
- Computer
Content Learning
activities
Resources
38 | P a g e
Reduces the Risk of uncertainty. Future is unpredictable. ...
Continuity of Work. ... Increases credit
availability. ... Prevents Panic.
Steps of business contingency
plan:
Develop the contingency planning policy statement. ...
Conduct the business impact analysis (BIA). ...
Identify preventive controls. ...
Create contingency strategies. ...
Develop an information system contingency plan. ...
Ensure plan testing, training, and exercises. ...
Ensure plan maintenance.
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
Oral
Product
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced schedule
Checklist Score
Yes No
Performance criterion
Briefly explain business contingency plan concepts
39 | P a g e
Indicator : business contingency plan concepts are explained Business Contingency plan is defined
Purpose of contingency plan is stated
Importance of contingency plan is explained
Steps of business contingency plan are illustrated
Observation
Learning Outcome 3.4: Development of contingency plan in accordance of assessed risks
Identifying Steps involved in contingency
plan
Identifying requirements related to
specific contingency plan
Cost Calculation of identified
requirements
Appreciation of company capacity
to cover identified risks
Decide choice to undertake
Adaptation
Complementarity
Abandon
Creating specific strategies to make the
contingency plan operational
Describe the risk statement
Define the protocol
o Brainstorming
o Oral presentation
o Small group discussion
o Documentary research
o Internet research
o Practical exercise
o Questions and answers
- Flipchart
- Markers
- Pen
- Internet
- Reference books
- Case studies
- Role play scenarios
- Business plan
- Computer
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
Content Learning
activities
Resources
Performance criterion
Accurately develop contingency plan in accordance of assessed risks
40 | P a g e
Written evidence
Oral
Product
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced contingency
Checklist Score
Yes No
Indicator 1: Development of contingency plan in accordance of assessed risks are explained
Steps involved in contingency plan Requirements related to specific contingency plan are identified
Cost of identified requirements are calculated
Company capacity to cover risks identified is appreciated
Choice to undertake is decided
Indicator 2: Specific strategies to make the contingency plan operational is created
Risk statement is described
The protocol is defined
Observation
41 | P a g e
Learning unit
LU 4: Present a business plan
4
Learning Outcomes:
1. Explain different ways to present the business plan 2. Explain different ways to present the business plan 3. Present a business plan
3 Hours
Learning Outcome 4.1: Explain different ways to present the business plan
Describing the purpose of business plan
presentation Financing support Strategic orientation Attracting investors
Explaining the types of business plan presentation preparation: Content preparation Material preparation Psychological preparation
Identifying the steps involved in preparation of business plan presentation
Analyze your audience Select a topic Define the objective of the presentation
of business plan. Prepare the body of the business plan to
be presented and anticipate the questions from audience
Prepare the suggestions and conclusion. Practice delivering the presentation of
business plan
Presentation of the content Business idea
o Brainstorming
o Small group discussion
o Questions and answers
o Practical exercise
- Flipchart
- Markers
- Pen
- Internet
- Reference books
- Case studies
- play scenarios
- Computer
Content Learning
activities
Resources
42 | P a g e
Market Marketing strategy
Formative Assessment 4.1
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
Oral
Product
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced presentation of business plan
Checklist Score
Yes No
Indicator 1: Purpose of business plan presentation is described
Financing support
Strategic orientation
Attracting investors
Indicator 2: Types of required business plan presentation preparation are explained Content preparation
Material preparation Psychological preparation
Indicator 3: Steps involved in preparation of business plan presentation are identified The audience analyzed
The topic is selected The objective of the presentation of business plan is defined
The body of the business plan to be presented is prepared and the questions from audience are anticipated
Suggestions and conclusion are prepared
Delivering the presentation of business plan is practiced
Performance criterion
Accurately prepare of business plan presentation in accordance with business
plan
43 | P a g e
Indicator 4: The business plan content is presented
Business idea Market
Marketing strategy
Observation
Formative Assessment 4.2
Learning Outcome 4.2: Explain different ways to present the business plan
Defining parties to present the business
plan:
shareholders
stakeholders
Explaining procedures involved in
business plan presentation:
Connect with your audience
Business like
Simple language
Presentation touch at a
personal level
Paint a picture in your
audience’ minds
Pick out great images and
visual
Lasting impression
Put credibly content
Use statistics and data
Charts
Graph
o Brainstorming Questions
and answers
o Small group discussion
o Role play
- Flipchart
- Markers
- Pen
- Internet
- Reference books
- Case studies
- scenarios
- Computer
- Internet
Content Learning
activities
Resources
44 | P a g e
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
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist
Checklist Score
Yes No Indicator 1: Different parties to present the business plan are explained
Shareholders
Stakeholders
Indicator 2 : Procedures involved in business plan presentation are explained
Connect with your audience
Business like
Simple language
Presentation touch at a personal level
Paint a picture in your audience’ minds
Pick out great images and visual
Lasting impression
Put credibly content
Use statistics and data
Observation
Performance criterion
Clearly explain different ways to present the business plan
45 | P a g e
Learning Outcome 4.3: Present a business plan
Explaining techniques to present your business plan Only write key points Don’t read them, speak about
them Use visualization, pictures,
symbols, colours, tables Short, concise, come to the point,
not more than 10 min. React positive to questions Use body language, voice,
appearance Try to convince Integrating comments,
suggestions and remarks in the business plan
Planning to maintain and enforce relationship with stakeholders (audience) for further collaboration
o Brainstorming o Small group discussion o Questions and answers o Role play
o Internet o Reference books o Case studies o scenarios o Computer
Formative Assessment 4.3
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
Oral
Performance
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist Video Photos
Content Learning
activities
Resources
Performance criterion
Appropriately present a business plan
46 | P a g e
Checklist Score
Yes No
Indicator :Techniques to present your business plan are explained
write key points
Integrating comments, suggestions and remarks in the business plan is explained
Planning to maintain and enforce relationship with stakeholders (audience) for
further collaboration is explained
Use body language,
Don’t read them, speak about them
Use visualization, pictures, symbols, colors, tables
Short, concise, come to the point, not more than 10 min.
React positive to questions
Observation
References:
1. Omagor, P. a. (2010). Entrepreneurship education for advanced level students.
2. Ssempijja, M. (2011). Entrepreneurship education for advanced level and business institutions,
third edition. Uganda: Kyambogo University.
3. SANGSTER, F. W. (2005). Bussiness accounting, tenth edition. UK: Pearson Education Limited.
4. Read more: http://www.businessdictionary.com/definition/breakeven-point.html
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Competecnce
Ccompetennn
C C M C S 4 0 1 - COMPUTER SKILLS
CCMCS401 Apply Computer Skills
REQF Level: 4 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: November, 2017
Purpose statement
The use of ICT in several areas has grown appreciably in recent years. ICT products are now used by most people, ranging from mobile phones and digital TVs through to personal computers and the World Wide Web. This qualification focuses on providing skills, experience and confidence for those learners who struggle to make the most of technology to demonstrate creative thinking, problem solving and knowledge construction. It focuses on completing workplace tasks, such as creating documents with text, graphics and numerical information using commonly used tools such as: Microsoft Office – Excel, PowerPoint. Also the leaner will have the skills on how to protect the data in the computer systems.
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Learning assumed to be in place Not applicable
Elements of competency and performance criteria
Learning units describe the essential outcomes of a competency.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competency Performance criteria
1. Describe the operating
system
1.1 Proper introduction of operating system
1.2 Proper description of operating system components
1.3 Proper description of operating system types
1.4 proper description of operating system file system
2. Customize the computer
features
2.1 Proper identification of customer requirements for an
operating system
2.2 Proper Identification of Minimum Hardware Requirements
for operating system to be used
2.3 Proper customization of operating system
3. Protect computer system
3.1 Proper installation of software utilities according to the
manufacturer specifications
3.2 Regular scanning of computer and elimination of virus as per
safety standards
3.3 Accurate backup and restoration of computer data based on
OS installation
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Learning unit
LU 2: Describe the operating system
1
Learning Outcomes:
1. Introduce the operating system 2. Describe the components of operating system 3. Describe the types of operating system 4. Describe the operating system file system
15 Hours
Learning Outcome 1.1: Introduce the operating system
Introduction to operating system Definition Features
Basic functions of operating system Intermediator Process Management File Management Memory
Management Security Job Scheduling
Brainstorming on operating system
Group discussions on basic functions of operating system
- Computer - Projector - Whiteboard - Marker - Duster - Internet
Formative Assessment 1.1
Content Learning
activities
Resources
Performance criterion
Proper introduction of an operating system
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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
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation)
Checklist Score
Yes No
Indicator: Operating system is introduced Definition Features Indicator: Basic functions of operating system are described Intermediator Process Management File Management Memory Management Security Job Scheduling
Observation
Learning Outcome 1.2:Describe components of operating system
User interface Graphical user interface
(GUI). Shell(CLI)
Kernel micro kernel monolithic kernel
o Demonstration on components of operating system
o Group discussions on
components of operating
system
- Computer - Projector - Whiteboard - Marker - Duster - Internet
Content Learning
activities
Resources
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File management system Disk-based Network-based Virtual
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
Oral evidence
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation )
Checklist Score
Yes No
Indicator: User interface is described
Graphical user interface (GUI).
Shell(CLI)
Indicator: kernel is described
Micro kernel
Monolithic kernel
Indicator : File management system is described
Disk-based
Network-based
Virtual
Observation
Performance criterion
Proper description of components of operating system
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Learning Outcome 1.3: Describe the types of operating system
Single-user, single task Android Blackberry iOS(iPhone OS) Windows 8 phone
Multi-user, multi-task Unix Lunix
Real Time Operating Systems
Industrial machine Laboratories
machine
Single-user, Multi-tasking Windows xp Windows vista Windows 7 Windows 8 Windows 10 Mac OS
o Group discussions on types of operating system
- Computer - Projector - Internet
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
Oral evidence
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation)
Content Learning
activities
Resources
Performance criterion
Proper description of operating system types
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Checklist Score
Yes No
Indicator: Single-user, single task operating system are described
Android
Blackberry iOS(iPhone OS) Windows 8 phone
Indicator : Multi-user, multi-task operating system are described Unix Lunix
Indictor: Real Time Operating Systems operating system are described Industrial machine Laboratories machine
Indicator : Single-user, Multi-tasking operating system are described Windows xp Windows vista Windows 7 Windows 8 Windows 10
Observation
Learning Outcome 1.4: Describe the operating system file system
File system role
File system types File Allocation Table (FAT12,
FAT16,FAT32,exFAT) New Technology File System
(NTFS). Apple file system (APFS) Hierarchical file system (HFS
and HFS Plus) Veritas File System(VFS)
o Brainstorming on file system
role
o Group discussion on file
system types
- Computer with OS installed
- Projector - Whiteboard - Marker - Duster - Internet
Formative Assessment 1.4
Content Learning
activities
Resources
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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
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation)
Checklist Score
Yes No
Indicator : File system types are described
File Allocation Table(FAT12,FAT16,FAT32,exFAT) New Technology File System (NTFS). Apple file system (APFS) Hierarchical file system(HFS and HFS Plus) Veritas File System(VFS)
Observation
Performance criterion
Proper description of operating system file system
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Learning unit
LU 3: Customize computer features
2
Learning Outcomes:
1. Identify the customer requirements for an operating system 2. Identify the minimum hardware requirements for operating system
for operating system to be used 3. Customize the operating system
10 Hours
Learning Outcome 2.1:Identify the customer requirements for an operating system
Requirements to be
considered
Budget constraints
Compatibility with
current hardware
Compatibility with
new hardware
How the computers
will be used
Compatibility with
existing applications
Types of new
applications to be
used
o Brainstorming on operating system customer requirements
o Group discussions on operating system customer requirements
o Demonstration on operating
system customer requirements
- Computer - Projector - Internet
Formative Assessment 2.1
Content Learning
activities
Resources
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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
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation
Checklist Score
Yes No
Indicator: Customer requirement for an operating system are identified
Budget constraints
Compatibility with current hardware
Compatibility with new hardware
How the computers will be used
Compatibility with existing applications
Types of new applications to be used
Observation
Learning Outcome 2.2: Identify minimum hardware requirements for operating system to be used
Content Learning
activities
Resources
Performance criterion
Proper identification of customer requirements for an operating system
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Possible hardware upgrades RAM capacity Hard drive size CPU Video card memory and
speed Motherboard
o Group discussions on minimum hardware requirements
- Computers - Projector - Internet
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
Oral evidence
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation)
Checklist Score
Yes No
Indicator: Possible hardware upgrades are identified
RAM capacity
Hard drive size
CPU
Video card memory and speed
Motherboard
Observation
Performance criterion
Proper identification of minimum hardware requirements for operating system to be used
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Learning Outcome 2.3:Customize the operating system
User account creation
computer and windows explorer
Manage user account
Manage disk drives
Manage windows services
Schedule tasks with Task Scheduler
Check system events with Event Viewer
Verify your network shares with Shared Folders
Control panel utilities
o Brainstorming on operating system customization
o Demonstration on operating system customization
o Practical exercises on operating system customization
- Computers with OS installed
- Projector - Internet
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
Oral evidence
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation)
Performance Performance checklist
Checklist Score
Yes No
Indicator: operating system is customized
User account creation
computer and windows explorer
Manage user account
Content Learning
activities
Resources
Performance criterion
Proper customization of the operating system
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Manage disk drives
Manage windows services
Schedule tasks with Task Scheduler
Check system events with Event Viewer
Observation
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Learning unit
LU3: Protect computer system
3
Learning Outcomes:
1. Install software utilities 2. Scan and Eliminate virus 3. Backup and restore of computer data based on OS
5 Hours
Learning Outcome 3.1:Install software utilities
Description of software tools utilities Anti-virus Anti-malware Anti-spyware Adware Backup software Backup media
Installation of software tools\utilities Anti-virus Anti-malware Anti-spyware Adware Backup software Backup media
o Brainstorming on security software
o Group discussion on computer security
o Practical exercise on antivirus
installation
- Computer Lab with internet access
- Projector - White Board - Markers - Projector - Computer with OS
installed - Antivirus
Formative Assessment 3.1
Content Learning
activities
Resources
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Assessor may collectamong the following evidences and make judgements on whether the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written or Oral
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation)
Performance Performance checklist
Checklist Score
Yes No
Indicator: Software tools utilities are described
Anti-virus
Anti-malware
Anti-spyware
Adware
Backup software
Backup media
Indicator: Software tools utilities are installed
Anti-virus
Anti-malware
Anti-spyware
Adware
Backup software
Backup media
Observation
Performance criterion
Proper installation of software utilities according to the manufacturer
specifications
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Learning Outcome 3.2: Scan and Eliminate virus
Description of scan types Full system scan On demand scan On access scan
Description of scan mode Manual Automatic Scheduled
Virus elimination Elimination by neutralization Elimination by deleting Elimination by quarantine
o Presentation on computer virus scan types
o Brainstorming on computer virus scan
o Practical exercises on
computer virus scan
- Computer Lab with internet access
- Projector - Computer with OS
installed - Antivirus - White Board - Markers
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
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation)
Performance Performance checklist
Checklist Score
Yes No
Indicator: Scan type are described
Full system scan
On demand scan
On access scan
Indicator: Scan mode is described
Content Learning
activities
Resources
Performance criterion
Regular computer scan and elimination of virus as per safety standards
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Manual
Automatic
Scheduled
Indicator: Virus are eliminated
Neutralization
Deleting
Quarantine
Observation
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Learning Outcome 3.3: Backup and restore of computer data based on OS
Selection of backup types Normal/Full backup Copy backup Differential backup Incremental backup Daily backups
Selection of common backup devices Tape drive Digital audio
tape(DAT) drives Auto-loader tape
systems Magnetic optical
drives Removable disks Disk drives
Selection common restore devices HHD/SSD USB/ Flash Driver Tapes drives Magnetic optical
drives CDs DVDs Disc drives
o Brainstorming on backup types o Practical exercises on backup o Practical exercises on restore
- Computer Lab with internet access
- Projector - Computer with OS
installed - White Board - Markers - HHD/SSD - USB/ Flash Driver - Tapes drives - Magnetic optical drives - CDs - DVDs - Disc drives
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
Oral
Performance
Matching Sentence completion Ticking
Content Learning
activities
Resources
Performance criterion
Accurate backup and restore of computer data based on OS installation
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Expose (presentation ) Task on backing up data
Checklist Score
Yes No
Indicator: Backup types are described
Normal/Full backup
Copy backup
Differential backup
Incremental backup
Daily backups
Indicator: Common backup devices are selected
Tape drive
Digital audio tape(DAT) drives
Auto-loader tape systems
Magnetic optical drives
Removable disks
Disk drives
Indicator: Common restore devices are selected
Tape drive
Digital audio tape(DAT) drives
Auto-loader tape systems
Magnetic optical drives
Removable disks
Disk drives
Observation
References:
1. https://www.researchgate.net/publication/283778784_Introduction_to_Operating_System
2. https://www.cl.cam.ac.uk/teaching/1011/OpSystems/os1a-slides.pdf
3. https://www.ukessays.com/essays/computer-science/classification-of-operating-systems-ii-
computer-science-essay.php
4. https://support.microsoft.com/en-us/windows/backup-and-restore-in-windows-352091d2-bb9d-
3ea3-ed18-52ef2b88cbef
5. https://cce.sydney.edu.Sau/course/BCEI
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Competence
C C M E N 4 0 1 - INTERMEDIATE WORKPLACE ENGLISH
CCMEN401 Use intermediate English at the workplace
REQF Level: 4 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: September, 2021
Purpose statement
This module describes the skills, knowledge and attitudes to be acquired for level four trainees. The trainee will be able to present personal ideas and opinions, discuss selected topics of interest, build a convincing argument to support or refute an opinion, support or refute an idea in a debate/discussion, use proper terminology to report facts, describe, explain and state facts , use tenses accurately, write structured factual, descriptive and explanatory texts on a range of topics, produce correspondence texts stating, describe facts in the workplace, produce small scale-reports on trade-related issues, read medium texts on general and trade-related topics, identify different reading techniques, select and apply reading techniques to different texts, draw inferences from medium-length texts ,Identify listening strategies, select appropriate listening
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strategy depending on the listening purpose, apply listening strategies while listening to audio messages use nonverbal clues to detect messages implied by the speaker.
Module prerequisites
Pre- intermediate workplace English
Elements of competency and performance criteria
Learning units describe the essential outcomes of a competency.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competency Performance criteria
1. Write factual, descriptive, and
explanatory texts
1.1 Effective use of proper terminology to report facts 1.2 Correct use of tenses to describe, explain and state
facts accurately 1.3 Clear distinction of factual, description and
explanatory paragraphs 1.4 Appropriate writing of well-structured descriptive,
factual, and explanatory texts on a range of topics 1.5 Accurate production of correspondence texts (letters,
emails) stating, explaining, or describing facts at the workplace
1.6 Appropriate redaction of small-scale reports on trade-related issues (field visits, industrial attachments)
2. Apply a range of listening strategies
to understand predictable
messages
2.1 Accurate identification of different listening strategies
2.2 Proper selection of a listening strategy depending on the listening purpose
2.3 Active application of listening strategies while listening to audio messages
2.4 Adequate use of non-verbal clues (intonation, tone, body movement) to detect messages implied by the speaker
3. Discuss general and trade-related
topics
3.1 Proper presentations of personal ideas and opinions during discussions of selected topics of interest
3.2 Proper detection and avoidance of argumentation fallacies in debates and discussions
3.3 Adequate building of arguments to support or refute an opinion (elements and types of an argument
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Elements of competency Performance criteria
4. Read medium texts on general and
trade-related topics
4.1 Accurate identification of different reading techniques (skimming, scanning, extensive reading, critical reading)
4.2 Proper selection of a reading technique depending on the reading purpose and material
4.3 Active application of reading techniques while reading different texts messages
4.4 Proper demonstration of the ability to understand the inferences made in a range of medium length texts
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Learning unit
LU 1: Write factual, descriptive, and explanatory texts.
1
Learning Outcomes:
1. Use proper terminology to report facts 2. Describe, explain and state facts using tenses accurately 3. Distinguish factual, description and explanatory paragraphs 4. Write well-structured factual, descriptive, and explanatory texts on a
range of topics 5. Production of correspondence texts (letters, emails) stating,
explaining, or describing facts at the workplace 6. Produce small-scale reports on trade-related issues (field visits,
industrial attachments)
10 Hours
Learning Outcome 1.1:Use proper terminology to report facts
Expressing facts
Expressions used in
outlining facts
The fact is that…
The (main) point is
that …
This proves that …
What it comes down to
is that …
It is obvious that …
It is certain that …
One can say that …
It is clear that…
There is no doubt that …
Comparing and reporting facts
Using comparatives and
superlatives
Quantifiers and modifiers
o Group discussions
o Dialogues
o Role plays
o Short presentations
o Practical writing exercises
o Modelling
Projector
Computer
Flipcharts
Markers
Scenarios
Trainee
manuals
Stationeries
Lesson plans
Reference
books
Written
speeches
Newspaper
reports
Formative Assessment 1.1
Content Learning
activities
Resources
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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
Presentations
Sentence completion
Matching
Writing practice
Task: Using comparatives and superlatives, report key information
facts at your workplace.
Checklist Score
Yes No
Indicator : Expressions are well used in outlining facts
The fact is that…
The (main) point is that …
This proves that …
What it comes down to is that …
It is obvious that …
It is certain that …
One can say that …
It is clear that…
There is no doubt
Indicator: Comparing and reporting facts are well used
Using comparatives and superlatives
Quantifiers and modifiers
Observation
Performance criterion
Appropriate use of proper terminologies to report facts
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Learning Outcome 1.2: Describe, explain and state facts using tenses accurately
Using present tenses to
describe, explain and state
present facts
Simple present
Present continuous
Present perfect
Present perfect
continuous
Using past tenses to
describe, explain and state
past facts
Simple past
Past continuous
Past perfect
Past perfect continuous
o Dialogues
o Storytelling
o Short presentations
o Practical writing
exercises
o Modelling
o Brainstorming
o Vocabulary Games
Audiovisual materials
Projector
Computer
Flipcharts
Markers
Lesson plans
Recordings
Reference books
Photos or pictures
Written speeches
Newspaper reports
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
Performance
Writing practice
Discussions
Matching
Task: Describe present facts about your career using appropriate
tenses
Checklist Score
Yes No
Indicator : Present tenses are well used to describe , to explain and state facts
Content Learning
activities
Resources
Performance criterion
Describe, explain and state facts using tenses accurately
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Simple present
Present continuous
Present perfect
Present perfect continuous
Indicator : Past tenses are well used to describe , to explain and state facts
Simple past
Past continuous
Past perfect
Past perfect continuous
Observation
Learning Outcome 1.3: Distinguish descriptive, factual and explanatory paragraphs
Descriptive paragraph
Paragraph arrangement Sensory details Precise language Dominant impression Figurative language and
compelling adjectives.
Factual paragraph Paragraph arrangement Factual description
Explanatory paragraph Paragraph arrangement Transitions Evidences and examples
o Group discussions
o Brainstorming
o Group works
-Newspapers -Books -Written speeches
Content Learning
activities
Resources
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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
Oral
Writing practice
Discussions
Matching
True or false questions
Task: Classify the paragraphs given to you by the teacher according
to their types
Checklist Score
Yes No
Indicator: Characteristics of a descriptive paragraph are well distinguished
Paragraph arrangement
Sensory details
Precise language
Dominant impression
Figurative language and compelling adjectives.
Indicator: Characteristics of a factual paragraph are well distinguished
Paragraph arrangement
Factual description
Indicator: Characteristics of a explanatory paragraph are well distinguished
Paragraph arrangement
Transitions
Evidences and examples
Observation
Learning Outcome 1.4: Write well-structured factual, descriptive, and explanatory texts on a range of topics
Content Learning
activities
Resources
Performance criterion
Clear distinction of descriptive, factual and explanatory paragraphs
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Sentence structure
Compound sentences
Coordinative
conjunction
Complex sentences
Main clauses
Subordinate clause
Subordinate
conjunctions
Compound complex
sentences
Text structure
Narrative text
Argumentative text
Descriptive text
Explanatory texts
o Group works
o Pair work
o Jumbled paragraphs
o Gap-fill
Audiovisual
materials
Projector
Computer
Flipcharts
Markers
Lesson plans
Recordings
Reference books
Photos or pictures
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
Matching
Writing practice Presentation Task: Write a short essay describing your career dreams
Checklist Score
Yes No
Indicator: Sentences are well-structured
Performance criterion
Write well-structured factual, descriptive, and explanatory texts on a
range of topics
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Compound sentences
Complex sentences
Compound complex sentences
Indicator:The text is well-structured
Narrative text
Argumentative text
Descriptive text
Explanatory texts
Observation
Learning Outcome 1.5: Production of correspondence texts (letters, emails) stating, explaining, or describing facts at the workplace
Introduction to business letters
Parts of a business letter
Introduction to email
correspondence
Parts of an email
Strategies for writing a good
Write a meaningful subject
line
Keep the message focused
Proofread
Show respect and restraint
o Pair work
o Jumbled paragraphs
o Gap-fill
o Peer feedback
o Practical exercises on
email writing
o Practical exercises on
business letters
Audiovisual
materials
Projector
Computer
Flipcharts
Markers
Lesson plans
Recordings
Reference books
Photos or pictures
Letter samples
Content Learning
activities
Resources
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Formative Assessment 1.5
Assessor may collecta3mong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Writing practice Task: Compose an email outlining some of the challenges you
face at work.
Checklist Score
Yes No
Indicator: Parts of business letters are well placed and recognized
Sender’s address
Date
Receiver’s address
The salutation
Re
The body
The complimentary close
The signature
Indicator: Parts of an email are well placed
Recipient's Address
Cc and Bcc
Subject Line
Body
Sender’s address
Send
Indicator: Strategies for writing a good email are well applied
Write a meaningful subject line
Keep the message focused
Proofread
Show respect and restraint
Observation
Performance criterion
Accurate production of correspondence texts (letters, emails) stating,
explaining, or describing facts at the workplace
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Learning Outcome 1.6: Produce small-scale reports on trade-related issues (field visits, industrial attachments)
Writing small-scale reports Structure of a formal
report Layout Introduction Body Conclusion
o Report Writing practice o Peer feedback o Group work
Audiovisual materials
Projector
Computer
Flipcharts
Markers
Lesson plans
Reference books
Sample reports
Formative Assessment 1.6
Assessor may collectamong the following evidences and make judgements on whether the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Writing practice
Presentation Task: Produce a short report on your recent field visit
Checklist Score
Yes No
Indicator : Formal report is well structured
Layout
Introduction
Body
Conclusion
Language is well used
Observation
Content Learning
activities
Resources
Performance criterion
Accurate production of small-scale reports on trade-related issues (field
visits, industrial attachments)
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Learning unit
LU 2: Apply a range of listening strategies to understand predictable messages.
2
Learning Outcomes:
1. Identify different listening strategies 2. Select appropriate listening strategy depending on the listening
purpose 3. Apply listening strategies while listening to audio messages 4. Use non-verbal clues to detect messages implied by the speaker
7 Hours
Learning Outcome 2.1:Identify different listening strategies
Listening strategies
Listening for details
Listening for the gist
Note taking
Active listening and
response
Listening for specific
information
Predicting
Drawing inferences
Summarizing
Recognizing cognates
Recognizing word-order
patterns
o Dialogues
o Role plays
o Short presentations
o Modelling and drilling
o Listening to TV shows
o Listening to radio programs
Audiovisual materials
Projector
Computer
Flipcharts
Markers
Lesson plans
Recordings
Reference books
Written speeches
Newspaper reports
Scenarios
Formative Assessment 2.1
Assessor may collectamong the following evidences and make judgements on whether the performance
criterion has been achieved.
Content Learning
activities
Resources
Performance criterion
Identify different listening strategies
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Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Discussions
Presentations
Multiple choice
Listening practice Task: List and explain at least three listening strategies.
Checklist Score
Yes No
Indicator: Listening strategies are explained
Listening for details
Listening for the gist
Note taking
Active listening and response
Listening for specific information
Summarizing
Predicting
Drawing inferences
Recognizing cognates
Recognizing word-order patterns
Observation
Learning Outcome 2.2: Select appropriate listening strategy depending on the listening purpose
Refer to Learning Outcome 2.1 Refer to Learning Outcome 2.1 Refer to Learning Outcome 2.1
Formative Assessment 2.2
Content Learning
activities
Resources
Performance criterion
Appropriate selection of listening strategy depending upon the listening
purpose
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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
Performance
Discussions
Presentations
Multiple choice
Listening practice Task: Which listening strategy would you use to get the main
idea of a recording?
Checklist Score
Yes No
Indicator: Listening strategies are well selected Listening for details listening for the gist note taking Active listening and response Listening for specific information Summarizing predicting drawing inferences recognizing cognates recognizing word-order patterns
Observation
Learning Outcome 2.3: Apply listening strategies while listening to audio messages
Refer to Learning Outcome 2.1 Refer to Learning Outcome 2.1 Refer to Learning Outcome 2.1
Content Learning
activities
Resources
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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
Discussions
Multiple choice
Listening practice Task: listen to the audio and find out the main idea and
answer question of comprehension on it
Checklist Score
Yes No
Indicator: The audio is well interpreted Main points are given Questions of comprehension are answered The message from the audio is clear and focus on the topic
Observation
Learning Outcome 2.4: Use non-verbal clues to detect messages implied by the speaker
Understanding non-verbal
clues
Voice clues Intonation Voice tone
Body movement Facial expressions
o Role play o Video watching o Note taking o Modelling o Drilling
Video materials
Posters/banners
Wallpapers
Audiovisual materials
Projector
Flipcharts
Markers
Lesson plans
Content Learning
activities
Resources
Performance criterion
Accurate application of listening strategies while listening to audio messages
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Gestures Recordings
Reference books
Scenarios
Trainee manuals
Formative Assessment 2.4
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
Oral evidence
Performance
Multiple choice Discussions
Audio-visual practice Task: Watch a video shown by the teacher and say what the
speaker’s gestures mean.
Checklist Score
Yes No
Indicator: Non -verbal clues are well used to detect the message implied by the speaker Voice clues Body movement
Observation
Performance criterion
Appropriate use of non-verbal clues to detect messages implied by the
speaker
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Learning unit
LU 3: Discuss general and trade-related topics.
3
Learning Outcomes:
1. Present personal ideas and opinions during discussions on selected topics of interest
2. Detect and avoid argumentation fallacies in debates and discussions 3. Build convincing arguments to support or refute an opinion
7 Hours
Learning Outcome 3.1:Present personal ideas and opinions during discussions on selected topics of interest
Expressing opinion in English
Agreeing to an opinion
Full agreement to an
opinion
Partial agreement to an
opinion
Disagreeing to an opinion
Forms of disagreement
When to disagree
Disagreeing politely
Using functional language in
argument building
Persuasion
Asking questions
Cause and effect
Summarizing ideas to be
refuted
Sequencing ideas
Predicting ideas
o Dialogues o Role plays o Modelling o Group discussions o Debates o Mock speeches
Audiovisual materials
Projector
Computer
Flipcharts
Markers
Lesson plans
Recordings
Reference books
Written speeches
Newspaper reports
Scenarios
Trainee manual
Content Learning
activities
Resources
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Formative Assessment 3.1
Assessor may collectamong the following evidences and make judgements on whether the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence
Performance
Presentation practice
Writing practice
Discussions Task: Prepare a short presentation on a topic of interest and
share it with your class.
Checklist Score
Yes No
Indicator: Ideas and opinions are well presented during discussions
Agreeing with an opinion
Disagreeing with an opinion
Indicator: Functional language in argument building is well used
Persuasion
Asking questions
Cause and effect
Summarizing ideas to be refuted
Sequencing ideas
Predicting ideas
Observation
Performance criterion
Proper presentation of personal ideas and opinions during discussions on
selected topics of interest
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Learning Outcome 3.2: Detect and avoid argumentation fallacies in debates and discussions
Dealing with argumentation
fallacies Types of Fallacies
Formal Fallacies
Propositional fallacies
Quantification fallacies
Formal syllogistic fallacies Informal Fallacies
Faulty generalizations
Red herring fallacies Conditional fallacies
Responding to fallacies
o Dialogues
o Role plays
o Modelling and drilling
Video materials
Posters/banners
Wallpapers
Audiovisual materials
Projector
Computer
Flipcharts
Markers
Lesson plans
Recordings
Reference books
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
Oral evidence
Performance
Multiple choice Discussions Listening practice Note taking Presentation Task: Listen to the recording played to you by the teacher and
tell which argumentation fallacies the speaker is using then respond to them.
Checklist Score
Yes No
Indicator: Argumentation fallacies are well identified and responded to during listening Formal Fallacies Informal Fallacies Conditional fallacies
Observation
Content Learning
activities
Resources
Performance criterion
Proper detection and avoid argumentation fallacies in debates and
discussions
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Learning Outcome 3.3: Build convincing arguments to support or refute an opinion
Building a convincing argument Definition of an argument Elements of an argument
Claims Counterclaims Reasons Evidence
Types of arguments Deductive Argument Inductive Argument Abductive
o Debates o Group discussions o Brainstorming o Presentations o Mock speeches
Video materials
Posters/banners
Wallpapers
Audiovisual materials
Projector
Flipcharts
Lesson plans
Recordings
Reference books
Speech samples
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
Oral evidence
Performance
Discussions Writing practice Presentation Task: After drafting your argument on the role of TVET on
Rwanda’s development, indicate all the elements of an argument in it.
Content Learning
activities
Resources
Performance criterion
Accurate building convincing arguments to support or refute an opinion
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Checklist Score
Yes No
Indicator: a convincing argument is defined and well built Definition of an argument
Elements of argument
Claims
Counterclaims
Reasons
Evidence
Indicator: Types of arguments are considered
Deductive Argument
Inductive Argument
Abductive
Observation
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Learning unit
LU4: Read medium texts on general and trade-related topics.
4
Learning Outcomes:
1. Identify different reading techniques
2. Select a reading technique depending on the reading purpose
and material
3. Apply reading techniques while reading different texts
4. Demonstrate ability to understand the inferences made in a
range of medium length texts
6 Hours
Learning Outcome 4.1:Identify different reading techniques
Definition of Reading
techniques
Skimming
Scanning
Deep reading
Critical reading
o Practical exercises
o Debating texts read
o Presentations on texts
read
o Group discussions
Projector
Computer
Flipcharts
Markers
Lesson plans
Reference books
Written speeches
Newspaper reports
Reading materials
Formative Assessment 4.1
Assessor may collectamong the following evidences and make judgements on whether the performance
criterion has been achieved.
Content Learning
activities
Resources
Performance criterion
Proper identification of different reading techniques
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Types of evidence Portfolio assessment tools
Written evidence
Performance
Reading practice
Multiple choice
True and false questions
Presentations Task: Differentiate reading techniques
Checklist Score
Yes No
Indicator: Reading techniques are differentiated
Skimming
Scanning
Deep reading
Critical reading
Observation
Learning Outcome 4.2: Select a reading technique depending on the reading purpose and material
Refer to Learning Outcome 4.1 Refer to Learning Outcome 4.1 Refer to Learning Outcome 4.1
Formative Assessment 4.2
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
Performance
Reading practice
Multiple choice
True and false questions
Presentations
Content Learning
activities
Resources
Performance criterion
Adequate reading techniques depending on the purpose
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Task: Select an appropriate reading strategy based on the reading task given to you by the teacher.
Checklist Score
Yes No
Indicator: Selection of reading strategy is understood according to its purpose Skimming
Scanning
Deep reading
Critical reading
Observation
Learning Outcome 4.3: Apply reading techniques while reading different texts
Applying reading techniques to
texts
General texts
Trade-related texts
o Practical exercises
o Debating texts read
o Presentations on texts
read
o Group discussions
Projector
Computer
Flipcharts
Markers
Lesson plans
Reference books
Written speeches
Newspaper
reports
Reading materials
Reference books
Formative Assessment 4.3
Content Learning
activities
Resources
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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
Performance
Reading practice
Presentations Task: Read a text and apply reading strategy based on the task
given to you by the teacher.
Checklist Score
Yes No
Indicator: Reading strategies are applied according to the purpose Look only for a specific fact or piece of information without reading everything
(scanning)
Looking only for the general or main ideas (skimming) Read a text thoroughly to understand and remember what one have read (deep
reading)
Involves analysis, interpretation, and evaluation. (Critical reading)
Observation
Learning Outcome 4.4: Demonstrate ability to understand the inferences made in a range of medium length texts
Developing inferences
while and after reading
Justifying inferences
o Practical exercises o Debating texts read o Presentations on texts
read o Group discussions
o Projector o Computer o Flipcharts o Markers o Lesson plans o Reference books o Written speeches o Newspaper reports o Reading materials o Reference books
Content Learning
activities
Resources
Performance criterion
Proper application of reading techniques while reading different texts
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Formative Assessment 4.4
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
Performance
Reading practice
Presentations Task: Read the text given by the teacher and identify what the
writer implies. How did you come up with such inferences?
Checklist Score
Yes No
Indicator: Proper development of inferences while reading
Inferences are well developed
Indicator: Accurate justification of inferences
Inferences are justified
Observation
References:
Beale, A. M. (2013). Skimming And Scanning: Two Important Strategies For Speeding Up Your Reading. Retrieved from Howtolearn.com website: http://www.howtolearn.com/2013/02/skimming-and-scanning-two-important-strategies-for-speeding-up-your-reading/
Brownell, J. (1996). Listening: Attitudes, principles, and skills. Boston: Allyn and Bacon.
Clay, M. M. (1994). Reading Recovery: A Guidebook for Teachers in Training. New Zealand: Heinemann Education.
Cranney, A. G., & McKell, W. E. (1983). Preparing Industrial Education Teachers as Reading Specialists [Microform] (p. 16). p. 16. Arlington, Va: ERIC Document Reproduction Service.
Day, R. R., Bamford, J., Renandya, W. A., Jacobs, G. M., & Yu, V. W.-S. (1998). Extensive Reading in the Second Language Classroom. RELC Journal, 22(2), 187–191. https://doi.org/https://doi.org/10.1177/003368829802900211
Miller, C. (1994). The empowered communicator: Keys to unlocking an audience. Nashville: Broadman&
Holman Publishers
Pease, A., & Pease, B. (2006). The definitive book of body language. New York: Bantam Books.
Performance criterion
Demonstrate ability to understand the inferences made in a range of medium
length texts
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Solt, R. (1989). Negative Fiat: Resolving the Ambiguities of “Should.” Argumentation and Advocacy, 25(3), 121–139. https://doi.org/10.1080/00028533.1989.11951390
Wheeler, L. K. (2004). Critical Reading of An Essay’s Argument. Retrieved October 12, 2004, from http://web.cn.edu/kwheeler/reading_basic.html
Wilbanks, C., & Church, R. T. (1986). Values and Policies in Controversy: An Introduction to Argumentation and Debate. Scotdale, Arizona: Gorsuch Scarisbrick.
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Competence
C C M H E 4 0 1 - IMPLEMENTING S.H.E. POLICIES AND PROCEDURES
CCMHE402 Implement S.H.E. policies and procedures
REQF Level: 4 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: September, 2021
Purpose statement
This module describes the outcomes required to implement Safety, Health and Environmental
(SHE) policies and procedures on a site adhering to defined policies and procedures to ensure
own safety and that of others; together with protection of the environment. This includes
implementation of recognized environmental care principles.
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Learning assumed to be in place
Not applicable
Elements of competency and performance criteria
Learning units describe the essential outcomes of a competency.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competency Performance criteria
1. Identify hazardous areas to be
improved
1.1 Proper physical inspection of the working area
1.2 Proper selection of the tools and materials
1.3 Proper marking and reporting of hazardous area
1.4 Proper reporting on the area of weakness according to
company procedures
2. Apply SHE practices 2.1 Proper identification of applicable Occupational Health, Safety and Environmental (OHSE) requirements
2.2 Appropriate instruction to workers to follow safety best practices and enforce health and safety regulations
2.3 Proper establishment and maintenance of
communication with others in line with SHE
requirements
2.4 Proper performance of tasks in a safe manner and in
line with SHE best practices
3. Assess and control risks 3.1 Proper analysis of work practices and processes to
identify areas for improvement in relation to SHE issues
and hazards
3.2 Proper detection and assessment of risk, and detailed report and investigation of all incidents/ accidents
3.3 Proper control of hazard to make them less dangerous
by looking at the most effective options
4. Promote awareness of SHE in working place
4.1 Proper implementation of environmental procedures
4.2 Adequate training of workers to operate tools and
equipment
4.3 Proper inspection of the working area and appropriate remedial action to be taken to minimize or eliminate hazards
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Learning unit
L U 1 : Identify hazardous areas to be improved.
1
Learning Outcomes:
1. Select tools and materials 2. Inspect and identify physical feature of dangerous area 3. Mark and report on the hazardous areas
5 Hours
Learning Outcome 1.1: Select tools and materials
Types of tools, materials and equipment used to identify hazards: Dust sampler Noise meter Hammer Brushes Crowbar Ladder Rock drill Tape measure Infrared thermometer
Types of tools, materials and equipment used to control hazards:
Hammer Brushes Crowbar Ladder Timber Nails Cement Wire mesh Marking paints Tape measure
o Presentation on types of
equipment
o Group discussion
o Practical exercises on types of
equipment
o Setting visual aids
o Preparing video and audio
materials with types of
equipment
- Reference Books - internet - TV screen - Module manuals - Visual aid - Steel bar - Dust sampler - Mining anemometer - Noise meter - Hammer - Brushes - Crowbar - Ladder - Timber - Nails - Cement - Wire mesh - Marking paints - Tape measure - Infrared
thermometer - Strings and ropes - PPEs
Content Learning activities Resources
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Level meter Pick Shovel Saw PPEs:
nose masks hearing
Protection goggles helmets overalls protective
footwear gloves
Formative Assessment1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Selecting tools and materials for hazardous area
identification
Checklist Score
Yes No
Indicator1 :Tools, materials and equipment used to identify hazards are selected accordingly
Dust sampler
Noise meter
Hammer
Brushes
Crowbar
Performance criterion
Proper selection of the tools and materials
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Ladder
Rock drill
Tape measure
Infrared thermometer
Indicator2 :Tools, materials and equipment used to control hazards are selected accordingly
Hammer
Brushes
Crowbar
Ladder
Timber
Nails
Cement
Wire mesh
Marking paints
Tape measure
Level meter
Pick
Shovel
Saw
PPEs
Etc
Observation
Learning Outcome 1.2: Inspect and identify physical features of dangerous area
Tools and equipment for
inspection Adequate supply of tools
and equipment for inspection
Appropriate PPE for inspection according to each job specification.
Work place examination for unsafe area
Environment condition
Water
o Presentation on checklists and work place examinations
o Observation of the working place
o Group discussion about qualities of a good working place
o Practical exercises of inspecting o On checklists and work place
examinations o Preparation of visual Aid
materials o Preparation of Video and audio
aids
- Reference books - Visual aids - Computer - internet - Module manuals - Steel bar - Dust sampler - Hammer - TV Screen
Content Learning activities Resources
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Cracks Air Dust
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
Oral
Multiple choice True or false question Matching Ticking Sentence completion Expose (presentation) Task: Inspecting of the working place
Checklist Score
Yes No
Indicator1 : Tools and equipment for inspection are identified and supplied appropriately
Tools and equipment for inspection are identified according to each job specification
PPEs for inspection are supplied according to each job specification
Indicator2 : Environment conditions are examined accordingly
Water
Cracks
Air
Dust
Observation
Performance criterion
Proper physical inspection of the working area
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Learning Outcome 1.3: Mark and report on the hazardous areas
Introduction to tools
and equipment for
marking hazardous
area:
Hammer Brushes Crowbar Ladder Timber Nails Barricade tap
(Warning sign) Cones
Use of tools and
equipment for
marking hazardous
area
Reporting: Through the
administrative hierarchy
Emergency reporting
o Presentation on tools and equipment and reporting
o Group discussion on tools and equipment and reporting
o Practical exercises on marking and temporary supporting
o Preparation of visual Aid materials
o Preparation of video and audio materials
- Reference books - Visual aids - Computer - internet - Module manuals - Hammer - Brushes - Crowbar - Ladder - Timber - Nails - Barricade tap
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
Performance
Oral
Multiple choice
True or false question
Matching
Ticking Sentence completion Expose (presentation)
Content Learning activities Resources
Performance criterion
Proper marking of hazardous area and proper reporting on the area of
weakness according to company procedure
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Task: marking hazardous areas and reporting
Checklist Score
Yes No
Indicator1 : Tools and equipment for marking hazardous area are introduced and used
Hammer
Brushes
Crowbar
Ladder
Timber
Nails
Barricade tap (Warning sign)
Cones
Indicator2 : Use of tools and equipment for marking hazardous area
Indicator3: Hazardous areas are reported according to the situation
Through the administrative hierarchy
Through Emergency reporting
Observation
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Learning unit
LU 2 : Apply SHE practices.
2
Learning Outcomes:
1. Identify and follow applicable Occupational, Health, Safety and environmental (OHSE) requirements
2. Instruct workers to follow safety best practices and enforce health and safety regulations.
3. Establish and maintain communication with others in line with SHE requirements
4. Perform tasks in a safe manner and in line with SHE best practices
10 Hours
Learning Outcome 2.1: Identify and follow applicable Occupational, Health, Safety and environmental (OHSE) requirements
Occupational and
organizational requirements:
Organizational policies
and procedures about
Manual handling
- Shifting,
- Lifting and
- Carrying
Machine guarding Organizational and
site guidelines Own role and
responsibility Quality assurance
and continuous improvement processes and standards
Emergency and evacuation procedures
Ethical values Recording and
reporting
o Research on OHSE, legislative and
Organizational requirements.
o Brainstorming on OHSE, legislative
requirements and Organizational
requirements.
o Group discussion on OHSE,
Legislative and organizational
requirements
- PPEs - Reference books - Work sheet - Markers - Flip charts - Template of OHSE
requirements
Content Learning activities Resources
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Equipment use, maintenance and storage
Healthy and Safety
requirements:
Personal protective
equipment and clothing
First Aid and Firefighting
equipment
Hazard and risk control
equipment
Psychological conditions
control mechanisms
Environmental
requirements:
Safe forest practices
Waste management: Disposal, Recycling and Re-use guidelines
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
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: identification of applicable Occupational Health, Safety
and Environmental (OHSE) requirements
Performance criterion
Proper identification and application of Occupational Health, Safety and
Environmental (OHSE) requirements
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Checklist Score
Yes No
Indicator1. : Occupational requirements are properly identified and followed
Organizational policies and procedures about
Manual handling
Machine guarding
Organizational and site guidelines
Own role and responsibility
Quality assurance and continuous improvement processes and standards
Emergency and evacuation procedures
Ethical values
Recording and reporting
Equipment use, maintenance and storage
Indicator2: Health and safety requirements are properly identified and followed
Personal protective equipment and clothing
First Aid and Firefighting equipment
Hazard and risk control equipment
Psychological conditions control mechanisms
Indicator3 : Environment requirement are properly identified and followed
Safe forest practices
Waste management guidelines
Disposal,
Recycling and
Re-use guidelines
Observation
Learning Outcome 2.2: Instruct workers to follow safety best practices and enforce health and safety regulations.
Description of SHE
standards, regulations to
be followed
Types of tools and
materials to be used:
PPEs
Inspection checklist
o Observation about the need
of appropriate SHE
standards, regulations to be
followed, and tools and
materials to be used
o Group discussion on role of
appropriate SHE standards,
regulations to be followed,
- PPEs - Reference books - Work sheet - Markers - Flip charts - Template on SHE
standards and regulations - Template of inspection
checklist
Content Learning activities Resources
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Use of safety tools,
materials and
equipment
and tools and materials to be
used
o Practical exercises on
following appropriate SHE
standards, regulations, and
using appropriate tools and
materials
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
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Instructing SHE standards and regulations
Checklist Score
Yes No
Indicator 1:SHE standards, regulations to be followed are described
Use of PPEs Use of inspection checklist
Indicator 2:Tools and materials to be used are identified PPEs Inspection checklist
Indicator 3: Safety tools, materials and equipment are used
Observation
Performance criterion
Appropriate instruction to workers to follow safety best practices and to
enforce health and safety regulations.
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Learning Outcome 2.3: Establish and maintain communication with others in line with SHE requirements
Applying basics of effective communinication:
Types of effective communication with others in line with SHE requirements:
Verbal and Non-Verbal Communication
Formal and Informal Communication
Downward and Upward Communication
Categories of effective communication with others in line with SHE requirements:
Effective oral communication
Effective written communication
Techniques of Effective Oral communication in line with SHE requirements: Active listening Constructive feedback Positive, confident and
cooperative language Appropriate language
and concepts to individually social and cultural differences
Appropriate questioning to clarify and confirm understanding
Effective control of tone of voice and body language
o Group discussion about
communication with others in
line with SHE requirements.
o Role play about effective communication
o Practical exercises of
communication with others in line with SHE requirements
- Public Board notices
- Communication
devices/phones
- Safety signage
Content Learning activities Resources
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etc.
Types of questions to be asked during a communication process Close-ended
questions Open-ended
questions Etc
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
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Communicate with others in line with SHE
requirements
Checklist Score
Yes No
Indicator1 : Basics of effective communinication are applied
Types of effective communication with others in line with SHE requirements
Verbal and Non-Verbal Communication
Formal and Informal Communication
Downward and Upward Communication
Categories of effective communication with others in line with SHE requirements:
Effective oral communication
Effective written communication
Indicator2 :Techniques of Effective Oral communication in line with SHE requirements are used
Active listening
Performance criterion
Proper establishment and maintenance of communication with others in line
with SHE requirements.
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Constructive feedback
Positive, confident and cooperative language
Appropriate language and concepts to individually social and cultural differences
Appropriate questioning to clarify and confirm understanding
Effective control of tone of voice and body language
Indicator3 :Types of questions to be asked during communication process are categorized
Close-ended questions
Open-ended questions
Observation
Learning Outcome 2.4: Perform tasks in a safe manner and in line with SHE best practices
Environmental policy
content :
Compliance, improvement (where
required to reflect) and
prevention Continuous cycle of
planning, implementing, monitoring, reviewing
and improving
practices and systems
o Group discussion on content of the environment policy
o Practical exercises on applying environment policy
- Registration documents
- Regulations
- Safety standards
Formative Assessment 2.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning activities Resources
Performance criterion
Proper performance of tasks in a safe manner and in line with SHE best
practices
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Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Perform tasks in a safe manner and in line with SHE best
practices ( according to their specific trade)
Checklist Score
Yes No
Indicator1 : Environmental policy content is applied
Compliance Improvement (where required to reflect) Prevention
Continuous cycle of
planning, implementing, monitoring, reviewing and improving practices and systems
Observation
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Learning unit
LU 3: Assess and control risks.
3
Learning Outcomes:
1. Analyze work practices and identify areas for improvement in relation to SHE issues and hazards
2. Detect, assess and report SHE issues and Hazards in the work area to appropriate personnel
3. Control hazard to make them less dangerous by looking at the most effective options.
10 Hours
Learning Outcome 3.1: Analyse work practices and identify areas for improvement in relation to SHE issues and hazards
Applying Continuous Process Improvement
(CPI) concepts and tools: CPI “Musts” and
Principles:
Stop fixing and start improving
The best practices are the ones you already have
Changing behavior is more important than changing processes
If you aren’t failing, you aren’t trying
CPI Methods Lean Six Sigma Theory of Constraints Business Process
Reengineering
o Small group discussion about Continuous Process Improvement (CPI) concepts and tools
o Individual work about CPI Methods
o Role play about application of CPI musts and principles
o Simulation about roles and responsibilities of CPI
- Role play scenario - Reference books - Online materials - Scholarly materials - Video record
Content Learning activities Resources
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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
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: make analysis of work practices and processes to identify
areas for improvement in relation to SHE issues and hazards
Checklist Score
Yes No
Indicator1: Continuous Process Improvement (CPI) concepts and tools are applied
CPI “Musts” and Principles
CPI Methods
Observation
Performance criterion
Proper analysis of work practices and processes to identify areas for
improvement in relation to SHE issues and hazards
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Learning Outcome 3.2: Detect, assess and report SHE issues and Hazards in the work area to appropriate personnel
Steps of Risk assessment tool Identify and Describe
Risk Identify Triggers Estimate risk impact Estimate risk Likelihood Risk Matrix – Risk
Exposure Threshold Develop Risk Mitigation
Option
Principles for Effective Verbal Intervention
Remain calm. Isolate the individual. Watch your body
language. Keep it simple. Use reflective
questioning. Use silence. Watch you’re preverbal.
Elements of good quality risk statement
Event or condition,
Consequences on
program objectives, and
Cause
o Group work on observing possible risks
o Presentation about risks assessment findings
o Brainstorming on risks awareness
o Role play about effective verbal intervention
- Role play scenario - Reference books - Online materials - Scholarly materials
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning activities Resources
Performance criterion
Proper detection and assessment of risk, and detailed report and
investigation of all incidents/ accidents.
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Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Detecting and assessing risks, and detailed report and
investigating all
Checklist Score
Yes No
Indicator1: Steps of Risk assessment tool are enumerated
Identify and Describe Risk Identify Triggers Estimate risk impact Estimate risk Likelihood Risk Matrix – Risk Exposure Threshold Develop Risk Mitigation Option
Indicator2: Principles for Effective Verbal Intervention are expressed Remain calm.
Isolate the individual.
Watch your body language.
Keep it simple.
Use reflective questioning.
Use silence. Watch your preverbal
Indicator3: Elements of good quality risk statement are elaborated Event or condition,
Consequences on program objectives, and
Cause
Observation
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Learning Outcome 3.3: Control hazard to make them less dangerous by looking at the most effective options.
Methods of Hazard control prevention handle isolation remove or use of PPE
Practical Problem Solving Model (PPSM):
Clarify & Validate the Problem Break Down the Problem/Identify
Performance Gaps Set Improvement Targets Determine Root Causes Develop Countermeasures See Countermeasures Through Confirm Results & Process Standardize Successful Processes
o Group discussion about control of hazards
o Practical exercises on Practical Problem Solving Model (PPSM)
o Brainstorming on control of hazards
Procedural manuals
Environmental policy
Reference books
Checklist
Papers
Pens
Internet
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
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: what effective options can you come up with so as to
make hazard less dangerous?
Content Learning activities Resources
Performance criterion
Proper control of hazard to make them less dangerous by looking at the most
effective options.
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Checklist Score
Yes No
Indicator1: Methods of Hazard control are classified
prevention
handle
isolation
remove or use of PPE
Indicator2: Practical Problem Solving Model (PPSM) is identified
Clarify & Validate the Problem
Break Down the Problem/Identify Performance Gaps
Set Improvement Targets
Determine Root Causes
Develop Countermeasures
See Countermeasures Through
Confirm Results & Process
Standardize Successful Processes
Observation
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Learning unit
LU 4: Awareness of SHE in working place.
4
Learning Outcomes:
1. Implement environmental procedures 2. Provide training to workers on SHE and operational control 3. Inspect the working area and remedial action to be taken to minimize
or eliminate hazards.
5 Hours
Learning Outcome 4.1: Implement environmental procedures
Definition of environmentally sustainable work practices
Environmental Sustainability Strategies Recycling Strategy Waste Reduction
Paper Reduction Photocopiers,
Printers, Faxes & Office Equipment
Travel & Meetings Energy Efficiency &
Conservation Lights Computers and
monitors Air Conditioning
Workers & Business Partner Awareness
o Brainstorming on
Environmental goals
o Research on Environmental
goals
o Group discussion
Environmental Sustainability
Strategies
- Procedural manuals - Organizational policies
and procedures - Environmental policy
Content Learning activities Resources
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Formative Assessment 4.1
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
Multiple choice
True or false question
Matching
Sentence completion
Ticking
Expose (presentation)
Task: Implementing environmental procedures
Checklist Score
Yes No
Indicator1: Environmentally sustainable work practices are defined
Indicator2: Environmental Sustainability Strategies are expressed
Recycling Strategy
Waste Reduction
Paper Reduction
Photocopiers, Printers, Faxes & Office Equipment
Travel & Meetings
Energy Efficiency & Conservation
Lights
Computers and monitors
Air Conditioning
Workers & Business Partner Awareness
Observation
Performance criterion
Proper implementation of environmental procedures
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Learning Outcome 4.2: Provide training to workers on SHE and operational control
Design of OH&S package for training:
Program awareness Specific roles in the safety and
health program Hazard identification and
controls skills
Use of best methods in crosscutting issues training On the job training Off the job training Apprenticeship Training Vestibule or Training
Center Training Training Via Internship
Brainstorming on types of trainings
o Group discussion of best
methods of training
o Preparation SHE
package to deliver
- Fire extinguisher - First aid kit - Fire triangle - Personal protective
equipment and clothing
- Safety equipment - First aid equipment - Procedural manuals - Organizational
policies and procedures
- Environmental policy
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
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Training on operating tools and equipment In line with
SHE requirements
Content Learning activities Resources
Performance criterion
Adequate training of workers to operate tools and equipments
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Checklist Score
Yes No
Indicator1: Design of OH&S package for training is drawn
Program awareness Specific roles in the safety and health program Hazard identification and controls skills
Indicator2: Best methods in crosscutting issues training are used On the job training Off the job training Apprenticeship Training Vestibule or Training Center Training Training Via Internship
Observation
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Learning Outcome 4.3: Inspect the working area and remedial action to be taken to minimize or eliminate hazards.
Environmental Impacts awareness: Soil degradation Erosion Leaching Climate change Air, soil, water pollution Land sliding
Remedial actions: Workplace waste management
systems Emissions control of greenhouse
gases Use of non-renewable resources
control Chemical use control Supply chain management
o Research on environmental
impact
o Group discussion on work
sustainability
o Brainstorming on measures
for sustainability
- Environmental policy
- Procedural manuals
- Organizational policies and procedures
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
Oral evidence
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Training on operating tools and equipment In line with
SHE requirements
Content Learning activities Resources
Performance criterion
Proactive inspection of the working area and appropriate remedial action
to be taken to minimize or eliminate hazards.
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Checklist Score
Yes No
Indicator1: Environmental Impacts awareness are described
Soil degradation Erosion Leaching Climate change Air, soil, water pollution Land sliding
Indicator2: Remedial actions are elaborated Workplace waste management systems Emissions control of greenhouse gases Use of non-renewable resources control Chemical use control Supply chain management
Observation
References:
1. International Organization for Standardization (ISO), ISO 31000:2009, Risk management—Principles and guidelines, Switzerland, 2009
2. The Green Workplace: Sustainable Strategies that Leigh Benefit Employees, the Environment and
the Bottom Line, Stringer 2009. New York
3. Occupational Risk Control : Predicting and Preventing the Unwanted by Viner, Derek , ISBN: 9781472419712, Publication Date: 2015
4. OSHA General Industry regulations Book, 29 CFR 1910 Paperback- July1,2014 y MANCOMM Inc. (Author, Editor)
5. OH&S : a management guide by Richard Archer, Kerry Northwick, Susanne Tepe. Publication Date: 2009
6. Safety Management a Comprehensive Approach To developing A Sustainable System, Chitram Lutchman, 2012, Taylor & Francis Group,NY
7. Environmental Sustainability in the Work Place. (2018, Feb 04). Retrieved from
https://paperap.com/paper-on-environmental-sustainability-in-the-work-place/
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Competence
INDIA4 01 - I NDUSTRIAL ATTACHMENT PROGRAM (IAP)
CCMIA 4O2 Integrate at the workplace
REQF Level: 4 Learning hours
Credits: 3 0 3 0 0
Sector: All
Sub - sector: All
Issue date: September, 2021
Purpose statement
This module describes the skills, knowledge and attitudes required to integrate the
learners/internee in workplace for an industrial attachment program. The module will allow
the learner to investigate and secure industrial attachment place, deal with workplace
challenges, comprehend the whole process of the industrial attachment program and be able
to demonstrate the c competencies acquired at school in the real workplace .
.
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Learning assumed to be in place
All the modules covered at RTQF level 4.
Elements of competency and performance criteria
Learning units describe the essential outcomes of a competency.
Performance criteria describe the required performance needed to demonstrate achievement of
the learning unit.
By the end of the module, the trainee will be able to:
Elements of competency Performance criteria
1. Investigate and secure industrial attachment place
1.1 Accurate description of types of industries
1.2 Appropriate mapping of the industry organizational
structure
1.3 Proper identification of importance of industrial
attachment
1.4 Accurate collection of information on different
industries where one can carry his/her IAP
1.5 Proper selection of industrial attachment place based on
training package
1.6 Appropriate application of correspondences
2. Deal with workplace challenges 2.1 Proper identification of industrial attachment challenges
2.2 Careful development of ways/ strategies to overcome
industrial attachment challenges
2.3 Regular creativity and innovation in accordance with work situation
3. Get briefed on industrial attachment program
3.1 Proper setting of industrial attachment goals.
3.2 Proper description of IAP documents
3.3 Clear explanation on how IAP assessment is conducted.
4. Develop one’s competencies on the workplace
4.1 Expected competencies are fully developed
4.2 Trainee logbook is completely and well filled
4.3 Proper description of gained work experience
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Learning Outcome 1.1: Describe types/categories of industry.
Content
Learning activities
Resources
• Definition of terms
Firm
Sector
Industry
Company
Organization
Factory
Enterprise
• Industry classification
Genetic industry
Extractive industry
Manufacturing industry
Construction industry
Service industry
Industry sectors
Primary
Secondary
Tertiary
Quaternary
o Group work o Group discussion o Observation of pictures o Presentation of videos o Group discussions o Group work on the industry classification. o Site visit presentation
- Pictures and videos of
various industries
- Reference books
- Chalkboard
- Projector
- Power Point presentation
on categories of industry
- Pen
- Chalk
- IAP Manual
Formative Assessment 1.1
Learning unit
LU 1: Investigate and secure industrial attachment place .
1
10 Hours
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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
Essay (extended responses) Sentence completion Expose /presentation
Task: Classification of industries
Checklist Score
Yes No
Indicator 1: proper definition of the terms used in industries
Firm
Sector
Industry
Company
Organization
Factory
Indicator 2: Industries classification are identified
Primary industry
Genetic industry
Extractive industry
Manufacturing industry
Construction industry
Service industry
Industry sectors
Indicator 3: Industry sectors
Primary
Secondary
Tertiary
Performance criterion
Accurate description of types of industries.
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Quaternary
Observation
Learning Outcome 1.2: Map the industry organizational structure
Content
Learning activities
Resources
• Purpose of
organizational structure
Benefits to use
organizational chart
• Types of organizational
structure.
Line organization
Line and staff organization
Functional organization
Project organization
Matrix organization
• Organigram of industry
structure
o group discussion o Individual work o Pair work o group work o Learning through
pictures. o mapping the industry
organizational structure
- Sample of organizational
structure
- Reference books
- Chalkboard
- Projector
- Power Point presentation
on mapping the industry
organizational structure
- Pictures
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
Expose /presentation Multiple choice Task: Concept / mind map (organizational chart)
Checklist Score
Performance criterion
Appropriate mapping of the industry organizational structure.
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Yes No
Indicator 1: Purpose of organization structure is identified
Benefits to use organizational chart
Types of organizational structure
Indicator 2: Types of organizational structure.
Line organization
Line and staff organization
Functional organization
Project organization
Matrix organization
Observation
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Learning Outcome 1.3:Identify importance of industrial attachment
Content
Learning activities
Resources
Benefits of IAP
Identify the challenges
faced by workers
Being more informed
about project research
Exposing the student to
demand and challenges of
the work place.
Gaining of practical
experience.
Helping the student
acquire self-reliance skills
Characteristics of IAP
to adapt.
Professional Communication
Skills.
Critical Thinking.
Parties of industrial attachment
Industry
Attaches
Training institution
o Group work o Group discussion o Asking questions o Group work on the
IAP characteristics. o Jig sow method o Research on IAP. o Group presentation
- Reference books
- Chalkboard
- Projector
- Computer
- Internet
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the performance
criterion has been achieved.
Performance criterion
Proper identification of importance of industrial attachment
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Types of evidence Portfolio assessment tools
Written evidence Oral evidence
Multiple choice True or false question
Matching Sentence completion Expose /presentation
Task : Importance of industrial attachment
Checklist Score
Yes No
Indicator 1: Benefits of AIP are described
Identify the challenges faced by workers
Being more informed about project research
Exposing the student to demand and challenges of the work place.
Gaining of practical experience.
Helping the student acquire self-reliance skills.
Indicator 2: Characteristics of AIP are identified
To adapt.
Professional Communication Skills.
Critical Thinking.
Indicator 3: Parties of industrial attachment are listed
Industry
Attaches
Training institution
Observation
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Learning Outcome 1.4:Collect information on different industries
Content
Learning activities
Resources
• Industry location
factors influencing
industry location
Geographical
Non geographical
factor
• Industry type
Primary
Secondary
Tertiary
• Industry size
Mean of industrial
size
Industrial size
determination
o Observation of the environment
o Research on the industry types
and size
o Guided learning on how to collect
information
o Learning through maps
o Asking questions
o Group work on the given topic
o Industry visit
o Power Point presentation on
collection of information on different
industries
- Reference books
- Chalkboard
- Projector
- Internet
- computer
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 Oral evidence
Essay (short responses / extended responses) Expose (presentation) Task: collection of information on different industries
Performance criterion
Accurate collection of information on different industries where one can
carry his/her IAP.
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Checklist Score
Yes No
Indicator 1: Industry location is well identified
Factors influencing industry location are identified
Indicator 2: Industry type are properly identified
Primary industry is well explained
Secondary is well explained
Tertiary is well explained
Indicator 3: Industry size
Mean of industrial size are well explained
Industrial size determination are identified
Observation
Learning Outcome 1.5:Apply correspondences
Content
Learning activities
Resources
IAP selection criteria Training package Task related to the field Working hours
Use of workplace documents.
IAP application letter
Curriculum vitae
Complain letter
Thanks letter
Ways of keeping safe storage
Binding Filing Electronic
data storage Method of document
arrangement Chronological Subject
o Research on how to
use workplace
documents
o Guided learning on
how to write
workplace documents
o Asking questions
o Group work on the
interpretation of
the workplace
documents
o Reflection on
training package
o Pair sharing of
selection criteria of
IAP Place
o Discussion
o Asking question
o Industry visit
- Sample of IAP
application letter
- Sample of
Curriculum vitae
- Sample of Complain
letter
- Sample of thanks
letter
- Reference books
- Chalkboard
- Projector
- Correspondences
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Alphabetic Numerical
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
Product evidence
Short responses
Different Workplace documents Task: Appropriate application of correspondences.
Checklist Score
Yes No
Indicator1: Essential element of workplace documents:
Being up to date
well explained
Be clear
Indicator2: Use of workplace documents.
IAP application letter
Curriculum vitae
Complain letter
Thanks letter
Indicator3: Ways of keeping safe storage
Binding
Filing
Electronic data storage
Performance criterion
Appropriate application of correspondences.
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Indicator4: Method of document arrangement
Chronological
Subject
Alphabetic
Numerical
Indicator5: Use of workplace documents.
IAP application letter
Curriculum vitae
Observation
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Learning Outcome 2.1:Identify industrial attachment challenges
Content
Learning activities
Resources
Definition of IAP challenge
Types of IAP challenges (before, During and after)
Budget issues
Cope with a new work
situation
Insufficient of industrial
attachment place
Lack of assistance from
industrial attachment in charge
Industry attitude toward
interns
Strategic plan to overcome IAP
challenges
o Observation of the
environment
o Group discussion on IAP
challenges
o Pair sharing of IAP challenges.
- Reference books
- Projector
- Power Point presentation
on creativity and
innovation
Formative Assessment 2.1
Learning unit
LU 2: Deal with workplace challenges .
2
Learning Outcome s :
1. Identify industrial attachment challenges 2. Develop ways/strategies to overcome industrial attachment
challenges 3. Discuss creativity and innovation at work place
2 0 Hours
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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
True or false questioning
Matching
Sentence completion
Expose (presentation).
Task: identification of industrial attachment challenges.
Checklist Score
Yes No
Indicator 1: Possible IAP challenges (before, during and after) are identified
Budget issues
Cope with a new work situation
Insufficient of industrial attachment place
Lack of assistance from industrial attachment in charge
Industry attitude toward interns
Observation
Learning Outcome 2.2: Develop ways/strategies to overcome industrial attachment challenges
Content
Learning activities
Resources
Performance criterion
Proper identification of industrial attachment challenges.
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• Effective strategies to enhance IAP
Partnership with industries
Collaboration/Regular contact
Early Preparation of IAP
• Tips for Overcoming Your IAP
Challenges
Being patient
Meet new people
Effective communication
o Pair sharing on effective
strategies to enhance IAP
o Brainstorming on the way to
overcome IAP challenges. o
Research on effective strategies
and tips to overcome IAP
challenges
o Asking questions
o Group discussion on ways to
overcome IAP challenges
- Reference books
- Chalkboard
- Projector
- Power Point
presentation on
creativity and
innovation
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
Essay (short responses /extended responses) Role play
Scenarios Scenarios – Completed checklist.
Task: development of strategies to overcome industrial
attachment challenges.
Checklist Score
Yes No
Indicator 1: Effective strategies to enhance IAP are identified
Partnership with industries
Performance criterion
Careful development of ways/ strategies to overcome industrial
attachment challenges.
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Collaboration/Regular contact
Early Preparation of IAP
Indicator 2: Strategies to overcome IAP challenges are identified
Being patient
Meet new people
Effective communication
Observation
Learning Outcome 2.3:Discuss creativity and innovation at work place
Content
Learning activities
Resources
• Definition of creativity and
innovation
• Ways to develop creativity in the
workplace.
• Ways to promote innovation in
your workplace.
Be Efficient. Have the Right Tools and
Equipment
Improve workplace
conditions.
Practice Positive
Reinforcement.
Share ideas with colleagues
o Pair sharing of effective ways
to promote creativity and
innovation
o Research on good ways to
develop creativity and
innovation
o Asking questions
o Discussions on ways to
promote and develop
creativity and innovation
- Reference books
- Chalkboard
- Projector
- Power Point
presentation on
creativity and
innovation)
Formative Assessment 2.3
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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
True or false question Essay (short responses /extended responses)
Task: creativity and innovation in accordance with work situation.
Checklist Score
Yes No
Indicator1: List of possible ways to develop creativity and innovation on the workplace
Be Efficient.
Have the Right Tools and Equipment
Improve workplace conditions.
Practice Positive Reinforcement.
Share ideas with colleague
Indictor2: Ways to promote innovation in your workplace
Observation
Performance criterion
Regular creativity and innovation in accordance with work situation.
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Learning unit LU 2: Get briefed on industrial attachment program
3
Learning Outcomes:
1. Set industrial attachment goals. 2. Describe of IAP documents. 3. Explain how IAP assessment is conducted.
5Hours
Learning Outcome 3.1: Set industrial attachment goals.
Content
Learning activities
Resources
Goals of industrial attachment
To understand real life
situations.
To develop skills in the
application of theory to
practical work situations.
To develop skills and
techniques in the careers.
To increase sense of
responsibility.
To have higher levels of
academic performance.
To enhance the ability to
improve students’
creativity skills and
sharing ideas.
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
o Gig sow method
o Think pair share square
method
- Hand out on industrial attachment goals.
- Projector - Internet - Pen - Computer - Blackboard - chalk
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To build a good communication skill
Types of goals Short term Long term Medium
Setting the Right Goals
Mastering Technical Skills
Perfecting
Interpersonal Skills
Building a Network of
Contacts
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
Essay (short responses /extended responses) Multiple choice
True or false question Question and answer
Task: proper setting of industrial attachment goals
Performance criterion
Proper setting of industrial attachment goals.
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Checklist Score
Yes No
Indictor1: industrial attachment goals are set
To experience and understand real life situations.
To develop skills in the application of theory to practical work situations.
To develop skills and techniques in the careers.
To increase sense of responsibility and good work habits.
To have higher levels of academic performance.
To enhance the ability to improve students’ creativity skills and sharing ideas.
To build a good communication skill
Indictor2: Setting the Right Goals
Mastering Technical Skills
Perfecting Interpersonal Skills
Building a Network of Contacts
Observation
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Learning Outcome 3.2: Describe of IAP documents.
Content
Learning activities
Resources
IAP attendance IAP Logbooks:
IAP list of competencies to be
developed
sheet
IAP agreement
IAP report form
IAP Evaluation form
IAP interview form
Deferent document used in IAP
Work diary
Request of information
Request for materials
Tips to fill in logbook
Use of rough book
Keep summary list
Be consistent
o Presentation
O Group work on the
interpretation of IAP logbooks
o Exercise on the completion of
IAP logbooks
o Guided learning on how to
complete IAP logbooks
- Logbooks - Pen - Flip chart - Computer - 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 Essay& Cases study
True or false questioning
Sentence completion
Observation checklist
Task: assess risk associated to the business in line with the business
Plan developed.
Performance criterion
Accurately assess risk associated to the business in line with the business
plan developed
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Checklist Score
Yes No
Indicator 1: IAP documents are described
IAP list of competencies to be developed
IAP attendance sheet
IAP agreement
IAP report form
IAP Evaluation form
Indicator 2: Deferent document used in IAP
Work diary
Request of information
Request for materials
Indicator 3: Tips to fill in logbook
Use of rough book
Keep summary list
Be consistent
IAP interview form
Observation
Learning Outcome 3.3: Explain how IAP assessment is conducted.
Content
Learning activities
Resources
• 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
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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 A produced schedule
Task: steps for conducting IAP assessment
Checklist Score
Yes No
Indicator1: IAP assessment is conducted through
Written evidence
oral questions
A produced schedule
Observation
Performance criterion
Briefly explain steps for conducting IAP assessment
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Learning Outcome 4.1: Develop competencies related to one’s field.
Content
Learning activities
Resources
Competencies
Various activities/task related to one’s field
o Preform daily workplace routine tasks related to one’s field.
- Industry tools, equipment and consumables related to one’s field
Formative Assessment 4.1
Assessor may collect among the following evidences and make judgements on whether the performance
criterion has been achieved.
Performance criterion
Expected competencies are fully developed.
Learning unit
LU 4: Develop one’s c ompetencies on the workplace .
4
Learning Outcome s :
1. Develop competencies related to one’s field. 2. Fill in trainee logbook 3. Describe gained work experience
2 70 Hours
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Types of evidence Portfolio assessment tools
Performance Product
Essay& Cases study True or false questioning
Observation checklist
A produced schedule
Checklist Score
Yes No
Indicator 1: Various activities/task related to one’s field
List of well performed activities
tasks given by industry
Observation
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Learning Outcome 4.2: Fill in trainee logbook
Content
Learning activities
Resources
Trainee logbooks:
IAP list of competencies to be
developed
sheet
IAP report
IAP evaluation
IAP interview
o Complete trainee logbook o Complete IAP reports o Complete IAP Evaluation o Conduct IAP interview
- logbooks
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
Performance Product
Expose (presentation) reports
workplace documents
Performance criterion
Trainee logbook is completely and well filled.
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Checklist Score
Yes No
Indicator1: trainee logbooks are mentioned
IAP list of competencies to be developed
sheet
IAP agreement
IAP report form
IAP Evaluation form
AP interview form
Observation
Learning Outcome 4.3: Describe gained work experience
Content
Learning activities
Resources
Work experiences related to one’s field
o Presentation on work experience related to one’s field
- Questionnaires related to work experience.
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 description of gained work experience.
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Types of evidence Portfolio assessment tools
Written evidence Oral
Expose (presentation)
Essay (short responses / extended responses)photos
Checklist Score
Yes No
Indicator1: Gained work experience during the industrial attachment period
Specialist skills
advice from colleagues
put together a portfolio of work
general skills
self-reliance skills
Brief presentation of experience gained during the industrial attachment period
Observation
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References:
1. http://www.differencebetween.net/business/difference-between-factory-and-industry/
2. https://www.capitalfm.co.ke/campus/students-5-things-you-need-to-do-to-secure-
anattachment/
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-
organizationalstructure/
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-
theworkplace-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_Tr
a
ining_Programmes_of_Polytechnics_in_Ghana_The_Pertinent_Issues/links/55056a6e0cf24cee
3 a046df8/Industrial-Training-Programmes-of-Polytechnics-in-Ghana-The-Pertinent-Issues.pdf
17. https://toughnickel.com/misc/Challenges-faced-by-interns-Problems-commonly-found-
inIndustrial Attachment Program (IAP)s
18. AdupeprohJ.,Frank.B.KTwenefour (2015) industrial training program of polytechnics in Ghana:
the pertinent issues, Ghana
151 | P a g e
Competence
N W I A 4 0 2 - NDUSTRIAL ATTACHMENT PROGRAM (IAP)
NWIA402 Integrate at the workplace
REQF Level: 4 Learning hours
Credits: 30 300
Sector: ALL
Sub-sector: ALL
Issue date: September, 2020
Purpose statement
This module describes the skills, knowledge and attitudes required to integrate the
learners/internee in workplace for an industrial attachment program. The module will allow the
learner to investigate and secure industrial attachment place, deal with workplace challenges,
comprehend the whole process of the industrial attachment program and be able to
demonstrate the competences acquired at school in the real workplace
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Learning assumed to be in place
All the modules covered at RTQF level 4.
Elements of competency and performance criteria
Learning units describe the essential outcomes of a competency.
Performance criteria describe the required performance needed to demonstrate achievement of
the learning unit.
By the end of the module, the trainee will be able to:
Elements of competency Performance criteria
1. Investigate and secure industrial attachment place 1.1. Accurate description of types of industries
1.2. Appropriate mapping of the industry organizational structure
1.3. Proper identification of importance of industrial attachment
1.4. Accurate collection of information on different industries where one can carry his/her IAP
1.5. Proper selection of industrial attachment place based on training package
1.6. Appropriate application of correspondences
2. Deal with workplace challenges 2.1. Proper identification of industrial attachment challenges
2.2. Careful development of ways/ strategies to overcome
industrial attachment challenges
2.3. Regular creativity and innovation in accordance with
work situation
3. Get briefed on industrial attachment program
3.1. Proper setting of industrial attachment goals. 3.2. Proper description of IAP documents 3.3. Clear explanation on how IAP assessment is conducted.
4. Develop one’s competencies on the workplace
4.1. Expected competencies are fully developed 4.2. Trainee logbook is completely and well filled 4.3. Proper description of gained work experience
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Learning unit LU 1: Investigate and secure industrial attachment place
1
Learning Outcomes:
1. Describe types/categories of industry. 2. Map the industry organizational structure 3. Identify importance of industrial attachment 4. Collect information on different industries 5. Apply correspondences
10 Hours
Learning Outcome 1.1: Describe types/categories of industry.
Content
Learning activities
Resources
• Definition of terms
Firm
Sector
Industry
Company
Organization
Factory
Enterprise
• Industry classification
Genetic industry
Extractive industry
Manufacturing industry
Construction industry
Service industry
Industry sectors
Primary
Secondary
Tertiary
Quaternary
o Group work o Group discussion o Observation of
pictures o Presentation of videos o Group discussions o Group work on the
industry classification. o o Site visit
presentation
- Pictures and videos of
various industries
- Reference books
- Chalkboard
- Projector
- Power Point presentation
on categories of industry
- Pen
- Chalk
- IAP Manual
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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
Essay (extended responses) Sentence completion Expose /presentation
Task: Classification of industries
Checklist Score
Yes No
Indicator 1: proper definition of the terms used in industries
Firm
Sector
Industry
Company
Organization
Factory
Indicator 2: Industries classification are identified
Primary industry
Genetic industry
Extractive industry
Manufacturing industry
Construction industry
Service industry
Industry sectors
Indicator 3: Industry sectors
Primary
Performance criterion
Accurate description of types of industries.
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Secondary
Tertiary
Quaternary
Observation
Learning Outcome 1.2: Map the industry organizational structure
• Purpose of organizational
structure
Benefits to use
organizational chart
• Types of organizational
structure.
Line organization
Line and staff
organization
Functional organization
Project organization
Matrix organization
Organigram of
industry structure
o group discussion o Individual work o Pair work o group work o Learning through
pictures. o mapping the industry
organizational structure
- Sample of organizational
structure
- Reference books
- Chalkboard
- Projector
- Power Point
presentation on
mapping the industry
organizational structure
- Pictures
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the performance
criterion has been achieved.
Content Learning activities Resources
Performance criterion
Appropriate mapping of the industry organizational structure.
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Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
- Expose /presentation - Multiple choice
Task: Concept / mind map (organizational chart)
Checklist
Score
Yes No
Indicator 1: Purpose of organization structure is identified
Benefits to use organizational chart
Types of organizational structure
Indicator 2: Types of organizational structure.
Line organization
Line and staff organization
Functional organization
Project organization
Matrix organization
Observation
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Learning Outcome 1.3:Identify importance of industrial attachment
Content
Learning activities
Resources
Benefits of IAP
Identify the challenges
faced by workers
Being more informed
about project research
Exposing the student to
demand and challenges of
the work place.
Gaining of practical
experience.
Helping the student
acquire self-reliance skills
Characteristics of IAP
to adapt.
Professional Communication
Skills.
Critical Thinking.
Parties of industrial
attachment
Industry
Attaches
Training institution
o Group work o Group discussion o Asking questions o Group work on the
IAP characteristics. o Jig sow method o Research on IAP. o Group presentation
- Reference books
- Chalkboard
- Projector
- Computer
- Internet
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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 - True or false question
- Matching - Sentence completion - Expose /presentation
- Task : Importance of industrial attachment
Checklist Score
Yes No
Indicator 1: Benefits of AIP are described
Identify the challenges faced by workers
Being more informed about project research
Exposing the student to demand and challenges of the work place.
Gaining of practical experience.
Helping the student acquire self-reliance skills.
Indicator 2: Characteristics of AIP are identified
To adapt.
Professional Communication Skills.
Critical Thinking.
Indicator 3: Parties of industrial attachment are listed
Industry
Attaches
Performance criterion
Proper identification of importance of industrial attachment
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Training institution
Observation
Learning Outcome 1.4:Collect information on different industries
Content
Learning activities
Resources
• Industry location
factors influencing
industry location
Geographical
Non geographical
factor
• Industry type
Primary
Secondary
Tertiary
• Industry size
Mean of industrial size
Industrial size
determination
o Observation of the
environment
o Research on the industry
types and size
o Guided learning on how to
collect information
o Learning through maps
o Asking questions
o Group work on the given
topic
o Industry visit
o Power Point presentation
on collection of information
on different industries
- Reference books
- Chalkboard
- Projector
- Internet
- computer
Formative Assessment 1.4
Performance criterion
Accurate collection of information on different industries where one can
carry his/her IAP.
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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 Oral evidence
Essay (short responses / extended responses) Expose (presentation) Task: collection of information on different industries
Checklist Score
Yes No
Indicator 1: Industry location is well identified
Factors influencing industry location are identified
Indicator 2: Industry type are properly identified
Primary industry is well explained
Secondary is well explained
Tertiary is well explained
Indicator 3: Industry size
Mean of industrial size are well explained
Industrial size determination are identified
Observation
Learning Outcome 1.1: Clean floor
IAP selection criteria Training package Task related to the field Working hours
Use of workplace documents.
IAP application letter
Curriculum vitae
Complain letter
o Research on how to use
workplace documents
o Guided learning on how
to write workplace
documents
o Asking questions
o Group work on the
interpretation of the
workplace documents
- Sample of IAP
application
letter
- Sample of
Curriculum vitae
- Sample of
Complain letter
- Sample of
thanks letter
Content Learning activities Resources
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Thanks letter
Ways of keeping safe storage
Binding Filing Electronic
data storage
Method of document arrangement
Chronological
Subject Alphabeti
c Numerica
l
o Reflection on training
package
o Pair sharing of selection
criteria of IAP Place
o Discussion
o Asking question
o Industry visit
- Reference books
- Chalkboard
- Projector
- Correspondence
s
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
Product evidence
Short responses
Different Workplace documents Task: Appropriate application of correspondences.
Performance criterion
Appropriate application of correspondences.
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Checklist Score
Yes No
Indicator1: Essential element of workplace documents:
Being up to date
well explained
Be clear
Indicator2: Use of workplace documents.
IAP application letter
Curriculum vitae
Complain letter
Thanks letter
Indicator3: Ways of keeping safe storage
Binding
Filing
Electronic data storage
Indicator4: Method of document arrangement
Chronological
Subject
Alphabetic
Numerical
Indicator5: Use of workplace documents.
IAP application letter
Curriculum vitae
Observation
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Learning unit LU 2: Deal with workplace challenges
2
Learning Outcomes:
1. Identify industrial attachment challenges 2. Develop ways/strategies to overcome industrial attachment
challenges 3. Discuss creativity and innovation at work place
20 Hours
Learning Outcome 2.1:Identify industrial attachment challenges
Definition of IAP challenge
Types of IAP challenges (before, During and after)
Budget issues
Cope with a new
work situation
Insufficient of
industrial
attachment place
Lack of assistance
from industrial
attachment in
charge
Industry attitude
toward interns
Strategic plan to
overcome IAP
challenges
o Observation of the
environment
o Group discussion on IAP
challenges
o Pair sharing of IAP
challenges.
- Reference books
- Projector
- Power Point presentation
on creativity and innovation
Content Learning activities Resources
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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
True or false questioning
Matching
Sentence completion
Expose (presentation).
Task: identification of industrial attachment challenges.
Checklist Score
Yes No
Indicator 1: Possible IAP challenges (before, during and after) are identified
Budget issues
Cope with a new work situation
Insufficient of industrial attachment place
Lack of assistance from industrial attachment in charge
Industry attitude toward interns
Observation
Performance criterion
Proper identification of industrial attachment challenges.
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Learning Outcome 2.2: Develop ways/strategies to overcome industrial attachment challenges
Content
Learning activities
Resources
• Effective strategies to enhance IAP
Partnership with industries
Collaboration/Regular contact
Early Preparation of IAP
• Tips for Overcoming Your IAP
Challenges
Being patient
Meet new people
Effective communication
o Pair sharing on effective
strategies to enhance IAP
o Brainstorming on the way
to overcome IAP
challenges. o Research on
effective strategies and tips
to overcome IAP challenges
o Asking questions
o Group discussion on ways
to overcome IAP challenges
- Reference books
- Chalkboard
- Projector
- Power Point
presentation on
creativity and
innovation
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
- Essay (short responses /extended responses) Role play
- Scenarios - Scenarios – Completed checklist.
Task: development of strategies to overcome industrial
Performance criterion
Careful development of ways/ strategies to overcome industrial
attachment challenges.
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attachment challenges.
Checklist Score
Yes No
Indicator 1: Effective strategies to enhance IAP are identified
Partnership with industries
Collaboration/Regular contact
Early Preparation of IAP
Indicator 2: Strategies to overcome IAP challenges are identified
Being patient
Meet new people
Effective communication
Observation
Learning Outcome 2.3:Discuss creativity and innovation at work place
• Definition of creativity and
innovation
• Ways to develop creativity in
the workplace.
• Ways to promote innovation
in your workplace.
Be Efficient. Have the Right Tools
and
Equipment
Improve workplace
conditions.
Practice Positive
Reinforcement.
o Pair sharing of effective
ways to promote
creativity and innovation
o Research on good ways to
develop creativity and
innovation
o Asking questions
o Discussions on ways to
promote and develop
creativity and innovation
- Reference books
- Chalkboard
- Projector
- Power Point presentation on
creativity and innovation)
Content Learning activities Resources
167 | P a g e
Share ideas with
colleagues
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
True or false question Essay (short responses /extended responses)
Task: creativity and innovation in accordance with work situation.
Checklist Score
Yes No
Indicator1: List of possible ways to develop creativity and innovation on the workplace
Be Efficient.
Have the Right Tools and Equipment
Improve workplace conditions.
Practice Positive Reinforcement.
Share ideas with colleague
Indictor2: Ways to promote innovation in your workplace
Observation
Performance criterion
Regular creativity and innovation in accordance with work situation.
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Learning unit LU 3: Get briefed on industrial attachment program
3
Learning Outcomes:
1. Set industrial attachment goals. 2. Describe of IAP documents. 3. Explain how IAP assessment is conducted.
5Hours
Learning Outcome 3.1: Set industrial attachment goals.
Goals of industrial attachment
To understand real
life situations.
To develop skills in
the application of
theory to practical
work situations.
To develop skills and
techniques in the
careers.
To increase sense of
responsibility.
To have higher levels
of academic
performance.
To enhance the
ability to improve
students’ creativity
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
o Gig sow method
o Think pair share square
method
- Hand out on industrial attachment goals.
- Projector - Internet - Pen - Computer - Blackboard - chalk
Content Learning activities Resources
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skills and sharing
ideas.
To build a good communication skill
Types of goals Short term Long term Medium
Setting the Right Goals
Mastering Technical
Skills
Perfecting
Interpersonal
Skills
Building a Network
of Contacts
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
Essay (short responses /extended responses) Multiple choice
True or false question
Performance criterion
Proper setting of industrial attachment goals.
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Question and answer Task: proper setting of industrial attachment goals
Checklist Score
Yes No
Indictor1: industrial attachment goals are set
To experience and understand real life situations.
To develop skills in the application of theory to practical work situations.
To develop skills and techniques in the careers.
To increase sense of responsibility and good work habits.
To have higher levels of academic performance.
To enhance the ability to improve students’ creativity skills and sharing ideas.
To build a good communication skill
Indictor2: Setting the Right Goals
Mastering Technical Skills
Perfecting Interpersonal Skills
Building a Network of Contacts
Observation
Learning Outcome 3.2: Describe of IAP documents.
IAP attendance IAP Logbooks:
IAP list of
competencies to be
developed
sheet
IAP agreement
o Presentation
o Group work on the
interpretation of IAP
logbooks
o Exercise on the
completion of IAP
logbooks
- Logbooks - Pen - Flip chart - Computer - Internet -
Content Learning activities Resources
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IAP report form
IAP Evaluation form
IAP interview form
Deferent document
used in IAP
Work diary
Request of
information
Request for materials
Tips to fill in logbook
Use of rough book
Keep summary list
Be consistent
o Guided learning on how
to complete IAP logbooks
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 Task: assess risk associated to the business in line with the business Plan developed.
Checklist Score
Yes No
Indicator 1: IAP documents are described
IAP list of competencies to be developed
IAP attendance sheet
IAP agreement
IAP report form
Performance criterion
Accurately assess risk associated to the business in line with the business
plan developed
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IAP Evaluation form
Indicator 2: Deferent document used in IAP
Work diary
Request of information
Request for materials
Indicator 3: Tips to fill in logbook
Use of rough book
Keep summary list
Be consistent
IAP interview form
Observation
Learning Outcome 3.3: Explain how IAP assessment is conducted.
Content
Learning activities
Resources
• 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 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
Performance criterion
Briefly explain steps for conducting IAP assessment
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Written evidence
Oral evidence
Multiple choice exercises Essay& Cases study True or false questioning
Sentence completion Observation checklist A produced schedule
Task: steps for conducting IAP assessment
Checklist Score
Yes No
Indicator1: IAP assessment is conducted through
Written evidence
oral questions
A produced schedule
Observation
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Learning unit LU 4: Develop one’s competencies on the workplace
4
Learning Outcomes:
1. Develop competencies related to one’s field 2. Fill in trainee logbook 3. Describe gained work experience
270 Hours
Learning Outcome 4.1: Develop competencies related to one’s field.
Content
Learning activities
Resources
Competencies
Various activities/task related to one’s field
o Preform daily workplace routine tasks related to one’s field.
- Industry tools, equipment and consumables related to one’s field
Formative Assessment 4.1
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
Expected competencies are fully developed.
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Performance Product
Essay& Cases study True or false questioning
Observation checklist
A produced schedule
Checklist Score
Yes No
Indicator 1: Various activities/task related to one’s field
List of well performed activities
tasks given by industry
Observation
Learning Outcome 4.2: Fill in trainee logbook
Content
Learning activities
Resources
Trainee logbooks:
IAP list of competencies to be
developed
sheet
IAP report
IAP evaluation
IAP interview
o Complete trainee logbook o Complete IAP reports o Complete IAP Evaluation o Conduct IAP interview
- logbooks
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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
Performance Product
- Expose (presentation) reports
- workplace documents
Checklist Score
Yes No
Indicator1: trainee logbooks are mentioned
IAP list of competencies to be developed
sheet IAP agreement
IAP report form IAP Evaluation form
AP interview form
Observation
Learning Outcome 4.3: Describe gained work experience
Performance criterion
Trainee logbook is completely and well filled.
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Content
Learning activities
Resources
Work experiences related to one’s field
o Presentation on work experience related to one’s field
- Questionnaires related to work experience.
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 Oral
Expose (presentation)
Essay (short responses / extended responses)photos
Checklist Score
Yes No
Indicator1: Gained work experience during the industrial attachment period
Specialist skills
advice from colleagues
put together a portfolio of work
general skills
self-reliance skills
Brief presentation of experience gained during the industrial attachment period
Observation
Performance criterion
Proper description of gained work experience.
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References:
19. http://www.differencebetween.net/business/difference-between-factory-and-industry/
20. https://www.capitalfm.co.ke/campus/students-5-things-you-need-to-do-to-secure-
anattachment/
21. http://smallbusiness.chron.com/purpose-organizational-structure-3812.html
22. http://iamanentrepreneur.in/guru-gyan/importance-mapping-organisation-structure/
23. https://www.edrawsoft.com/why-use-orgchart.php
24. http://open.lib.umn.edu/strategicmanagement/chapter/9-3-creating-an-
organizationalstructure/
25. http://www.differencebetween.com/difference-between-company-and-vs-industry/
26. https://hbr.org/2014/11/to-encourage-innovation-make-it-a-competition
27. http://www.innovationmanagement.se/2012/11/09/does-encouraging-creativity-in-
theworkplace-improve-innovation/
28. http://smallbusiness.chron.com/different-ways-file-documents-filing-cabinet-57513.html
29. https://www.thebalance.com/creating-a-document-management-system-2948084
30. http://www.wow.com/wiki/Technical_writing?s_chn=70&s_pt=source2&s_gl=US&v_t=content
31. https://bizfluent.com/how-5093085-write-daily-report.html
32. https://resources.workable.com/supervisor-job-description
33. https://ischool.syr.edu/infospace/2017/07/20/tips-overcoming-Industrial Attachment Program
(IAP)-challenges/
34. https://www.researchgate.net/profile/Frank_Twenefour/publication/272370787_Industrial_Tr
a
ining_Programmes_of_Polytechnics_in_Ghana_The_Pertinent_Issues/links/55056a6e0cf24cee
3 a046df8/Industrial-Training-Programmes-of-Polytechnics-in-Ghana-The-Pertinent-Issues.pdf
35. https://toughnickel.com/misc/Challenges-faced-by-interns-Problems-commonly-found-
inIndustrial Attachment Program (IAP)s
36. AdupeprohJ.,Frank.B.KTwenefour (2015) industrial training program of polytechnics in
Ghana: the pertinent issues, Ghana
179 | P a g e
Competence
C C M K N 4 0 1 - IKINYARWANDA CY’UMUNYAMWUGA
CCMKN402 Gukoresha Ikinyarwanda cy’umunyamwuga
Ikiciro: 4 Amasaha ateganijwe 30
Indengo y’amasaha: 3
Ishami: Yose
Agashami: Twose
Igihe yateguriwe: Nzeri, 2021
Intego nyamukuru
Iyi mbumbanyigisho irasobanura ubumenyi n’ubushobozi bukenewe kugira ngo uwiga ashobore:
180 | P a g e
Gukoresha Ikinyarwanda cy’umwuga mu kumva, kuvuga, gusoma no kwandika, mu bikorwa bijyanye n’umwuga we;
gukoresha ubuvanganzo gakondo bufatiye ku mwuga mu gushyikirana n’abandi abagezaho ibitekerezo bye kandi agaragaza uko yakira ibyabo;
kugaragaza imyumvire n’imyifatire ikwiye agenda avoma mu myandiko inyuranye;
Kugaragaza ibyiza by’ikoranabuhanga mu iterambere ry’umwuga;
Gutandukanya inshinga iri mu mbundo, itondaguye n’inshinga nkene;
Kugaragaza amategeko y’igenamajwi mu izina mbonera
Gukoresha neza impakanyi n’indangahantu mu nteruro.
Ubushobozi fatizo
Ubushobozi mu Kinyarwanda kiboneye
Ingingo n’ibipimo by’ubushobozi
Ingingo z’ubushobozi zisobanura umusaruro w’ibanze ugomba kugerwaho.
Ibipimo by’ubushobozi bisobanura ubushobozi busabwa mu kugaragaza ko intego zikubiye mu mbumbe
zagezweho.
Ingingo z’Ubushobozi Ibipimo by’Ubushobozi
1. Gukoresha ubuvanganzo
gakondo bufatiye ku
mwuga ashyikirana
n’abandi no gukoresha
ikomorazina
n’ikomoranshinga.
1.1. Gusesenguraubuvanganzo gakondo bufatiye ku mwuga.
1.2. Gukoresha neza ikomorazina n’ikomoranshinga mu kunguka
amagambo mashya.
1.3. Gutarama Kinyarwanda akoresheje ubuvanganzo gakondo
bufatiye ku mwuga.
2. Gukoresha Ikinyarwanda
kiboneye agaragaza ibyiza
by’ikoranabuhanga mu
iterambere ry’umwuga no
gutandukanya ubwoko
bw’inshinga.
2.1. Gusoma no gusesengura neza umwandiko ku
nsanganyamatsiko y’ikoranabuhanga n’iterambere
ry’umwuga .
2.2. Gutandukanya neza inshinga mburabuzi, inshinga iri mu
mbundo n’inshinga itondaguye.
2.3. Gukoresha neza inshinga mburabuzi munteruro.
3. Gukoresha Ikinyarwanda
kiboneye uwiga agaragaza
ububi bw’ibiyobyabwenge
mu rubyiruko no
kugaragaza mu izina
mbonera amategeko
y’igenamajwi agendanye
3.1. Gusoma no gusesengura neza umwandiko ku
nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu
rubyiruko.
3.2. Kugaragaza mu izina mbonera amategeko y’igenamajwi
agendanye n’ingombajwi ziburizwamo.
3.3. Kugaragaza mu izina mbonera amategeko y’igenamajwi
agendanye n’ingombajwi zizihinduka izindi.
181 | P a g e
n’ingombajwi ziburizwamo
n’izihinduka izindi.
4. Gukoresha Ikinyarwanda
kiboneye uwiga agaragaza
uburyo bunyuranye bwo
gufata neza ibidukikije
,gukoresha indangahantu
n’icyungo
4.1. Gusoma no gusesengura neza umwandiko ku
nsanganyamatsiko yo gufata neza ibidukikije.
4.2. Kugaragaza neza indangahantu mu nteruro zitandukanye.
4.3. Gukoresha neza icyungo” na“ mu nteruro ziboneye uwiga
yihimbiye.
5. Gukoresha Ikinyarwanda
kiboneye uwiga agaragaza
akamaro k’ubutabazi
bw’ibanze no gukoresha
impakanyi n’indango
z’inshinga
5.1. Gusoma no gusesengura neza umwandiko ku nsanganyama-
tsiko uwiga agaragaza akamaro k’ubutabazi bw’ibanze
5.2. Kugaragaza neza impakanyi mu nteruro zitandukanye.
5.3. Gukoresha neza indango z’inshinga mu nteruro.
182 | P a g e
LU 1: Gukoresha ubuvanganzo gakondo bufatiye ku mwuga ashyikirana n’abandi.
1
Umusaruro w’inyigisho:
1. Gusoma no gusesengura neza umwandiko w’ubuvanganzo
gakondo bufatiye ku mwuga.
2. Gukoresha neza ikomorazina n’ikomoranshinga mu kunguka
amagambo mashya.
3. Gutarama Kinyarwanda akoresheje ubuvanganzo gakondo bufatiye ku mwuga Amasaha 6
Umusaruro w’inyigisho 1.1: Gusoma no gusesengura neza umwandiko w’ubuvanganzo gakondo
bufatiye ku mwuga
Inshoza y’ubuvanganzo bufatiye ku mwuga.
Ingero z’ubuvanganzo bufatiye ku mwuga: Amavumvu
Amasare
Ibyidogo by’isuka
o Imyitozo yo gufata mu mutwe ubuvanganzo bufatiye ku mwuga.
o Imyitozo mu matsinda yo gusoma bakuranwa
o Gusoma bucece o Gusoma baranguruye
- Ibitabo by’ubuvanganzo bushingiye ku mwuga
- Furashi disiki - Ikibaho - Marikeri - Murandasi - Mudasobwa - Inkoranyamagambo
n’inkoranyamuga
Isuzuma Mbonezanyigisho 1.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Ibyigwa Imbonezamasomo
Imfashanyigisho
Ubushobozi busuzumwa
Yakoresheje neza Ikinyarwanda kiboneye agaragaza ko yumva ubuvanganzo
gakondo bufatiye ku mwuga ashyikirana n’abandi.
183 | P a g e
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Ibibazo bifunze n’ibifunguye
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Inshoza y’ubuvanganzo gakondo yasobanuwe neza
Ikitabwaho 2: Ingero z’ubuvanganzo bufatiye ku mwuga zatanzwe
Yashyikiranye n’abandi abinyujije mu byidogo by’isuka
Yashyikiranye n’abandi abinyujije mu nganzo y’amasare
Yashyikiranye n’abandi abinyujije mu nganzo y’amavumvu
Umwanzuro
Umusaruro w’inyigisho 1.2. : Gukoresha neza ikomorazina n’ikomoranshinga mu kunguka
amagambo mashya.
Inshoza y’ikomorazina
Inshoza
y’ikomoranshinga
Ingero z’amazina
yakomotse ku nshinga
Ingero z’inshinga
zakomotse ku mazina
o Imyitozo ku ikomorazina
n’ikomora nshinga
o Imikoro mu matsinda ku
ikomoranshinga
- Ibitaboby’ikiboneza mvugo)
- Furashi disiki - Ikibaho - Marikeri - Murandasi - Inkoranyamagambo
n’inkoranyamuga
Isuzuma Mbonezanyigisho 1.2
Ibyigwa Imbonezamasomo
activities
Imfashanyigisho
184 | P a g e
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Inyandiko Ibibazo bifunze n’ibifunguye
Imyitozo yanditse ku ikomorazina
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Yasobanuye neza inshoza y’ikomorazina amagambo mashya
Ikitabwaho 2: Yakoresheje neza ikomorazina n’ikomoranshinga mu kunguka
Ikitabwaho 3: Yatanze ingero zifatika z’amazina akomoka ku nshinga
Ikitabwaho 4: yatanze ingero zifatika z’inshinga zakomotse ku mazina
Umwanzuro
Umusaruro w’inyigisho 1.3: Gutarama Kinyarwanda akoresheje ubuvanganzo gakondo bufatiye
ku mwuga
Ibiranga igitaramo
nyarwanda.
Abataramyi
Insanganyamatsik
o
Urubuga
Ibyizihiza
igitaramo
o Umwitozo wo guhanga utwivugo duto dusingiza ibikoresho by’umwuga akora.
o Umwitozo wo gutarama mu matsinda mato
- Ibitaboby’ikiboneza mvugo)
- Furashi disiki - Ikibaho - Marikeri - Murandasi - Inkoranyamagambo
n’inkoranyamuga
Ibyigwa Imbonezamasomo
activities
Imfashanyigisho
Ubushobozi busuzumwa
Yakoresheje neza ikomorazina n’ikomoranshinga mu kunguka amagambo
mashya.
185 | P a g e
utwivugo dusingiza
ibikoresho by’umwuga.
Injyana y’ubuvanganzo
gakondo bushingiye ku
mwuga.
Insubirajwi
isubirajambo
Isuzuma Mbonezanyigisho 1.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Ibibazo n’ibisubizo
Umwitozo wo gutarama.
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: yagaragaje Ibiranga igitaramo nyarwanda
Abataramyi
Insanganyamatsiko
Urubuga
Ibyizihiza igitaramo
Ikitabwaho 2: yahanze utwivugo dusingiza ibikoresho by’umwuga
Ikitabwaho 3: yamuritse utwivugo akurikije injyana y’ubuvanganzo gakondo
bushingiye ku mwuga
Insubirajwi
Ubushobozi busuzumwa
Yataramye kinyarwanda akoresheje ubuvanganzo gakondo bufatiye ku
mwuga.
186 | P a g e
isubirajambo
Umwanzuro
187 | P a g e
LU 3: Gukoresha Ikinyarwanda kiboneye agaragaza ibyiza
by’ikoranabuhanga mu iterambere ry’umwuga no gutandukanya ubwoko bw’inshinga.
Umusaruro w’inyigisho 2.1: Gusoma no gusesengura neza umwandiko ku nsanganyamatsiko
y’ikoranabuhanga n’iterambere ry’umwuga.
Gusoma umwandiko ku
nsanganyamatsiko
y’ikoranabuhanga n’iterambere
ry’umwuga
Ingero zifatika zihamya
akamaro k’ikorabuhanga mu
iterambere ry’umwuga
o Umwitozo wo gusoma
umwandiko ku
nsanganyamatsiko
y’ikoranabuhanga
n’iterambere ry’umwuga
o Kujya impaka mu matsinda ,
bungurana ibitekerezo ,
banatanga ingero zifatika ku
kamaro k’ikoranabuhanga mu
iterambere ry’umwuga
- Ibitabo bikubiyemo imyandiko yerekeye ikoranabuhanga n’iterambere ry’umurimo , ibitabo by’ikibonezamvugo;
- Furashi disiki - Ikibaho; - Marikeri; - Murandasi; - Inkoranyamagambo
n’inkoranyamuga; - Ibikoresho
by’ikoranabuhanga;
2
Umusaruro w’inyigisho:
1. Gusoma no gusesengura neza umwandiko ku
nsanganyamatsiko
y’ikoranabuhanga n’iterambere ry’umwuga.
2. Gutandukanya neza inshinga mburabuzi, inshinga iri mu mbundo
n’inshinga itondaguye.
3. Gukoresha neza inshinga mburabuzi munteruro.
Amasaha 6
Ibyigwa Imbonezamasomo
activities
Imfashanyigisho
Learning Unity
188 | P a g e
Isuzuma Mbonezanyigisho 2.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Ibibazo bifunze n’ibifunguye
Imyitozo ku nsanganyamatsiko y’akamaro k’ikoranabuhanga ku
kamaro k’umwuga
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Yasomye neza anasesengura umwandiko ku nsanganyamatsiko
y’ikoranabuhanga n’iterambere ry’umwuga yubahiriza utwatuzo n’isesekaza.
Ikitabwaho 2: Yatanze ingero zifatika zihamya akamaro k’ikorabuhanga mu
iterambere ry’umwuga
Umwanzuro
Umusaruro w’inyigisho 2.2. Gutandukanya neza inshinga mburabuzi, inshinga iri mu mbundo
n’inshinga itondaguye mu gukora interuro yuzuye y’Ikinyarwanda.
Inshoza y’inshinga
mburabuzi,
inshinga iri mu
mbundo
o Imyitozo ku mikoreshereze y’inshinga mu nteruro z’Ikinyarwanda.
- Ibitabo bikubiyemo imyandiko yerekeye ikoranabuhanga n’iterambere ry’umurimo ;
Ibyigwa Imbonezamasomo
activities
Imfashanyigisho
Ubushobozi busuzumwa
Yasomye anasesengura neza umwandiko ku nsanganyamatsiko
y’ikoranabuhanga n’iterambere ry’umwuga.
189 | P a g e
n’inshinga
itondaguye.
Ingero z’inshinga
mburabuzi
n’imikoreshereze
yazo.
Ni
Si
Ibihe bikuru
by’inshinga
Indagihe
Inzagihe
impitagihe
Gutandukanya
inshinga iri mu
mbundo,
itondaguye
n’idatondaguye.
o Imyitozo yo gutandukanya inshinga iri mu mbundo, itondaguye n’idatondaguye.
o Imyotozo mu matsinda ku mikoreshereze y’inshinga mu nteruro
ibitabo by’ikibonezamvugo;
- Furashi disiki - Ikibaho; - Marikeri; - Murandasi; - Mudasobwa - Inkoranyamagambo
n’inkoranyamuga; - Ibikoresho
by’ikoranabuhanga;
Isuzuma Mbonezanyigisho 2.2
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Ibibazo n’ibisubizo
Imyitozo ku ikoreshwa ry’inshinga mu nteruro
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Yasobanuye neza Inshoza y’inshinga mburabuzi, inshinga iri mu mbundo n’inshinga
itondaguye
Ikitabwaho 2: Ingero z’inshinga mburabuzi n’imikoreshereze yazo.
Ubushobozi busuzumwa
Yatandukanyije neza inshinga mburabuzi, inshinga iri mu mbundo
n’inshinga itondaguye mu gukora interuro yuzuye y’Ikinyarwanda.
190 | P a g e
Ni
Si
Ikitabwaho 3: yasobanuye ibihe bikuru by’inshinga
Indagihe
Inzagihe
impitagihe
Ikitabwaho 4: yatandukanyije inshinga iri mu mbundo, itondaguye
n’idatondaguye
Umwanzuro
Umusaruro w’inyigisho 2.3 : Gukoresha neza inshinga mburabuzi munteruro.
Ingero z’inshinga
mburabuzi:
Inshinga
mburabuzi
“NI”
Inshinga
mburabuzi”SI
”
Imikoreshereze
y’inshinga mburabuzi
mu nteruro:
Mu ndango
yemeza.
Amau ndango
ihakana.
o Imyitozo ku mikoreshereze y’inshinga mburabuzi.
- Ibitabo bikubiyemo imyandiko yerekeye ikoranabuhanga n’iterambere ry’umurimo ; ibitabo by’ikibonezamvugo;
- Furashi disiki - Ikibaho; - Marikeri; - Murandasi; - Mudasobwa - Inkoranyamagambo
n’inkoranyamuga; - Ibikoresho
by’ikoranabuhanga;
.
Isuzuma Mbonezanyigisho 2.3
Ibyigwa Imbonezamasomo
activities
Imfashanyigisho
191 | P a g e
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Inyandiko Imyitozo yanditse
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Ingero z’ inshinga mburabuzi zatanzwe .
Yatanze urugero rw’inshinga “si”
Yatanze urugero rw’inshinga “ni”
Ikitabwaho 2: Yakoresheresheje neza inshinga mburabuzi mu nteruro
Yakoresheje inshinga “si” mu ndango ihakana.
Yakoresheje inshinga “ni” mu ndango yemeza
Umwanzuro
Ubushobozi busuzumwa
Yatandukanyije neza inshinga mburabuzi, inshinga iri mu mbundo
n’inshinga itondaguye mu gukora interuro yuzuye y’Ikinyarwanda
192 | P a g e
Imbumbe
LU 3: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ububi
bw’ibiyobyabwenge mu rubyiruko no kugaragaza mu izina mbonera amategeko y’igenamajwi agendanye n’ingombajwi ziburizwamo n’izihinduka izindi.
3
Umusaruro w’inyigisho:
1. Gusoma no gusesengura neza umwandiko ku
nsanganyamatsiko
y’ububi bw’ibiyobyabwenge mu rubyiruko.
2. Kugaragaza mu izina mbonera amategeko y’igenamajwi
agendanye
n’ingombajwi ziburizwamo.
3. Kugaragaza mu izina mbonera amategeko y’igenamajwi agendanye
n’ingombajwi zizihinduka izindi.
Amasaha 6
Umusaruro w’inyigisho 3.1: Gusoma no gusesengura neza umwandiko ku nsanganyamatsiko
y’ububi bw’ibiyobyabwenge mu rubyiruko.
Gusoma umwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko;
Ingero z’ibiyobyabwenge:
Mugo Urumogi Kanyanga Mayirungi Kokayine
Ingero z’ingaruka mbi z’ibiyobyabwenge mu rubyiruko:
Gucikiriza amashuri
o Gusoma umwandiko yuhahiriza utwatuzo n’isesekaza
o Kujya impaka zigamije kungurana ibitekerezo ku ngaruka mbi z’ibiyobyabwenge.
o Gusoma bucece umwandiko
- Ibitabo bikubiyemo imyandiko ku bubi bw’ibiyobyabwenge mu rubyiruko;
- Ibitabo by’ikibonezamvugo
- Furashi disiki - Ikibaho - Marikeri - Murandasi - Inkoranyamagambo
n’inkoranyamuga.
Ibyigwa Imbonezamasomo
activities
Imfashanyigisho
193 | P a g e
Kwishora mu ngeso mbi
Kuba umutwaro ku muryango no ku gihugu
Kwiyahura Kwandura
indwara zinyuranye.
Isuzuma Mbonezanyigisho 3.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
inyandiko
- Imyitozo yanditse
- Ibibazo biziguye n’ibitaziguye
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Yasomye neza umwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu
rubyiruko
Ikitabwaho 2: Ingero z’ibiyobyabwenge:
Mugo
Urumogi
Kanyanga
Mayirungi
IKitabwaho 3: Yatanze Ingero z’ingaruka mbi z’ibiyobyabwenge mu rubyiruko
Gucikiriza amashuri
Ubushobozi busuzumwa
Yasomye anasesengura neza umwandiko ku nsanganyamatsiko
y’ububi bw’ibiyobyabwenge mu rubyiruko.
194 | P a g e
Kwishora mu ngeso mbi
Kuba umutwaro ku muryango no ku gihugu
Kwiyahura
Kwandura indwara zinyuranye
Umwanzuro
Umusaruro w’inyigisho 3.3: Kugaragaza mu izina mbonera amategeko y’igenamajwi agendanye
n’ingombajwi zihinduka izindi
Amazina mbonera:
Imyumbati
Indabo
Udutebo
Agatebo
Amategeko
y’igenamajwi
agendanye
n’ingombajwi
zihinduka izindi:
n m/-n;b;p
r d/n-
t d/-GR
k g /-GR
o Imyitozo yo kugaragaza amategeko y’igenamajwi agaragaramo ingombajwi zihinduka izindi.
o Imikoro mu matsinda
o Ibitabo bikubiyemo imyandiko ku bubi bw’ibiyobyabwenge mu rubyiruko;
o Ibitabo by’ikibonezamvugo
o Furashi disiki o Ikibaho o Marikeri o Murandasi o Inkoranyamagambo
n’inkoranyamuga.
Isuzuma Mbonezanyigisho 3.3
Ibyigwa Imbonezamasomo
activities
Imfashanyigisho
Ubushobozi busuzumwa
Yagaragaje amategeko y’igenamajwi agendanye n’ingombajwi
zihinduka izindi mu mazina mbonera
195 | P a g e
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi
Inyandiko
- Imyitozo yanditse mu kugaragaza amategeko y’igenamajwi
- Ibibazo biziguye n’ibitaziguye
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1 : Yatanze ingero z’amazina mbonera agaragaramo
amategeko y’igenamajwi agaragaza inyajwi zihinduka izindi
Imyumbati
Indabo
Udutebo
Agatebo
Ikitabwaho 2: Amategeko y’igenamajwi agendanye n’ingombajwi zihinduka izindi yagaragajwe
mu mazina mbonera
n m/- n ; b ; p
r d/n-
t d/-GR
k g /-GR
Umwanzuro
196 | P a g e
Imbumbe
LU 4: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza uburyo bunyuranye bwo gufata neza ibidukikije no gukoresha indangahantu icyungo” na“ mu nteruro
4
Umusaruro w’inyigisho:
1. Gusoma no gusesengura neza umwandiko ku nsanganyamatsiko yo
gufata neza ibidukikije.
2. Kugaragaza neza indangahantu mu nteruro zitandukanye.
3. Gukoresha neza icyungo” na“ mu nteruro ziboneye uwiga yihimbiye.
Amasaha 6
4. Umusaruro w’inyigisho 4.1 Gusoma no gusesengura neza umwandiko ku
nsanganyamatsiko yo gufata neza ibidukikije.
Gusoma umwandiko ku nsanganyamatsiko yerekeye gufata neza ibidukikije;
Ingero z’ibikorwa by’abanyamwuga bishobora kwangiza ibidukikije:
Ibikorwa bishingiye ku mwuga w’ubukanishi:
Kumena
vidange mu migezi
Gutwika amapine ashaje
o Gusubiza ibibazo byo kumva umwandiko n’ inyunguramagambo.
o Gusoma bucece. o Gusoma mu matsinda. o Gukorera mu matsinda,
bungurana ibitekerezo ku ngamba zo kurengera ibidukikije.
o Kujya impaka ku ngaruka zo kwangiza ibidukikije.
o Umwitozo wo gukoresha neza indangahantu mu nteruro
- Ibitabo bikubiyemo imyandiko ku kurengera ibidukikije;
- Ibitabo byikibonezamvugo;
- Furashi disiki - Ikibaho; -Marikeri; -Murandasi; - Inkoranyamagambo
n’inkoranyamuga; - Amafoto.
Ibyigwa Imbonezamasomo
Imfashanyigisho
197 | P a g e
Ibikorwa bishingiye ku mwuga w’ububaji
Gutema ibiti bidakuze
Ivumbi riva mu ibarizo
Ibikorwa bikomoka ku mwuga w’ubworozi:
Kuragira amatungo ku gasozi
Gutwika imisozi bashaka ubwatsi butoshye
Isuzuma Mbonezanyigisho 4.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Ibibazo bifunze n’ibifunguye
Imyitozo yanditse
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Yasomye neza umwandiko ku nsanganyamatsiko yerekeye gufata neza ibidukikije;
Ikitabwaho 2. Ingero z’ibikorwa by’abanyamwuga bishobora kwangiza ibidukikije zagaragajwe.
Ubushobozi busuzumwa
Yasomye anasesengura neza umwandiko ku nsanganyamatsiko yo
gufata neza ibidukikije.
198 | P a g e
Ibikorwa bishingiye ku mwuga w’ubukanishi: Kumena vidange mu migezi no gutwika amapine ashaje
Ibikorwa bishingiye ku mwuga w’ububaji: gutema ibiti bidakuze n’ivumbi riva mu ibarizo
Ibikorwa bikomoka ku mwuga w’ubworozi: Kuragira amatungo ku gasozi no gutwika imisozi bashaka ubwatsi butoshye
Ikitabwaho 3: Indangahantu mu nteruro zakoreshejwe neza:
Indangahantu “ku” ihinduka” kuri,”
Indangahantu “mu” ihinduka “muri”
Indangahantu” i”
Umwanzuro
Umusaruro w’inyigisho 4.2: Kugaragaza neza indangahantu mu nteruro zitandukanye.
Ikoreshwa ry’indangahantu mu nteruro: Indangahantu“ku”
ihinduka” kuri,” Indangahantu“mu”
ihinduka “muri “ Indangahantu” i”
o Imyitozo ikozwe
n’umuntu ku giti cye
o Imyitozo mu matsinda
- Ibitabo bikubiyemo imyandiko ku kurengera ibidukikije;
- Ibitabo byikibonezamvugo;
- Furashi disiki - Ikibaho; -Marikeri; -Murandasi; - Inkoranyamagambo
n’inkoranyamuga;
- Amafoto
Isuzuma Mbonezanyigisho 4.2
Ibyigwa Imbonezamasomo
activities
Imfashanyigisho
199 | P a g e
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi
Inyandiko
- Ibibazo biziguye n’ibitaziguye
- Imyitozo yandikitse ku mikoresheze y’indangahantu mu
nteruro.
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho:Indandangahantu zakoreshejwe neza mu nteruro
Yakoresheje Indangahantu “mu”
Yakoresheje Indangahantu “mu”
Yakoresheje Indangahantu “i”
Umwanzuro
Umusaruro w’inyigisho 4.3: Gukoresha neza icyungo” na“ mu nteruro ziboneye uwiga
yihimbiye yihimbiye.
Imikoresherezey’incyungo “na”mu nteruro: Icyungo “na”
kirakatwa kigahinduka “n”imbere y’ijambo ritangiwe n’inyajwi.
o Imyitozo ikozwe
n’umuntu ku giti cye
o Imyitozo mu matsinda
- Ibitabo bikubiyemo imyandiko ku kurengera ibidukikije;
- Ibitabo byikibonezamvugo;
- Furashi disiki - Ikibaho;
Ibyigwa Imbonezamasomo
activities
Imfashanyigisho
Ubushobozi busuzumwa
Yakoresheje neza indangahantu mu nteruro
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Icyungo“na’” gihinduka “no”imbere y’inshinga iri mu mbundo.
-Marikeri; -Murandasi; - Inkoranyamagambo
n’inkoranyamuga;
- Amafoto
Isuzuma mbonezanyigisho 4.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi
Inyandiko
Ibibazo bifunguye n’ibifunze.
Imyitozo yanditse
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho : Icyungo” na“ cyakoreshejwe neza mu nteruro.
Yakoze interuro irimo icyungo “na”
Yakoze interuro irimo icyungo “na” cyakaswe kigahinduka “n’”imbere y’ijambo ritangiwe n’inyajwi.
Yakoze interuro irimo icyungo “na” gihinduka “no”imbere y’inshinga iri mu mbundo.
Umwanzuro
Ubushobozi busuzumwa
Yakoresheje neza icyungo” na“ mu nteruro ziboneye.
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Imbumbe
LU 5: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza akamaro
k’ubutabazi bw’ibanze no gukoresha impakanyi n’indango z’inshinga.
5
Umusaruro w’inyigisho:
1. Gusoma no gusesengura neza umwandiko ku
nsanganyamatsiko y’ akamaro k’ubutabazi bw’ibanze
2. Gukoresha neza impakanyi mu nteruro ziboneye . 3. Gukoresha neza indango z’inshinga mu nteruro .
Amasaha 6
Umusaruro w’inyigisho 5.1: Gusoma no gusesengura neza umwandiko ku nsanganyamatsiko
Ku kamaro k’ubutabazi bw’ibanze
Inshoza y’ubutabazi bw’ibanze
Gusoma no gusesengura umwandiko ku nsanganyamatsiko ku kamaro k’ubutabazi bw’ibanze
Ingero z’ibikorwa by’ubutabazi bw’ibanze:
Gupfuka ibisebe
Gupfubya ubushye
Gufasha uwavunitse
Kongerera umwuka uwukeneye
o Gukorera mu matsinda, bungurana ibitekerezo ku nsanganyamatsiko ivugwa y’ubutabazi bw’ibanze
o Kujya impaka ku ngaruka z’ingeso yo kudatabara abari mu kaga no kugaragaza ibyiza byo kubatabara.
- Ibitabo bikubiyemo imyandiko;
- Ibitabo by’ikibonezamvugo ;
- Furashi disiki - 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.
Ibyigwa Imbonezamasomo
activities
Imfashanyigisho
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Gupfubya ubushye
Isuzuma Mbonezanyigisho 5.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Ibibazo bifunze n’ibifunguye.
imyitozo
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
kitabwaho 1: Yasobanuye neza Inshoza y’ubutabazi bw’ibanze
Ikitabwaho 2: Yatanze Ingero z’ibikorwa by’ubutabazi bw’ibanze
Gupfuka ibisebe
Kongerera umwuka uwukeneye
Gufasha uwavunitse
Gupfubya ubushye
Umwanzuro
Ubushobozi busuzumwa
Yasomye anasesengura neza umwandiko ku nsanganyamatsiko
Ku kamaro k’ubutabazi bw’ibanze.
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Umusaruro w’inyigisho 5.2: Kugaragaza neza impakanyi mu nteruro zitandukanye.
Imikoreshereze y’impakanyi mu nteruro: impakanyi “si’” impakanyi “nti” impakanyi “ta” impakanyi “i”
o Imyitozo mu matsinda ku mikoreshereze y’impakanyi.
o Imyitozo y’umuntu ku giti ke
- Ibitaboby’ikiboneza mvugo - Furashi disiki - Ikibaho - Marikeri - Murandasi - Mudasobwa - Inkoranyamagambo
n’inkoranyamuga
Isuzuma Mbonezanyigisho 5.2
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
inyandiko
Imyitozo yanditse
Ibibazo biziguye n’ibitaziguye
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Impakanyi zakoreshejwe neza mu nteruro.
impakanyi “si’”
impakanyi “nti”
impakanyi “ta”
impakanyi “i”
Ibyigwa Imbonezamasomo
activities
Imfashanyigisho
Ubushobozi busuzumwa
Yakoresheje neza impakanyi mu nteruro zitandukanye.
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Umwanzuro
Umusaruro w’inyigisho 5.3: Gukoresha indango z’inshinga mu nteruro.
Indango z’inshinga:
Indango yemeza
Indango
ihakana
Imyitozo ku ndango z’inshinga - Ibitaboby’ikiboneza mvugo - Furashi disiki - Ikibaho - Marikeri - Murandasi - Mudasobwa - Inkoranyamagambo
n’inkoranyamuga
Isuzuma Mbonezanyigisho 5.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
inyandiko
Imyitozo yanditse
Ibibazo biziguye n’ibitaziguye
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho : Indango z’inshinga zakoreshejwe neza
Indango yemeza
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
Ubushobozi busuzumwa
Yakoreshe neza indango z’inshinga mu nteruro.
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Indango ihakana
Umwanzuro
Ibitabo n’inyandiko byifashishijwe:
1. BIZIMANA S, KAYUMBA C., (2011), Inkoranya y’ikinyarwanda mu Kinyarwanda, IRST, 2ème,
Edition
2. BIZIMANA, S., RWABUKUMBA, G., (2011), Inkoranya y’ikinyarwanda mu Kinyarwanda, IRST,
1ère Edition
3. CHARMEAUX, E., (1975), La lecture à l’école, Cédix, Paris.
4. CONFÉRENCE DES MINISTRES DE L’EDUCATION DES ETATS D’EXPRESSION FRANÇAISE, (1986),
Promotion et intégration des langues nationales dans les systèmes éducatifs, Librairie Honoré
Champion, Paris.
5. COUPEZ A. (1961) Grammaire Rwanda Simplifiée, Usumbura
6. Dictionnaire Rwandais-Français, Edition abrégée et adaptée par Irénée JACOB.
7. EDITION BAKAME (2010) Ikinyarwanda Ikibonezamvugo cy’amashuri abanza n’ayisumbuye,
Kigali
8. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umunyeshuri, Umwaka wa 4,
Fountain Publishers, Kigali
9. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umwarimu, Umwaka wa 5, Fountain
Publishers, Kigali
10. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umwarimu, Umwaka wa 6, Fountain
Publishers, Kigali
11. GAGNÉ, G., PAGÉ, M. na ARRAB, E, (2002), Didactique des langues maternelles. Questions
actuelles dans différentes régions du monde, De Boeck Universitégions du monde, De Boeck
Université, Bruxelles.
12. GASIMBA F.X (2004), Inganzo y’Ubwanditsi, Prix Kadima . Paris, OIF
13. INTEKO NYARWANDA Y’URURIMI N’UMUCO (RALC),( 2013), Indangagaciro z’Umuco w’u
Rwanda, Imfashanyigisho ibanza, Kigali
14. KAGIRANEZA Z. (1989), Igitaramo ku mateka y’u Rwanda, MINESUPRESS
15. MINEDUC (2008), Ikinyarwanda : Imyandiko mfashanyigisho, Igitabo cy’Umunyeshuri, NCDC,
Kigali
16. MINISTERI Y’AMASHURI ABANZA N’AYISUMBUYE (1986), Ikinyarwanda: Ikibonezamvugo cyo
mu Cyiciro cya Gatatu, Kigali
17. UNIVERSITY OF RWANDA/COLLEGE OF EDUCATION (2014), Umusogongero ku Buvanganzo
Nyarwanda , Kigali.
18. VANHOVE J. (1941), Essai de Droit Coutumier du Ruanda, Bruxelles, Librairie Falk fil
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Competence
C C M Q S 4 0 1 - PROVIDING QUALITY CUSTOMER SERVICE
CCMQS401 Provide quality customer service
REQF Level: 4 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: November, 2017
Purpose statement
This module describes the skills, knowledge and attitude required to provide quality customer service and deal with any matter related to business during, before and after a service delivery. The module will allow the participant to identify opportunities for products and services delivery and reflect on information received to devise changes and suggest coping strategies.
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Moreover, the trainee will also develop and use communication techniques intended for the management of the complaints and ways of recording customer information.
Learning assumed to be in place
Not applicable
Elements of competency and performance criteria
Learning units describe the essential outcomes of a competency.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competency Performance criteria
1. Develop and maintain product, service and market knowledge.
1.1 Proper identification of opportunities and use of formal and informal research to develop and maintain knowledge of products and services.
1.2 Appropriate use of customer feedback and workplace observation to evaluate products, services and promotional initiatives and identify changes in customer preferences, needs and expectations.
1.3 Effective sharing of market, product and service knowledge obtained with colleagues to enhance the effectiveness of the team.
1.4 Effective suggestion of ideas to appropriate person for product and service adjustments to meet customer needs for future planning according to organization policy.
2. Provide a quality service experience to customers.
1.1. Determination and clarification of customer preferences, needs and expectations.
1.2. Proper offering of accurate information about appropriate products and services to customers to meet their needs and expectations.
1.3. Anticipation of customer preferences needs and expectations throughout the service experience and provide products and services in a timely manner, appropriate to individual needs and preferences, and according to organization standards.
1.4. Offering possible extras and add-ons appropriately and provision of personalized and additional services and products where appropriate.
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1.5. Proactive promotion of products and services at appropriate opportunities according to current organization goals and promotional focus and appropriate employment of selling
3. Deal with complaints
and difficult customer
service situations.
3.1 Proper use of questioning techniques to establish and agree on the nature, possible cause and details of the complaint or difficult customer service situation with the customer and assessment of the impact on the customer of the situation.
3.2 Effective use of communication techniques to assist in the management of the complaint and handle the situation sensitively, courteously and discreetly.
3.3 Proper determination of possible options to resolve the complaint and prompt analysis and decision on the best solution, taking into account any organization constraints.
3.4 Appropriate use of techniques to turn complaints into opportunities to demonstrate high quality customer service.
3.5 Effective provision of feedback on complaints to appropriate personnel in order to avoid future occurrence.
3.6 Reflection and evaluation of complaint and solution to enhance response to future complaints or difficult service situations.
4. Manage and use
information about
clients and customers
3.1 Proper determination and record of customer information where appropriate to provide personalized service.
3.2 Perfect development and maintaining of knowledge of organization promotional initiatives and perfect implementation where appropriate.
3.3 Proactive provision of enhanced products and services to clients and customers based on client information.
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Learning Outcome 1.1: Identify opportunities and use formal and informal research to develop and maintain knowledge of products and services.
Differentiation of products
and services
o Large group discussion o Role plays o Small group activity o Brainstorming o Question and answer
- Role play scenario - Reference books - Online materials - Scholarly materials
Learning unit
LU 1: Develop and maintain product, service and market knowledge.
1
Learning Outcomes:
1. Identify opportunities and use formal and informal research to develop and maintain knowledge of products and services.
2. Use customer feedback and workplace observation to evaluate products, services and promotional initiatives and identify changes in customer preferences, needs and expectations.
3. Share market, product and service knowledge obtained with colleagues to enhance the effectiveness of the team
4. Suggest ideas to appropriate person for product and service adjustments to meet customer needs for future planning.
5 Hours
Content Learning
activities
Resources
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Tangibility vs intangibility
Production vs interaction
Perishability vs imperishability
Need vs relationship Quantity Inseparability Quality Returnability Value perspective Shelf line
Being aware of your products and services
Importance of knowing your products and services
Tips on knowing your products and services
Using conventional and creative sources of information to learn about your products or services
Being honest about shortcomings
Turning product features into benefits
Identification of opportunities to develop and maintain knowledge of products and services Membership of industry
associations and networks
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Conventional and creative sources of information
Formal and informal research techniques Discussions with
colleagues
Reading organization information
Research of product and service information brochures
General media Attendance at
conferences, trade shows and industry events
Distributing surveys and questionnaires
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 True or false question Matching Sentence completion Ticking Essay (short responses / extended responses)
Performance criterion
Proper identification of opportunities and use of formal and informal
research to develop and maintain knowledge of products and services.
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Checklist Score
Yes No
Indicator: Products and services are well differentiated
Tangibility vs intangibility
Production vs interaction
Perishability vs imperishability
Need vs relationship
Quantity
Inseparability
Quality
Returnability
Value perspective
Shelf line
Indicator: products and services are well known
Importance of knowing your products and services
Tips on knowing your products and services
Using conventional and creative sources of information to learn about your products or services
Being honest about shortcomings
Turning product features into benefits
Indicator: opportunities to develop and maintain knowledge of products and services are well identified
Membership of industry associations and networks
Conventional and creative sources of information
Indicator: Formal and informal research techniques
Discussions with colleagues
Reading organization information
Research of product and service information brochures
General media
Attendance at conferences, trade shows and industry events
Distributing surveys and questionnaires
Observation
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Learning Outcome 1.2: Use customer feedback and workplace observation to evaluate products, services and promotional initiatives and identify changes in customer preferences, needs and expectations.
Products and services
promotional
initiatives
Tours and transport Conferences and
conventions Function facilities Entertainment Shopping services Restaurant facilities Food and beverage Add-on services Special offers or
packages.
Ways to determine customer preferences, needs and expectations:
Active listening Questioning Observation Recognition of non-
verbal signs
Factors influencing customer preferences, needs and expectations:
Age Gender Social and cultural
characteristics Prior knowledge Special needs
Ways to satisfy customer preferences, needs and expectations:
Friendliness
Courtesy
Value for money
o Large group discussion o Role plays o Small group activity o Brainstorming o Question and answer
- Role play scenario - Reference books - Online materials - Scholarly materials
Content Learning
activities
Resources
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Prompt or timely
service
Assistance
Empathy and support
Comfort
New experience
Basic needs for food,
shelter, transport or
other services.
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
Oral
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Observation checklist
Performance criterion
Appropriate use of customer feedback and workplace observation to evaluate products, services and promotional initiatives and identify
changes in customer preferences, needs and expectations.
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Checklist Score
Yes No
Indicator: products and services promotional initiatives are well identified
Tours and transport
Conferences and conventions
Function facilities
Entertainment
Shopping services
Restaurant facilities
Food and beverage
Add-on services
Special offers or packages.
Indicator: ways to determine customer preferences, needs and expectations are well applied
Active listening
Questioning
Observation
Recognition of non-verbal signs
Indicator: factors influencing customer preferences, needs and expectations are well identified
Age
Gender
Social and cultural characteristics
Prior knowledge
Special needs
Indicator: ways to satisfy customer preferences, needs and expectations are applied
Friendliness
Courtesy
Value for money
Prompt or timely service
Assistance
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Empathy and support
Comfort
New experience
Basic needs for food, shelter, transport or other services.
Observation
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Learning Outcome 1.3: Share market, product and service knowledge obtained with colleagues to enhance the effectiveness of the team
Reasons for knowledge
sharing in the workplace
Preserving the knowledge of experienced employees
Improving organizational productivity and efficiency
Helping manage change in the organization
Managing future risks
Improving decision making
Helping innovate better
Boosting collaboration
Sources of knowledge in at workplace
meetings reviews audits processes performance
assessments market research customer
feedback
Methods for promoting knowledge sharing in the workplace Communication Office space
o Group discussion
o Role play
o Presentation
- Role play scenario - Reference books - Online materials - Scholarly materials
Content Learning
activities
Resources
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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
Team building activities
Safe space Creation of a
collaborative workplace
Encouraging supportive workplace culture
Offering incentives for innovation
Inspiring innovation by building trust
Offering comprehensive employee training
Making resources readily available
Utilizing communication tools
Implementing a long-term knowledge-sharing strategy
Creating a knowledge-transfer plan
Effects of not sharing knowledge at workplace Waste of time Repetition of the
same mistakes Knowledge loss Slowing innovation
Performance criterion
Effective sharing of market, product and service knowledge obtained with
colleagues to enhance the effectiveness of the team.
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Written evidence
Oral evidence
Performance evidence
Multiple choice
True or false question
Matching
Ticking
Essay (short responses / extended responses)
Observation checklist
Checklist Score
Yes No
Indicator: reasons to share knowledge of market, product and service at workplace are well identified
Preserving the knowledge of experienced employees
Improving organizational productivity and efficiency
Helping manage change in the organization
Managing future risks
Improving decision making
Helping innovate better
Boosting collaboration
Indicator: sources of knowledge at workplace are well identified
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Meetings
Reviews
Audits
Processes
performance assessments
market research
customer feedback
Indicator: methods for promoting knowledge sharing at workplace are explained
Communication
Office space
Team building activities
Safe space
Creation of a collaborative workplace
Encouraging supportive workplace culture
Offering incentives for innovation
Inspiring innovation by building trust
Offering comprehensive employee training
Making resources readily available
Utilizing communication tools
Implementing a long-term knowledge-sharing strategy
Creating a knowledge-transfer plan
Indicator: effects of not sharing knowledge at workplace are identified
Waste of time
Repetition of the same mistakes
Knowledge loss
Slowing innovation
Observation
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Learning Outcome 1.4: Suggest ideas to appropriate person for product and service adjustments to meet customer needs for future planning
Product and service adjustment
Definition of product and service adjustment
Product and service adjustment procedure
Common types of product and service adjustment
Rework a current product/service
Eliminate or discontinue a current product/service
Addition of a new product/service
Importance of product and service adjustment on customer satisfaction
Challenges with product/service adjustment
Spreading the company too thin
Cannibalizing your other product/service offerings
Alignment of the adjustments with the brand
Impact of the adjustments on brand loyalty
o Individual reflection o Brainstorming o Large group discussion o Role play
- Role play scenario - Reference books - Online materials - Scholarly materials
Formative Assessment 1.4
Content Learning
activities
Resources
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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
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation Observation checklist
Checklist Score
Yes No
Indicator: product and service adjustment is well described
Definition of product and service adjustment
Product and service adjustment procedure
Common types of product and service adjustment
Rework a current product/service
Eliminate or discontinue a current product/service
Addition of a new product/service
Importance of product and service adjustment on customer satisfaction Indicator: challenges with product/service adjustment are identified
Spreading the company too thin
Cannibalizing your other product/service offerings
Alignment of the adjustments with the brand Impact of the adjustments on brand loyalty
Observation
Performance criterion
Effective suggestion of ideas to appropriate person for product and service
adjustments to meet customer needs for future planning according to
organization policy.
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Learning unit
LU 2: Provide a quality service experience to customers.
2
Learning Outcomes:
1. Determine and clarify customer preferences, needs and expectations 2. Offer accurate information about appropriate products and services
to customers. 3. Anticipate customer preferences needs and expectations throughout
the service experience and provide products and services appropriate to individual needs and preferences
4. Offer possible extras and add-ons appropriately and provide personalized and additional services and products where appropriate
5. Promote products and services at appropriate opportunities
10 Hours
Learning Outcome 2.1: Determine and clarify customer preferences, needs and expectations.
Identification of customer research steps
Identification of customers’ identity
Being aware of why customers shop
Identification of preferred shopping methods
Considering customers’ spending habits
Finding out what customers think of you
o Experience sharing o Brainstorming o Trainer guide o Individual reflection o Large group discussion o Role play
- Role play scenario - Reference books - Online materials - Scholarly materials
Content Learning
activities
Resources
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Identification of customer needs and preferences
Definition of customer needs and preferences
Methods to identify customer needs and preferences
The importance of researching customers’ needs and preferences
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 True or false question Matching Ticking Essay (short responses / extended responses) Presentation
Checklist Score
Yes No
Indicator: customer research steps are well identified Customers’ identity The reason why customers shop Preferred shopping methods Customers’ spending habits What customers think of you
Performance criterion
Proper determination and clarification of customer preferences, needs
and expectations.
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Indicator: customer needs and preferences are well identified The terms customer needs and preferences are defined Methods to identify customer needs and preferences are identified The importance of researching customers’ needs and preferences is explained
Observation
Learning Outcome 2.2: Offer accurate information about appropriate products and services to customers
Needs and expectations of customers on products and services
General features Special features Benefits Disadvantages Price Special offers Availability How to purchase or
order
o Experience sharing o Brainstorming o Presentation by trainer o Individual reflection o Large group discussion o Role play
- Role play scenario - Reference books - Online materials - Scholarly materials
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
Multiple choice True or false question Matching Ticking
Content Learning
activities
Resources
Performance criterion
Proper offering of accurate information about appropriate products and
services to customers to meet their needs and expectations.
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Essay (short responses / extended responses) Presentation Observation checklist
Checklist Score
Yes No
Indicator: needs and expectations of customers on products and services are well identified
General features
Special features
Benefits
Disadvantages
Price
Special offers
Availability How to purchase or order
Learning Outcome 2.3: Anticipate customer preferences needs and expectations throughout the service experience and provide products and services appropriate to individual needs and preferences
Steps to anticipate customer needs and preferences
Observation Looking for
patterns Taking action Prevention
Timely customer service Definition of
timely customer service
o Role play o Simulation o Brainstorming
- Role play scenario - Reference books - Online materials - Scholarly materials - Video record
Content Learning
activities
Resources
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Importance of timely customer service
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
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation Observation checklist
Checklist Score
Yes No
Indicator: steps to anticipate customer needs and preferences are well identified Observation Looking for patterns Taking action Prevention
Indicator: timely customer service is well described Definition of timely customer service Importance of timely customer service
Performance criterion
Anticipation of customer preferences needs and expectations throughout
the service experience and provide products and services in a timely
manner, appropriate to individual needs and preferences, and according
to organization standards.
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Learning Outcome 2.4: Offer possible extras and add-ons and provide personalized and additional services and products.
Extras and add-ons selling
Definition of extras and add-ons
Successful strategies for extras and Add-ons selling
Common Add-on sales
Benefits of offering Add-ons
Ways to improve customer service Measuring and
monitoring customer service experience
Collecting customer feedback
Monitor and respond to customers on social media and review sites
Boosting customer satisfaction with a self-service experience
Tuning in to your customer service team
Gathering customer service team feedback
Improving customer service skills with active listening and empathy
Maintaining good customer service
o Brainstorming o Presentation by trainer o Individual reflection o Large group discussion o Question and answer o Debate
- Reference books - Online materials - Scholarly materials
Content Learning
activities
Resources
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with expanded knowledge
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
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation
Checklist Score
Yes No
Indicator: extras and Add-ons selling is well explained Extras and Add-ons are defined Successful strategies for extras and Add-ons selling are identified Common Add-on sales are identified Benefits of offering Add-ons are identified
Indicator: ways to improve customer service are well explained Measuring and monitoring customer service experience Collecting customer feedback Monitor and respond to customers on social media and review sites Boosting customer satisfaction with a self-service experience Tuning in to your customer service team Gathering customer service team feedback Improving customer service skills with active listening and empathy Maintaining good customer service with expanded knowledge
Performance criterion
Offering possible extras and add-ons appropriately and provision of
personalized and additional services and products where appropriate.
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Observation
Learning Outcome 2.5: Promote products and services at appropriate opportunities and employ selling techniques to encourage usage and purchase.
Methods for promoting products and services
Displays Promotions special offers and
deals menus and specials word of mouth up-selling.
Selling techniques: Serving Helping Advising building rapport with
customers arousing interest.
o Large group discussion o Question and answer o Debate o Observation o Role play
- Reference books - Online materials - Scholarly materials - Role play scenario
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
Written evidence
Oral evidence
Performance evidence
Multiple choice True or false question Matching Ticking
Content Learning
activities
Resources
Performance criterion
Proactive promotion of products and services at appropriate opportunities
according to current organization goals and promotional focus and
appropriate employment of selling
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Essay (short responses / extended responses) Observation checklist
Checklist Score
Yes No
Indicator: methods for promoting products and services are well identified
Displays
Promotions
Special offers and deals
menus and specials
Word of mouth
Up-selling
Indicator: products and services selling techniques are well identified
Serving
Helping
Advising
Building rapport with customers Arising interest
Observation
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Learning unit
LU 3: Deal with complaints and difficult customer service situations.
3
Learning Outcomes:
1. Use questioning techniques to establish and agree on the nature, possible cause and details of the complaint or difficult customer service situation with the customer and assess the impact on the customer of the situation.
2. Use communication techniques to assist in the management of the complaint and handle the situation sensitively, courteously and discreetly.
3. Determine possible options to resolve the complaint and analyze and decide on the best solution
4. Use techniques to turn complaints into opportunities to demonstrate high quality customer service.
5. Provide feedback on complaints to appropriate personnel in order to avoid future occurrence
6. Reflect on and evaluate complaint and solution to enhance response to future complaints or difficult service situations.
9 Hours
Learning Outcome 3.1: Use questioning techniques to establish and agree on the nature, possible cause and details of the complaint or difficult customer service situation with the customer and assess the impact on the customer of the situation.
Questioning techniques Open questions Closed questions Funnel questions Probing/trigger
questions Leading/reflective
questions Rhetorical
questions
Using questioning techniques
When and when not to use
o Small group discussion o Individual work o Role play o Simulation
- Role play scenario - Reference books - Online materials - Scholarly materials - Video record
Content Learning
activities
Resources
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questioning techniques
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
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Observation checklist
Checklist Score
Yes No
Indicator: questioning techniques are identified
Open questions
Closed questions
Funnel questions
Probing/trigger questions
Leading/reflective questions
Rhetorical questions
Indicator: questioning techniques are used appropriately
When and when not to use questioning techniques
Observation
Performance criterion
Proper use of questioning techniques to establish and agree on the nature,
possible cause and details of the complaint or difficult customer service
situation with the customer and assessment of the impact on the customer
of the situation.
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Learning Outcome 3.2: Use communication techniques to assist in the management of the complaint and handle the situation sensitively, courteously and discreetly.
Communication techniques Listening and active
listening Asking questions to
gain information, clarify ambiguities and adequately understand requirements
Rephrasing and repeating questions, requests and statements to confirm that they have been correctly understood
Empathizing with the customer's situation while upholding organization policy
Non-verbal communication and recognition of non-verbal signs
Using communication techniques appropriate to different social and cultural groups
Ability to speak clearly, be understood and use appropriate language, style and tone.
o Group work o Presentation o Brainstorming o Role play
- Role play scenario - Reference books - Online materials - Scholarly materials
Formative Assessment 3.2
Content Learning
activities
Resources
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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
True or false question
Matching
Ticking
Essay (short responses / extended responses)
Observation checklist
Checklist Score
Yes No
Indicator: communication techniques are applied while handling customer complaints Listening and active listening Asking questions to gain information, clarify ambiguities and adequately
understand requirements
Rephrasing and repeating questions, requests and statements to confirm that they have been correctly understood
Empathizing with the customer's situation while upholding organization policy Non-verbal communication and recognition of non-verbal signs Using communication techniques appropriate to different social and cultural
groups
Ability to speak clearly, be understood and use appropriate language, style and
tone.
Performance criterion
Effective use of communication techniques to assist in the management of
the complaint and handle the situation sensitively, courteously and discreetly
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Learning Outcome 3.3: Determine possible options to resolve the complaint and analyse and decide on the best solution
Organizational
constraints
Definition of
organizational
constraints
Factors
associated with
organizational
constraints
Aspects of complaints Emotional
aspects Logical aspects
Methods to manage and reduce stress when resolving complaints
Control Detachment Empathy Breaks Lifestyle
Proactive complaint handling
Complaints handling procedure
Listen to the complaint
Record details of the complaint
Get all the facts
Discuss options for fixing the problem
- Small group discussion - Individual work - Role play
- Role play scenario - Reference books - Online materials - Scholarly materials
Content Learning
activities
Resources
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Act quickly
Keep your promises
Follow up
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
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Observation checklist
Checklist Score
Yes No
Indicator: organizational constraints are well described Organizational constraints are defined
Factors associated with organizational constraints are identified
Indicator: aspects of constraints are well identified Emotional aspects are explained Logical aspects are explained
Indicator: methods to manage and reduce stress when resolving complaints are well identified
Control Detachment Empathy Breaks Lifestyle
Performance criterion
Proper determination of possible options to resolve the complaint and
prompt analysis and decision on the best solution, taking into account any
organization constraints.
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Indicator: proactive complaint handling is well discussed Complaints handling procedure is followed
Listen to the complaint Record details of the complaint Get all the facts Discuss options for fixing the problem Act quickly Keep your promises Follow up
Observation
Learning Outcome 3.4: Use techniques to turn complaints into opportunities to demonstrate high quality customer service.
Methods for transforming complaints into additional service opportunities
Adjusting one’s
mindset
Listening actively
Repeating
customers’
concerns
Being empathic
and apologize
Presenting a
solution
Taking action and
follow up
Using the feedback
High quality customer service
Ways to stand out from others to help you deliver
o Individual work o Debate o Discussion o Role play
- Reference books - Online materials - Scholarly materials - Role play scenario
Content Learning
activities
Resources
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high quality customer service
Respond as quickly as possible
Know your customers
Fix your mistakes
Listen to your customers
Think long term
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 True or false question Matching Ticking Essay (short responses / extended responses) Observation checklist
Checklist Score
Yes No
Indicator: Methods for transforming complaints into additional service opportunities are well applied
Performance criterion
Where appropriate, proper use of techniques to turn complaints into
opportunities to demonstrate high quality customer service.
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Adjusting one’s mindset Listening actively Repeating customers’ concerns Being empathic and apologize Presenting a solution Taking action and follow up
Indicator: high quality customer service is well explained Ways to stand out from others to help you deliver high quality customer
service are identified
Respond as quickly as possible Know your customers Fix your mistakes Listen to your customers Think long term
Observation
Learning Outcome 3.5: Provide feedback on complaints to appropriate personnel in order to avoid future occurrence
Description of customer feedback Definition of
customer feedback The importance of
feedback on customer complaints
Types of customer feedback
Direct customer feedback
Indirect customer feedback
o Group work o Presentation o Brainstorming o Role play
- Role play scenario - Reference books - Online materials - Scholarly materials
Content Learning
activities
Resources
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Best practices for collecting customer feedback
Sending customer surveys
Building a community forum
Roll out a voice of the customer program
Using customer feedback
Sharing customer feedback widely
Listening and acting
Making it right, preventing customer churn
Identifying and nurturing champions
Celebrating success
Effective customer feedback giving
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
Performance criterion
Effective provision of feedback on complaints to appropriate personnel in
order to avoid future occurrence.
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Oral evidence
Performance evidence
True or false question Matching Ticking Essay (short responses / extended responses) Observation checklist
Checklist Score
Yes No
Indicator: customer feedback is well described Customer feedback is defined The importance of feedback on customer complaints is explained Types of customer feedback are identified
Direct customer feedback Indirect customer feedback
Best practices for collecting customer feedback are identified Sending customer surveys Building a community forum Roll out a voice of the customer program
Customer feedback is used effectively Customer feedback is shared widely Listening and acting is done Customer churn is prevented Champions are identified and nurture Success is celebrated
Effective customer feedback is given
Learning Outcome 3.6: Reflect on and evaluate complaint and solution to enhance response to future complaints or difficult service situations.
Customer complaint analysis Importance of
customer complaint analysis
o Individual work o Debate o Discussion o Pair work
- Reference books - Online materials - Scholarly materials
Content Learning
activities
Resources
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Questions to ask yourself before you take action
Customer complaint guidelines
Tools for analyzing customer complaints
Customer complaint checklist (5 steps checklist)
Web forms Customer service
software
Proactive complaint handling Engaging in social
listening Monitoring customer
complaint
Customer satisfaction Definition of
customer satisfaction Benefits of customer
satisfaction Increase of brand
loyalty Trust boosting Positive word of
mouth attraction Growth of
audience and sales
Types of feedback to collect for measuring customer satisfaction
Overall satisfaction
Repurchase intent Word of mouth
Steps for improving customer satisfaction
Conduct customer surveys
Monitor social media mentions
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Implement constructive feedback
Formative Assessment 3.6
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Product evidence
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Checklist for checking the product evidence
Checklist Score
Yes No
Indicator: customer complaint analysis is well described Importance of customer complaint analysis is explained Questions to ask yourself before you take action are identified Customer complaint guidelines are established Tools for analyzing customer complaints are identified
Customer complaint checklist (5 steps checklist) Web forms Customer service software
Indicator: proactive complaint handling is well described Engaging in social listening is explained Monitoring customer complaint is explained
Indicator: customer satisfaction is well described
Performance criterion
Reflection and evaluation of complaint and solution to enhance response
to future complaints or difficult service situations.
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Definition of customer satisfaction Benefits of customer satisfaction
Increase of brand loyalty Trust boosting Positive word of mouth attraction Growth of audience and sales
Types of feedback to collect for measuring customer satisfaction Overall satisfaction Repurchase intent Word of mouth
Steps for improving customer satisfaction Conduct customer surveys Monitor social media mentions Implement constructive feedback
Observation
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Learning Outcome 4.1: Determine and record customer information where appropriate to provide personalised service.
Customer information Definition of
customer information Common types of
customer information Identity
information/data Descriptive
information/data Behavioral
information/data Qualitative
information/data
Collection of customer information Legal requirements
regarding what you can do with the information you have collected
Ways to collect information on your customers
Website analytics tools
Online surveys
o Brainstorming o Large group discussion o Individual reflection o Pair work
- Reference books - Online materials - Scholarly materials
Learning unit
LU 4: Manage and use information about clients and customers.
4
Learning Outcomes:
1. Determine and record customer information where appropriate to provide personalized service
2. Develop and maintain knowledge of organization promotional initiatives and implement where appropriate
3. Provide enhanced products and services to clients and customers 2 Hours
Content Learning
activities
Resources
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Signup forms Customer
interviews Post-purchase
feedback Social media
engagement
Storing customer information Ways to store
customer information Integrate
sources Personalize data Track
conversations Systematize
client list Maintaining
customer information
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 and record of customer information where
appropriate to provide personalized service.
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Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Observation checklist
Checklist Score
Yes No
Indicator: customer information is well described Customer information is defined Common types of customer information are identified
Identity information/data Descriptive information/data Behavioral information/data Qualitative information/data
Indicator: collection of customer information is well described Legal requirements regarding what you can do with the information you
have collected are identified
Ways to collect information on your customers are identified Website analytics tools Online surveys Signup forms Customer interviews Post-purchase feedback Social media engagement
Indicator: customer information storage is well described Ways to store customer information are identified
Integrate sources Personalize data Track conversations Systematize client list
The maintaining of customer information is explained
Observation
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Learning Outcome 4.2: Develop and maintain knowledge of organisation promotional initiatives and implement them where appropriate.
Benefits of promotional activities To provide
information to customers about new products or services
Creating a positive image of the company
Easy dissemination of information about the advantages of goods
Sales promotion Create an easily
recognizable logo for your business
Frequent communication with clients or customers
Further expansion of business
Types of promotional activities Personal selling Advertising Sales promotion Direct marketing Publicity Public relations Point of purchase
display Packaging Direct mail
o Brainstorming o Large group discussion o Individual reflection o Pair work o Small group activity
- Reference books - Online materials - Scholarly materials
Content Learning
activities
Resources
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Steps to successfully implement organization promotional initiatives
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 True or false question Matching Ticking Essay (short responses / extended responses)
Checklist Score
Yes No
Indicator: benefits of promotional activities are well identified To provide information to customers about new products or services Creating a positive image of the company Easy dissemination of information about the advantages of goods Sales promotion Create an easily recognizable logo for your business Frequent communication with clients or customers Further expansion of business
Indicator: types of promotional activities are identified Personal selling Advertising Sales promotion Direct marketing Publicity Public relations Point of purchase display
Performance criterion
Perfect development and maintaining of knowledge of organization
promotional initiatives and implementation where appropriate.
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Packaging Direct mail
Observation
Learning Outcome 4.3: Provide enhanced products and services to clients and customers.
Benefits of enhanced products and services
Improved security
Enhancement of the product capabilities
Boosting of the overall productivity
Cost optimization
Methods for driving maximum benefit from product enhancement
Perform in-depth research of market trends
Emphasize on strategies that lay excessive value
Follow a regimented approach
Innovate and re-engineer
Methods for providing enhanced products and services
Offer better quality to your customers
Increase your delivery speed
o Large group discussion o Individual reflection o Pair work o Small group activity o Presentation by trainer o Experience sharing
- - Reference books - Online materials - Scholarly materials
Content Learning
activities
Resources
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Provide additional expert advice to your customers
Improve your product’s design and packaging
Add simplicity to every possible customer’s interaction with your company
Improve customer service for your products and services
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
Oral evidence
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses)
Checklist Score
Yes No
Indicator: benefits of enhanced products and services are well identified Improved security Enhancement of the product capabilities Boosting of the overall productivity Cost optimization
Performance criterion
Proactive provision of enhanced products and services to clients and
customers based on client information.
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Indicator: methods for driving maximum benefit from product enhancement are well
identified
Perform in-depth research of market trends Emphasize on strategies that lay excessive value Follow a regimented approach Innovate and re-engineer
Indicator: methods for providing enhanced products and services are identified Offer better quality to your customers Increase your delivery speed Provide additional expert advice to your customers Improve your product’s design and packaging Add simplicity to every possible customer’s interaction with your company Improve customer service for your products and services
Observation
References:
2. Solomon, Micah (4 March 2010). "Seven Keys to Building Customer Loyalty--and Company
Profits"
3. Dall, Michael; Bailine, Adam (2004). Service this: Winning the war against customer disservice
(1st ed.). Last Chapter First. ISBN 0-9753719-0-8.
4. https://www.dalecarnegie.com/events/transforming_customer_complaints_into_opportunities
/
5. https://www.customersure.com/blog/customer-complaints-online/
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Competence
G E N A M 4 0 1 - FUNDAMENTAL MATHEMATICAL ANALYSIS
GENAM401 Apply Fundamental Mathematical Analysis
REQF Level: 4 Learning hours
Credits: 10 100
Sector: Agriculture and Food Processing, Construction and Building Services, ICT and Multimedia, Manufacturing and
Mining, Energy, Transport and Logistics, Technical Services
Sub-sector: Animal Health, Crop Production, Food Processing, Forestry, Irrigation and Drainage, Carpentry, Interior
Design, Land surveying, Masonry, Plumbing, Road Construction, Hydropower Energy, Industrial Electricity, Solar Energy, Software Development, Networking, Production Technology, Welding, Multimedia, Electronics, Telecommunication, Auto electricity and Electronic Systems, Auto Mobile Transmission and Control System Technology
Issue date: August, 2019
Purpose statement
This general module describes the knowledge, skills and attitude required to apply fundamental
mathematical analysis. Analysis is at a depth, complexity, and possibly beauty, since under the surface of
everyday mathematics, there is an assurance of correctness, that we call consistency. Thus, from
Analysis, in other fields of academic study, there are sights of a strange land increasingly brought to the
head (forefront) of standard critical thinking. At the end of this module, the trainee of Level Four will be
able to determine and analyze algebraic functions, fundamentals of differentiation, natural logarithmic
and exponential functions. This module will be useful to trainee as a means of both measuring and
improving their understanding of Mathematics and he/she will be equipped to perform well in any fields
that require some knowledge of mathematics as well as working in design, demography, solving real
problems, good performance in critical thinking and so on.
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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. Determine and analyze algebraic functions
1.1. Accurate determination of the domain and range of algebraic function based on existence condition.
1.2. Adequate identification of symmetry (parity) of algebraic function based on definitions of key words (even and odd).
1.3. Correct determination of limits of a function based on theory of calculating limits.
1.4. Accurate determination of the asymptotes to the rational and irrational functions based on limits calculation.
2. Apply fundamentals of differentiation
2.1. Proper determination of derivative by using definition.
2.2. Adequate interpretation of derivative of a function by illustrating a curve with its tangent and secant line.
2.3. Appropriate application of derivative based on definitions and calculation of derivatives.
2.4. Appropriate graph sketching of an algebraic function from the table of variation of the given function.
3. Apply exponential functions 3.1. Accurate determination of the domain of definition of function based on existence condition.
3.2. Correct calculation of limit of exponential functions based on properties of exponentials.
3.3. Correct differentiation of exponential functions based on definition of derivative.
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3.4. Appropriate graph sketching of exponential functions according to the table of variation.
4. Apply logarithmic functions
4.1. Proper determination of the domain of logarithmic functions based on existence conditions.
4.2. Proper calculation of limits of logarithmic functions based on logarithmic properties.
4.3. Correct differentiation of logarithmic functions according to differentiation definition.
4.4. Appropriate graph sketching of logarithmic functions based on table of variation.
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Learning unit LU 1: Determine and analyze algebraic functions
1
Learning Outcomes:
1. Determine the domain and range of algebraic function
2. Identify the symmetry of algebraic function
3. Determine limits of a function
4. Determine the asymptotes to the rational and polynomial functions 30 Hours
Learning Outcome 1.1: Determine the domain and range of algebraic 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 on determination of domain and range of a function
o Individual exercises on determination of domain and range of a function
o Documentary Research
- Reference Books - Didactic materials such as
manila paper - Hand-out notes - Internet
Formative Assessment 1.1
Content Learning
activities
Resources
Performance criterion
Accurate determination of the domain and range of algebraic function based on
existence condition
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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 1: Definition is well given
Concept of existence condition is given
Concept of domain of definition (all allowed inputs) is given
Concept of range (all possible outcomes) is given
Indicator 2: Calculation is accurately done
Launch of existence condition is given
Determination of domain of definition is done
Determination of range is found
Observation
Learning Outcome 1.2: Identify the symmetry of algebraic function
Even function
Odd function
o Group discussion on
symmetry of algebraic
function
o Pairing work
o Practical exercises o Individual exercises o Documentary Research
- Reference Books - Didactic materials
such as manila paper - Hand-out notes - Internet
Content Learning
activities
Resources
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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 Short questions based on symmetry of algebraic function Open questions based on symmetry of algebraic function
Checklist Score
Yes No
Indicator: Identification of Parameters that influence symmetry
Definition of even function is given
Definition of odd function is given
Identification of even function is done
Identification of odd function is done
Observation
Learning Outcome 1.3: Determine limits of a function
Finite limits
Infinite limits
Limit at infinity
Indeterminate case
0
0
0
o Group discussion on
calculation of limits
o Pairing work
o Practical exercises on calculation of limits
o Individual exercises on calculation of limits
o Documentary Research
- Reference Books - Hand-out notes - Didactic materials
such as manila paper - Internet
Content Learning
activities
Resources
Performance criterion
Adequate identification of symmetry (parity) of algebraic function based on
definitions of key words (even and odd)
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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
Open questions Short questions
Checklist Score
Yes No
Indicator1: Perfect determination of limit
Finite limits are determined
Infinite limits are determined
Limit at infinity are determined
Indeterminate cases are determined
Indicator1: Good performance in Determination of limit for indeterminate case
0
0
0
Observation
Performance criterion
Perfect determination of limits of a function based on theory of calculating limits
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Learning Outcome 1.4: Determine the asymptotes to the rational and polynomial
functions
Definitions
Boundaries of
domain of
definition
Horizontal
asymptote
Vertical asymptote
Oblique
asymptote
Calculations
Horizontal
asymptote
Vertical asymptote
Oblique
asymptote
o Pairing work on boundaries of
domain of definition
o Practical exercises on different
types of asymptotes
o Documentary Research
- Reference Books - Didactic materials
such as manila paper, …
- Hand-out notes - 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
Short questions
Content Learning
activities
Resources
Performance criterion
Accurate determination of the asymptotes to the rational and irrational
functions based on limits calculation
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Checklist Score
Yes No
Indicator1: Definition is well given
Definition of Boundaries of domain of definition is given
Definition of Horizontal asymptote is given
Definition of Vertical asymptote is given
Definition of Oblique asymptote is given
Indicator2: Calculation/ determination of related asymptote is accurately done
Determination of Horizontal asymptote is done
Determination of Vertical asymptote is done
Determination of Oblique asymptote is done
Observation
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Learning unit LU 2: Apply fundamentals of differentiation
2
Learning Outcomes:
1. Determine derivative of a function 2. Interpret derivative of a function 3. Apply derivative 4. Sketch an accurate curve of a function
20 Hours
Learning Outcome 2.1:Determine derivative of a function
Definition of derivative
Calculation of derivatives Derivative of function at a given
point Derivative of a polynomial
function Derivative of a rational function Derivative of an irrational function Successive derivatives
o Group discussion on derivative of function
o Practical exercises o Individual exercises o Documentary Research
- Reference Books - Didactic
materials such as manila paper
- Hand-out notes - internet
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
Content Learning
activities
Resources
Performance criterion
Proper determination of derivative from given definition
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Written evidence
Short questions Open questions all based on definition or determination of derivative
Checklist Score
Yes No
Indicator 1: Definition is given
Definition of derivative is given
Indicator 2: Calculation is well performed
Calculation of derivative of a function at a given point is done
Calculation of derivative of a polynomial function is done
Calculation of derivative of a rational function is done
Calculation of derivative of an irrational function is done
Calculation of successive derivative is done
Observation
Learning Outcome 2.2 : Interpret derivative of a function
Geometric interpretation of a derivative of a function at a point
Kinematical meaning of a derivative
o Group discussion on derivative function
o Practical exercises o Individual exercises o Documentary Research
- Reference Books - Geometric
instruments - Didactic materials
such as manila paper
- Hand-out notes - Internet
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.
Content Learning
activities
Resources
Performance criterion
Adequate interpretation of derivative of a function by illustrating a curve with its
tangent and secant line
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Types of evidence Portfolio assessment tools
Written evidence
Short questions based on interpretation of derivative Open questions based on interpretation of derivative
Checklist Score
Yes No
Indicator: Interpretation of derivative is correctly given
Geometric interpretation of a derivative is given
Kinematical meaning of a derivative is given
Observation
Learning Outcome 2.3: Apply derivative
Tangent and normal at a point of a function
Increasing and decreasing function
Maximum and minimum points of a function
Concavity, inflection point on a graph
o Group discussion on differentiation of function
o Practical exercises on different applications of derivative
o Individual exercises on different applications of derivative
o Documentary Research
- Reference Books - Geometric
instruments - Didactic materials
such as manila paper
- Hand-out notes
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.
Content Learning
activities
Resources
Performance criterion
Appropriate application of derivative based on definitions and calculation of
derivatives
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Types of evidence Portfolio assessment tools
Written evidence
Short questions Open questions
Checklist Score
Yes No
Indicator : Application of derivative is accuratelydone
Determination of tangent at a point of a function is done
Determination of increasing interval is done
Determination of decreasing interval is done
Calculation of Minimum point of a function is done
Calculation of Maximum point of a function is done
Determination of concavity of a curve is done
Determination of inflexion point on a curve is done
Observation
Learning Outcome 2.4: Sketching graph of a given function
Parameters required Variation table Additional points
Sketching graph Sketching graph of
polynomial function Sketching graph of
rational function Sketching graph of
irrational function
o Group discussion on different types of function
o Practical exercises on sketching graph
o Individual exercises on sketching graph
o Documentary Research
- Scientific calculator
- Reference Books - Geometric
instruments (Ruler, T-square)
- Didactic materials such as manila paper
- Hand-out notes - Internet
Formative Assessment 2.4
Content Learning
activities
Resources
Performance criterion
Accurate sketching graph of an algebraic function from the table of variation of
the given function
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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 based on derivative Open questions based on derivative and table of variation Sketching graph
Checklist Score
Yes No
Indicator 1: Parameters that influence skecthing graph are well established
Construction of table of variation is done
Choice of additional points is done
Indicator 2: Sketching graph is accurately done
Sketching graph of polynomial function is done
Sketching graph of rational function is done
Sketching graph of irrational function is done
Observation
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Learning unit LU 3: Apply exponential functions
3
Learning Outcomes:
1. Determine the domain of exponential functions
2. Calculate limit of exponential functions
3. Differentiate exponential functions
4. Sketch the graph of exponential functions 40 Hours
Learning Outcome 3.1: 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 Individual work on determination of domain of definition of exponential function
o Documentary Research
- Reference books - Didactic materials such as
manila paper - Internet - Hand-out notes
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning
activities
Resources
Performance criterion
Accurate determination of the domain of definition of function based on
existence condition
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Types of evidence Portfolio assessment tools
Written evidence
Short questions related to existence condition Open questions related to determination of domain of
definition of exponential functions.
Checklist Score
Yes No
Indicator1: Existence condition is appropriate to the given function
Existence conditions are indicated
Indicator2: Determined domain is appropriate
Determination of boundaries of domain of definition is done
Deduction of domain of definition is done
Observation
Learning Outcome 3.2: 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 o Individual work on
determination of asymptotes
- Hand-out notes - Reference books - Didactic materials such as
manila paper - 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 Short questions
Content Learning
activities
Resources
Performance criterion
Adequate calculation of limit of exponential functions based on properties of
exponentials
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Open questions
Checklist Score
Yes No
Indicator 1: Limits calculation is perfectly done
Finite limits are determined
Limits at infinity are found
Indicator 2: Deduction/ Calculation of asymptotes is appropriate
Horizontal asymptotes are determined
Vertical asymptotes are determined
Oblique asymptotes are determined
Observation
Learning Outcome 3.3: 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 Individual work o Documentary Research
- Hand-out notes - Reference books - Didactic materials
such as manila paper
- 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
Content Learning
activities
Resources
Performance criterion
Perfect differentiation of exponential functions based on definition of derivative
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Written evidence
Short questions related to derivative Open questions related to derivative
Checklist Score
Yes No
Indicator: Calculation/determination is well performed
First derivative
Increasing and decreasing intervals
Maximum or minimum points
Second derivative
Concavity
Inflection points
Observation
Learning Outcome 3.4: Sketching graph of exponential functions
Parameters required Variation table Additional points
Sketching graph
o Brainstorming on variation table
o Group discussion on sketching graph
o Individual work on sketching graph
o Documentary Research
- Hand-out notes - Reference books - Geometric
instruments (Ruler, T-square)
- Didactic materials such as manila paper
- Internet
Formative Assessment 3.4
Content Learning
activities
Resources
Performance criterion
Adequate sketching graph of exponential functions according to the table of
variation
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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 related to table of variation Sketching graph
Checklist Score
Yes No
Indicator 1: Parameters that influence sketching graph are well identified
Presentation of variation table
Selection of additional points
Indicator 2: Sketched graph is well presented
Presentation of asymptotes is done
Plotting the graph is done
Observation
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Learning unit LU4: Apply logarithmic functions of trigonometry
4
Learning Outcomes:
1. Determine the domain of definition of logarithmic
functions
2. Calculate limits of logarithmic functions
3. Differentiate logarithmic functions
4. Sketching graph of logarithmic functions
10 Hours
Learning Outcome 4.1: Determine the domain of definition of 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
o Individual work on determination of domain of definition
- Hand-out notes - Reference books - Didactic materials such as
manila paper - Internet
Formative Assessment 4.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning
activities
Resources
Performance criterion
Proper determination of the domain of logarithmic functions based on existence
conditions
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Types of evidence Portfolio assessment tools
Written evidence
Short questions related to existence condition
Open questions related to determination of domain of definition of logarithmic functions.
Checklist Score
Yes No
Indicator 1: Existence condition is appropriate to the given function
Determination of existence conditions is given
Indicator 2: Determination of domain is accurate
Determination of boundaries of domain of definition is done
Deduction of domain of definition is done
Observation
Learning Outcome 4.2: Calculate limit of logarithmic functions
Properties of logarithms
Finite limits
Limits at infinity
Deduction of Asymptotes
o Brainstorming on calculation of limits
o Group work in determining asymptotes
o Individual work in determining asymptotes
o Documentary Research
- Reference books - Didactic materials such as
manila paper - Hand-out notes - Internet
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
Content Learning
activities
Resources
Performance criterion
Accurate calculation of limit of logarithmic functions based on logarithmic
properties
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Written evidence
Short questions based on logarithmic properties Open questions related to limits calculation of logarithmic
function
Checklist Score
Yes No
Indicator 1: Calculation is perfectly done
Finite limits are determined
Limits at infinity are identified
Indicator 2: Deduction/ Calculation of asymptotes is appropriately done
Vertical asymptotes are determined
Horizontal asymptotes are determined
Oblique asymptotes are determined
Observation
Learning Outcome 4.3: Differentiate logarithmic functions
Differentiation
Increasing and decreasing intervals
Concavity
o Brainstorming on differentiation
o Group discussion on differentiating logarithmic functions
o Individual work on differentiating logarithmic functions
o Pairing work on increasing or decreasing intervals and concavity for logarithmic functions.
- Reference books - Didactic materials such as
manila paper - Hand-out notes - Internet
Formative Assessment 4.3
Content Learning
activities
Resources
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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: 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 4.4: Sketching graph of logarithmic functions
Parameters required Variation table Additional points
Sketching graph
o Brainstorming variation table o Group discussion on how to
choose additional points o Individual exercise on how to
choose additional points
- Hand-out notes - Reference books - Geometric instruments
(Ruler, T-square)
Content Learning
activities
Resources
Performance criterion
Perfect differentiation of logarithmic functions according to differentiation
definition
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o Pairing work on sketching graph
o Documentary Research
- Didactic materials such as manila paper
- Internet
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
Short questions Open questions Graph sketched
Checklist Score
Yes No
Indicator 1: Parameters that influence sketching graph are well identified
Presentation of variation table is done
Selection of additional points is done
Indicator 2: Curve sketched is accurate
Presentation of asymptotes is done
Plotting the graph is done
Observation
Reference books:
1. A. J. Sadler, D. W. S. Thorning (1987). Understanding Pure Mathematics, Oxford University Press.
Performance criterion
Accurate sketching graph of logarithmic functions based on table of variation
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2. Arthur Adam, Freddy Goossens and Francis Lousberg (1991). Mathematisons 65, DeBoeck, 3rd
edition. 3. David Rayner (2000). Higher GCSE Mathematics, Oxford University Press.
4. DPES- RWANDA (1990). Complexes 5th, Livre de l’élève. IMPRISCO-Kigali.
5. Frank Ebos, Dennis Hamaguchi, Barbana Morrison & John Klassen (1990), Mathematics Principles & Process, Nelson Canada A Division of International Thomson Limited.
6. George B. Thomas, Maurice D. Weir & Joel R. Hass (2010), Thomas’ Calculus Twelfth Edition, Pearson Education.
7. J CRAWSHAW, J CHAMBERS (1984). A concise course in A-Level statistics with worked examples, Stanley Thornes (Publishers) LTD.
8. Ngezahayo, E. P. (2017). Advanced Mathematics for Rwanda Secondary Schools. Learners’ Book Senior Six. Kigali: Fountain.
9. Ngezahayo, E. P. (2017). Advanced Mathematics for Rwanda Secondary Schools. Learners’ Book Senior Five. Kigali: Fountain.
10. Ngezahayo, E. P. (2016). Advanced Mathematics for Rwanda Secondary Schools. Learners’ Book Senior Four. Kigali: Fountain.
11. Peter Smythe (2005). Mathematics HL & SL with HL options, Revised Edition, Mathematics Publishing Pty. Limited.
12. Shampiona, A. (2005). Mathématiques 6. Kigali: Rwanda Education Board
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Competence
P H Y M P 4 0 1 - MECHANICS AND PROPERTIES OF MATTER
PHYMP401 APPLY MECHANICS AND PROPERTIES OF MATTER
RTQF Level: 4 Learning hours
Credits: 4 40
Sector: Construction and building services, Agriculture and food processing, Art and craft,
Manufacturing and mining, Transport and logistics, ICT, Energy, Technical services, Media and Farm
Making.
Sub-sector: Carpentry, Masonry, Plumbing, Road construction, Interior design, Land surveying,
Animal health, Food processing, Irrigation, Agrimechanization, Graphic art, Production
Technology, Welding, Mining, Auto-Electricity and Electronics systems, Auto-Transmission
System Technology, Software Programming, Networking, Software development,
Renewable energy, Industrial electricity, Solar energy, Hydropower energy,
Electronic services, Telecommunication, Multimedia.
Issue date: September, 2021
Purpose statement
The current module describes skills, knowledge and attitudes required apply concepts of mechanics and
properties of matter. At the end of the module the trainee should be able to apply static equilibrium and
elasticity, thermodynamics, analyze fluid mechanics, describe laws of motion and their applications,
describe optical instrument and examine effects of electric current flow in dc electric circuit.
It will help trainee to carry out his/her specialized tasks that are useful in analyzing data, solving real life
problems encountered in related fields. In a nutshell, the features depicted on above helps trainees
identify the essential steps in solving problems and increases their skills as problem solvers.
.
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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. Describe laws of motion and their
applications
1.1 Clear interpretation of the concept of force based on types of forces
1.2 Clear interpretation of Newton’s laws of motion
1.3 Correct application of Newton’s laws based on the free body diagram
2. Apply static equilibrium and
elasticity
2.1 Correct application of the conditions of equilibrium for rigid bodies
2.2 Clear description of examples of rigid objects in static equilibrium
2.3 Proper application of elastic properties of solids
3. Analyze fluid mechanics
3.1 Correct description of pressure and its variation with depth
3.2 Proper application of Archimedes’ principle- based on Buoyant forces
3.3 Effective analysis of fluid dynamics based on Model of ideal fluid flow
4. Apply thermodynamics 4.1 Clear description of the measurement of temperature of a body according to zeroth law of thermodynamics.
4.2 Effective application of heat measurement, transfer and effects on a body in line with thermal properties of matter
4.3 Effective application of gas laws based on physical properties of gases
4.4 Effective application of thermodynamic processes on a system in line with thermodynamics laws
5.1 Proper description of a simple electric circuit based on Ohm’s law.
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5. Examine effects of electric
current flow in DC electric circuit
5.2 Analytical determination of electric current, resistances and voltages in DC electric circuits based on Kirchhoff’s laws.
5.3 Correct determination of electric energy, work and power in DC electric circuit in accordance with the law of conservation of energy.
6. Apply Geometric instruments 6.1 Effective description optical instruments based on its corresponding types
6.2 Correct determination of magnification of optical instrument in use
6.3 Effective correction of optical aberrations based on the type of aberration
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Learning unit LU 1: Describe laws of motion and their applications
1
Learning Outcomes:
1.1 Interpret the concept of the force
1.2 Interpret Newton laws
1.3 Apply Newton's laws
5Hours
Learning Outcome 1.1: Describe the concept of the force
Contact force and field forces Definition of force and
its relation in motion
Contact force & field
force
Examples of contact
and field forces
Fundamental forces and their characteristics
Definition of
fundamental
forces
Four fundamental
forces
Characteristics of
fundamental
forces
Internal & external forces
Definition of
internal force
o In small groups, discuss the relationship between motion and its cause
o Group discussion on the examples of contact forces & field forces
o Discussion on the four fundamental forces and their characteristics
o Group discussion on the internal and external forces on a system
- Scientific calculator
- White board and markers
- Chalkboard and chalks
- Computer
- Projector
- PhET simulations
Content Learning activities Resources
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Define external
force
Examples of
internal &
external forces
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
- Matching questions
- Multiple choice questions
- True or False questions
- Essay
- Problem solving
Checklist Score
Yes No
Indicator 1: Contact force and field forces are well described
Force and its relation in motion is described
Contact & field forces are distinguished
Some examples of contact and field forces are identified
Indicator 2: Fundamental forces are well described
Types of fundamental forces are identified
Fundamental forces are characterized
Indicator 3: Internal & external forces are well differentiated
Internal forces are defined
External are defined
Observation
Performance criterion
Clear interpretation of the concept of force based on types of forces
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Learning Outcome 1.2: Interpret Newton’s laws
First law of Newton First law statement
Motion at constant
velocity
Bodies at rest
Second of Newton Second law statement
Net external forces and
Vectors
Mathematical expression
of the second law
Third law of Newton Third law statement
Defining a System
Action and Reaction pairs
on a system
o Brainstorming on the principle of inertia
o Discussion on the equilibrium at rest and constant velocity
o Discussion on application of second law statement
o Group discussion on the net external forces and vectors
o Group work on using the mathematical expression of the second law
o Group discussion on application of Third law statement
o Group discussion on the action and reaction pairs
- Scientific calculator
- White board and
markers
- chalkboard and
chalks
- Computer
- Projector
- PhET simulator
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
Performance evidence
- Multiple choice questions
- True or False questions
- Essay questions
Task: Perform an experimental work on Newtown law
Content Learning activities Resources
Performance criterion
Clear interpretation of Newton’s laws of motion
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Checklist Score
Yes No
Indicator 1: First Law of Newton is well interpreted
First law is stated
Inertia is defined
Equilibrium at constant velocity is interpreted
Equilibrium at rest is interpreted
Indicator 2: Second Law of Newton is well interpret
Second law is stated
Net external forces are defined
Mathematical expression of the second law is used
Indicator 3: Third Law of Newton is well interpret
Third law is stated
System of interest is defined
Action and reaction pairs on a system are defined
Observation
Learning Outcome 1.3: Apply Newton's laws
Motion on a plane static friction
dynamic friction
Free body diagram on a
plane
Motion of suspended
object Weight of suspended
object
Tension forces
Free body diagram on
suspended objects
Rocket motion Thrust
Air resistance
Free body diagram on a
rocket
o Individually, perform Experimental demonstration on the static friction and dynamic friction
o Group discussion about simulation on types of friction
o Group work on solving problems related to the plane
o Group work on solving problems related to the on suspended object
o Group work on solving problems related to the rocket motion
- White board and
markers
- chalkboard and chalks
- Scientific calculator
- Computer
- Projector
- PhET simulations
Content Learning activities Resources
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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 - Matching questions
- Multiple choice questions
- True or False questions
- Essay question
- Problem solving
Score
Yes No
Indicator 1: Motion on a plane is well described
Static friction is defined
Kinetic friction is defined
Free body diagram on a plane is illustrated
Indicator 2: Motion of suspended object is well described
Weight is defined
Tension forces are described
Free body diagram is illustrated
Problems on a suspended objects are solved
Indicator 3: Rocket motion is well interpreted
Thrust is defined
Air resistance is defined
Free body diagram is well illustrated
Problems on a rocket motion are solved
Observation
Performance criterion
Correct application of Newton’s laws based on the free body
diagram
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Learning Outcome 2.1: Apply conditions of static equilibrium
Moment of the force
Definition of moment of force
Torque associated with the force
Rotational equilibrium and static
equilibrium
Necessary conditions for equilibrium
of an object
First condition for equilibrium
Second condition for equilibrium
Centre of gravity
Definition of centre of gravity
Determination of centre of gravity
o Brainstorming on
moment of force
o Brainstorming on:
Torque associated with
the force
Rotational equilibrium
and static equilibrium
o In groups, trainee
discuss on equilibrium condition
- Whiteboard and
markers
- Chalkboard and
chalks
- Computer
- Projector - Textbooks - PhET simulations
Learning unit
LU 2: Apply static equilibrium and elasticity
2
Learning Outcomes:
2.1 Apply conditions of static equilibrium 2.2 Describe examples of rigid objects in static equilibrium 2.3 Apply elastic properties of solids 5 Hours
Content Learning activities Resources
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o Individually, trainee
determine centre of
gravity
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
- Multiple choice questions
- True or False questions
- Essay questions
Task: Measure the torque associated with the force.
Checklist Score
Yes No
Indicator 1: Moment of the force are well described
Moment of force is described
Torque associated with the force is described
Rotational equilibrium and static equilibrium is described
Indicator 2: Necessary conditions for equilibrium of an object are well described
First condition for equilibrium is described
Second condition for equilibrium is described
Indicator 3: Centre of gravity is well determined
Centre of gravity is defined
Centre of gravity is determined.
Observation
Performance criterion
Correct application of the conditions of static equilibrium for rigid bodies
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Learning Outcome 2.2: Describe examples of rigid objects in static equilibrium
The seesaw revisited
Determine magnitude of
the upward force
Determination of balancing
system
A weighted hand Upward force Downward force
Standing on a horizontal beam Determination of horizontal
and vertical components Applying conditions for
equilibrium in solving problems
The leaning ladder A uniform ladder at rest The free body diagram for
the ladder Applying conditions for the
equilibrium to the ladder.
o In groups, trainees discuss on: Determination of magnitude
of the upward force
Determination of balancing
system
o Individually, a trainee performs calculations on:
Upward force
Downward force
Horizontal and vertical
components applying
conditions for equilibrium in
solving problems
o In small groups, trainees discuss on: The free body diagram for
the ladder Techniques of applying
conditions for the equilibrium to the ladder.
- Whiteboard and
markers
- Chalkboard and
chalks
- Computer
- Projector
- Textbooks
- Scientific calculator
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
- Multiple choice questions
- True or False questions
- Essay questions
Content Learning activities Resources
Performance criterion
Proper description on examples of rigid objects in static equilibrium
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Task: Perform experiment on rigid objects in static
equilibrium
Checklist Score
Yes No
Indicator 1: The seesaw revisited are well described
Magnitude of the upward is determined
Balancing systems are explained
Indicator 2: A weighted hand is well described
Upward force is determined.
Downward force is determined.
Indicator 3: Standing on a horizontal beam is well described
Horizontal and vertical components are determined
Conditions for equilibrium in solving problems are applied
Indicator 4: The leaning ladder is well described
A uniform ladder at rest is described
The free body diagram for the ladder is described
Conditions for the equilibrium to the ladder are applied
Observation
Learning Outcome 2.3: Apply elastic properties of solids
Deformation of solids in terms of the concepts of stress and strain Definition of stress and
strain Relation between stress
and strain Elastic modulus
Three types of deformation and elastic modulus for each Young’s modulus
(elasticity in length)
o In small groups, trainees
discuss on the deformation of
solids in terms of stress and
strain.
o Individually, a trainee
performs calculations on:
Young’s modulus (elasticity in
length)
Shear modulus (elasticity of
shape)
- Flipchart
- Markers
- Pen
- Reference books
- PhET simulations of
balancing system and
young’s modulus.
Content Learning activities Resources
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Shear modulus
(elasticity of shape)
Bulk modulus (Volume
elasticity)
Stress versus strain
curve for an elastic
solid.
Bulk modulus (Volume
elasticity)
o Individually, a trainee
illustrates elastic behavior,
elastic limit and breaking
point on the curve.
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 questions
- True or False questions
- Essay questions
Checklist Score
Yes No
Indicator 1: Deformation of solids in terms of the concepts of stress and strain is well discussed
Stress and strain are defined
Stress and strain are related
Elastic modulus is described
Indicator 2: Three types of deformation and elastic modulus for each are well described
Young’s modulus(elasticity in length) is described
Shear modulus(elasticity of shape) is described
Bulk modulus(Volume elasticity) is described
Stress versus strain curve for an elastic solid is described
Observation
Performance criterion
Proper application of elastic properties of solids
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Learning Outcome 3.1: Describe pressure and its variation with depth
● Pressure Pressure in a fluid
Force and pressure
A simple device for measuring the
pressure exerted by a fluid
Variation of pressure with depth Variation of atmospheric pressure
against altitude
Water pressure against depth
Pascal’s principle
● Pressure measurements Measurements of atmospheric
pressure Barometric pressure
Absolute pressure and gauge
pressure
o Discussion in small groups, on concepts of force and pressure
o In small groups, discuss on the variation of pressure with the depth
o Individually, state the pascal’s principle
o Individually, explain the measurements of pressure.
- Whiteboard and
markers
- Chalkboard and
chalks
- Search engine - Textbooks
- Simulation
software (PhET)
- Computer
- projector
Formative Assessment 3.1
Learning unit LU 3: Analyze fluid mechanics
3
Learning Outcomes:
3.1 Describe pressure and its variation with depth 3.2 Apply Archimedes’ principle 3.3 Analyze fluid dynamics
10 Hours
Content Learning activities Resources
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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
- Matching type questions
- Multiple choice questions
- True or False questions
- Essay questions
Task: Measurement of pressures
Checklist Score
Yes No
Indicator 1: Pressure is well described
Pressure in a fluid is described
Force and pressure are described
A simple device for measuring the pressure exerted by a fluid is described
Indicator 2: Variation of pressure with depth is well explained
Variation of atmospheric pressure against altitude is explained
Water pressure against depth is described
Pascal’s principle is explained
Indicator 3: Pressure measurements is well described
Measurements of atmospheric pressure is defined
Barometric pressure is described
Absolute pressure and gauge pressure is described
Observation
Performance criterion
Correct description of pressure and its variation with depth
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Learning Outcome 3.2 : Apply Archimedes’ principle
Buoyant forces Meaning of Buoyant force
Relationship between
magnitude of buoyant force and
weight of the fluid displaced.
● Archimedes’s principle
Stating Archimedes ’principle
Practical inventions of
Archimedes ’principle
Archimedes’s principle on totally
submerged object
Archimedes’ principle on
floating object
o Individually, explain the meaning of Buoyant force.
o Individually, demonstrate the relationship between magnitude of Buoyant force and weight of the fluid displaced.
o In small groups, discuss on practical inventions of Archimedes’ principle
o In small groups, trainees discuss on Archimedes’ principle on totally submerged and floating object.
- Whiteboard and
markers
- Chalkboard and
chalks
- Search engine - Textbooks
- Simulation
software (PhET)
- Computer
- 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
- Written evidence - Performance evidence
- Matching type questions
- Multiple choice questions
- True or False questions
- Essay questions
Task: Perform experiment on Buoyant force and Archimedes’ Principles
Content Learning activities Resources
Performance criterion
Proper application of Archimedes’ principle- based on Buoyant forces
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Checklist Score
Yes No
Indicator 1: Buoyant forces is well described
Buoyant force is defined
Relationship between magnitude of buoyant force and weight of the fluid
displaced is described.
Indicator2: Archimedes’s principle is well described
Archimedes ‘principle is described
Archimedes’s principle on totally submerged object is described
Archimedes’ principle on floating object is described
Observation
Learning Outcome 3.3: Analyze fluid dynamics
viscosity
Definition of viscosity
Four assumptions of Model
of ideal fluid flow
Equation of continuity for
fluids
Bernoulli’s principle and its
application
Stating Bernoulli’s principle
Bernoulli’s equation as
applied to an ideal fluid
Application of Bernoulli’s
principle
Other applications of fluid
dynamics
Streamline flow around a
moving airplane wing
Newton’s third law about the
airstream.
o In small groups, discuss on the four assumptions of model of ideal fluid flow
o In small groups, trainees discuss on Bernoulli’s principle and its application.
o Individually, state Bernoulli’s principle and explain Bernoulli’s equations applied to an ideal fluid.
o Individually, explain with the help of illustration how streamline flow around a moving airplane behaves.
- Whiteboard and
markers
- Chalkboard and
chalks
- Search engine - Textbooks
- Simulation
software (PhET)
- Computer
- projector
Content Learning activities Resources
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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
-
- Matching type questions
- Multiple choice questions
- True or False questions
- Essay questions
- Problem solving
Checklist Score
Yes No
Indicator 1: viscosity is well described
viscosity is defined
Four assumptions of Model of ideal fluid flow are described
Equation of continuity for fluid is determined
Indicator 2: Bernoulli’s principle and its application are described
Bernoulli’s principle is stated
Bernoulli’s equation as applied to an ideal fluid is described
Application of Bernoulli’s principle are described
Indicator 3: Other applications of fluid dynamics are well described
Streamline flow around a moving airplane wing is explained
Newton’s third law about the airstream is explained
Observation
Performance criterion
Effective analysis of fluid dynamics based on Model of ideal fluid flow
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Learning unit LU 4: Apply thermodynamics
4
Learning Outcomes:
4.1 Describe the measurement of temperature of a bod
4.2 Apply heat measurement, transfer and effects on a body
4.3 Apply gas laws
4.4 Apply thermodynamic processes on a system 5 Hours
Learning Outcome 4.1: Describe measurement of temperature of a body
Key terms Heat
Temperature
Internal energy
Zeroth law of
thermodynamics
Temperature measurement Liquid-in-glass
thermometer
Digital thermometer
Thermocouple
Infrared thermometer
Calibration of
thermometers
measuring a body’s
temperature
o Brainstorming on key terms
o Group discussion on measuring temperature using thermometers
o Group discussion on Conversion of thermometric scales
o Group discussion on calibration of Thermometers
o Individually work to solve measurements of temperature
- Thermometers
- Pictures
- Computer
- White board and
markers
- Chalkboard and chalk
- Projector
Content Learning activities Resources
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Conversion of temperature scales (Celsius, Kelvin, and Fahrenheit)
Formative Assessment 4.1
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
- Matching questions
- Multiple choice questions
- True or False questions
- Essay (Short responses)
- Problem solving on measuring temperature
- Observation checklist for experiments
Task: Measure effectively the temperature of a body
Checklist Score
Yes No
Indicator 1: Key terms are well explained
Heat and temperature are differentiated
Internal energy is defined
Zeroth law of thermodynamics is stated
Indicator 2: Temperature is well measured
Thermometer is used
Thermometer is calibrated
Measurement is taken and recorded
Indicator 3: Conversion of temperature scales is well done
Celsius and Kelvin are interconverted
Celsius and Fahrenheit are interconverted
Performance criterion
Clear description of the measurement of temperature of a body
according to zeroth law of thermodynamics.
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Fahrenheit and Kelvin are interconverted
Observation
Learning Outcome 4.2: Apply heat measurement, transfer and effects on a body
Thermal properties of matter Thermal conductivity
Thermal diffusivity
Specific heat
Melting point
Boiling point
Heat quantities Heat lost or gain due
temperature change
Principle of heat
exchange
Mixtures
Measurement of
specific heat
capacity
Latent heat
Transition of
physical states
Heat of fusion
Heat of
vaporization
Heat of
sublimation
Thermal equilibrium
Modes of heat transfer Conduction
Fourrier’s law
coefficient of
thermal
conductivity
Thermal
resistance
conductors and
insulators
o Group discussion on heat measurement
o Case study on modes of heat transfer
o Group discussion on heat effects
o Individually work to solve problems related to heat measurement
o Individual work to Solve problems related to heat transfer
o Individually work to solve problems related to heat effects
o Individual work/ research on the application of heat measurement, heat transfer and heat effects
- Simulation software on
heat measurements
- Calorimeters
- Thermometers
- Hand out notes
- Video on heat transfer
- Computer
- White board and
markers
- Chalkboard and chalk
- Projector
- Simulation software on
heat measurements
- Calorimeters
- Thermometers
- Hand out notes
- Video on heat transfer
- Computer
- White board and
markers
- Chalkboard and chalk
projector
Content Learning
activities
Resources
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Convection
Convection
currents
Newton’s law of
cooling
Theory on the
formation of wind
Thermal Radiation
Emmissivity
View factor
Blackbody
Stefan – Boltzman
law
Heat effects Chemical effects
Change of Physical
state
Expansion and
contraction
Linear expansion
Areal expansion
Volume expansion
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
- Performance evidence
- Matching questions
- Multiple choice questions
- True or False questions
- Essay (Short responses)
- Problem solving on heat measurement, transfer and effects
- Observation checklist for experiments
Performance criterion
Effective application of heat measurement, transfer and effects on
a body in line with thermal properties of matter
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Task 1: Perform experiment on heat transfer for a cooking pan
2 : Experiment on thermal expansion or contraction of a body
Checklist Score
Yes No
Indicator 1: Thermal properties of matter are well described
Melting point is described
Boiling point is described
Specific heat capacity is described
Thermal diffusivity is described
Thermal conductivity is described
Indicator 2: Heat quantity is well determined
Change in heat is measured
Latent heat is measured
Change of states is described
Pressure or impurities in body are considered
Principle of heat exchange is applied
Specific heat capacity of a body is determined
Indicator 3: Law of heat conduction is well applied
Heat conduction is explained
Coefficient of thermal conductivity is determined
Insulators and conductors are differentiated
Conduction equation is applied
Fourier’s law of conduction is applied
Indicator 4: Law of heat convection is well applied
Heat convection is explained
Convection currents are explained
Newton’s law of cooling is applied
Temperature is determined
Indicator 5: Law of thermal radiation is applied
Thermal radiation is explained
Poor emitters and good emitters are differentiated
Stefan-Boltzmann law is applied in problem solving
Blackbody radiation is explained
Radiative heat is determined
Indicator 6: Thermal expansion of body is applied
Equation of linear expansion is applied
length is determined
Equation of areal expansion is applied
Area is determined
Equation of volume expansion is applied
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Volume is determined
Observation
Learning Outcome 4.3: Apply gas laws
Physical properties of gases density
shape
Volume
Temperature
Pressure
Force and energy of a gas system
Intermolecular force Molecular Kinetic
energy
Gas laws Boyle-Marriott law
Charles’s law
Gay-Lussac law Equation of State of an
ideal gas
o Brainstorming on Physical properties of gases
o Group discussion and presentation on forces and energy in a gas system
o Case study on Gas laws
o Group discussion on equation of state of an ideal gas
o Practice on application of gas laws
- Computer
- White board and
markers
- Chalkboard and chalk
Projector
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
- Matching questions
- Multiple questions
- True or False questions
Content Learning activities Resources
Performance criterion
Effective application of gas laws based on physical properties of
gases
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- Essay (Short responses)
- Problem solving on gas laws
Task: Perform experiment on state of matter using kinetic theory of gases
Checklist Score
Yes No
Indicator 1: Physical properties of gases are explained
Density is explained
Shape is described
Volume is described
Pressure is recalled
Temperature is recalled
Indicator 2:Force and energy of a gas system are well described
Intermolecular forces are explained
Molecular Kinetic energy is described
Indicator 3: Gas laws are well applied
Boyle-Marriott law is applied
Volume or pressure is determined
Charles’ law is applied
Volume or Temperature is determined
Gay-Lussac law is applied
Pressure or Temperature is determined
Equation of State of an ideal gas is applied
Observation
Learning Outcome 4.4: Apply thermodynamic processes on a system
Key Concepts Thermodynamics
Thermodynamic system
Isolated system
Closed system
open system
Surroundings
Boundary
o Brainstorming on key concepts
o Discussion on zeroth law of thermodynamics
- Video on
thermodynamics laws
- Computer
- White board and
markers
- Chalkboard and chalk
Content Learning
activities
Resources
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First law of thermodynamics Internal energy
Heat exchange
Work done by/on a system
Thermodynamic processes Adiabatic
Isothermal
Isobaric
Isochoric
Second law of thermodynamics Thermodynamic cycles
Carnot
Rankine
Diesel
Otto
Application of
thermodynamic cycles
Heat engines (working
principle, efficiency)
Refrigerators
Heat pumps
o Group work for interpretation of first law of thermodynamics
o Group discussion on thermodynamic processes (Adiabatic, isothermal and isochoric) basing first law
o Case study on second law of thermodynamics
o Individually work to solve Problems related to the thermodynamics laws
o Interpretation of thermodynamic cycles using computer simulations
Projector
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
- Matching questions
- Multiple choice questions
- True or False questions
- Essay (Short responses)
Performance criterion
Effective application of thermodynamic processes on a system in
line with thermodynamics laws
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- Problem solving on thermodynamics laws
Task: Install the cooling system of computers
Checklist Score
Yes No
Indicator1 : Key terms are well explained
Thermodynamics is defined
system is described
types of systems (open, close, isolated) are differentiated
Surroundings are defined
Boundary is defined
Indicator 2: Thermodynamics 1st law is well applied
Internal energy is explained
Heat exchange is explained
Work done by or on the system is described
1st law of thermodynamics is stated
1st law of thermodynamics is applied in problem solving
Thermodynamic processes (adiabatic, isothermal, isobaric, and isochoric) are differentiated
Change in internal energy, work done or heat is determined
Indicator 3: Thermodynamics 2nd law is well applied
Second law of thermodynamics is stated
Thermodynamic cycles (Carnot, Diesel, Otto, and Rankine) are differentiated
Second law of thermodynamics is applied in problem solving
Efficiency of heat engine is determined
Coefficient of performance of heat pump and refrigerator is determined
Observation
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Learning unit LU 5: Examine current flow effects in DC electric circuit
5
Learning Outcomes:
5.1 Describe a simple electric circuit. 5.2 Determine electric current, resistances and voltages in DC
electric circuits. 5.3 Determine electric energy, work and power in DC electric
circuit.
5Hours
Learning Outcome 5.1: Describe a simple electric circuit.
Simple DC electric circuit Definition
Elements of a simple
DC electric circuit
Electric current
Electrical resistance
Voltage
Measuring instruments used in a simple DC electric circuit Ammeter
Voltmeter
Ohmmeter
Multimeter
Combination of resistors Series
Parallel
Mixed
Ohm’s law Statement
V-I characteristics of
a resistor
o Group work for Illustration of a simple DC electric circuit
o Experimental demonstration of connecting a DC electric circuit
o Laboratory work on measurement of electric current, resistance and voltage.
o Laboratory work on experimental verification of Ohm’s law
o Individual work of problem solving on combination of resistors
o Group work of problem solving on combination of cells
- Cell
- Battery
- Solar panel
- Connecting Wires
- Ammeter
- Ohmmeter
- Voltmeter
- Multi-meter
- Electrical lamps
- Graph paper
- Image of DC electric
circuit
- White/chalk board
- Marker pen /chalk
- Scientific calculators
Content Learning activities Resources
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Ohmic
conductors
Non-Ohmic
conductors
Electric cells E.M.F(Electromotive
force) of a cell
Internal resistance
Cells network
Cells in series
Cells in parallel
- Ltspice software
- Matlab-Simulink
software
- Computer
- Projector
Formative Assessment 5.1
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
- Matching type questions
- Multiple choice questions
- True or False questions
- Essay questions
- Problem solving
- Observation checklist for experiments
Task: construct mixed resistances circuits
Checklist Score
Yes No
Indicator 1: A simple DC circuit is well described and connected
Simple DC electric circuit is defined
Elements of a simple DC circuit are described
A simple DC electric circuit is connected
Electric current is defined
Resistance is define
Voltage is defined
Indicator 2: Measuring instruments are well used in a simple DC circuit
Ammeter is connected
Performance criterion
Proper description of a simple electric circuit based on Ohm’s law.
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Voltmeter is connected
Ohmmeter is connected
Multi-meter is connected
Indicator 3: Resistance network is well described
Series network is described
Parallel network is described
Mixture network is described
Indicator 4: Ohm’s law is well described
Ohm’s law is stated
Ohm’s law is verified
Voltage-Current (V-I) characteristics of a conductor are illustrated
Ohmic conductor is characterized
Non-ohmic conductor is characterized
Indicator 5: Electric cells are well explained
Electromotive force of a cell is well explained
Internal resistance of a cell is well explained
Cells in series are well explained
Cells in parallel are well explained
Observation
Learning Outcome 5.2: Determine electric current, resistances and voltages in DC electric circuits.
● Key concepts Path, junction, branch
Voltage supply
Voltage drop
Voltage gain
● Kirchhoff’s laws Conservation of
charges
Current law
Voltage law
● Circuit analysis using Kirchhoff’s laws Circuit loop
o Group discussion and presentation on key concepts
o Group work for interpretation of Kirchhoff’s laws
o Individual work on determination of branch currents and branch voltages
o Homework on circuit analysis using Kirchhoff laws
Group work on determination of reduced resistance
-White /chalk board
- Marker pen /chalk
- Scientific calculators
- Ltspice software
- Matlab-simulink software
- Computer
o Projector
Content Learning activities Resources
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Mesh-current
method
Branch currents
Branch voltage
Reduced resistance
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 - Performance evidence
- Matching type questions
- Multiple choice questions
- True or False questions
- Essay questions
- Problem solving
Task: Measure voltage, current and resistance in DC electric
circuits
Checklist Score
Yes No
Indicator: Key concepts are described
The path in a circuit is well described
The junction in a circuit is we described
Voltage supply is described
Voltage drop is described
Voltage is described
Indicator2: Kirchhoff laws are well described
Charge conservation is interpreted
Current law is described
Voltage law is described
Indicator 3 : Kirchhoff laws are correctly applied
Current law is applied
Branch current is determined
Performance criterion
Analytical determination of electric current, resistances and voltages in DC electric circuits based on Kirchhoff’s laws.
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Mesh-current method is application
Voltage law is applied
Branch voltage is determined
Reduced resistance is determined
Observation
Learning Outcome 5.3 Determine electric energy, work and power in DC electric circuit.
● Law of conservation of energy Definition of electric
energy
Definition of electric
power
Statement of the law
of conservation of
energy
● Calculations of energy and power in DC electric circuit Electrical energy
Electrical power
● Effects associated with electric current in a circuit Joule’s effect
Chemical effect
Magnetic effect
o Group discussion and presentation about law of energy conservation in a circuit
o Individual work on problem solving about electrical energy and power in a circuit
o Group work on problem solving about Joule’s effect in a circuit
o Interpretation of effects of electric current using computer-simulated tools
- software (PhET)
- White/chalk board
- Marker pen/chalk
- Scientific calculators
- Computer
o Projector
Content Learning activities Resources
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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 - Performance evidence
- Matching questions
- Multiple choice questions
- True or False questions
- Essay questions
- Problem solving
Task: Measure energy and power in electrical circuit
Checklist Score
Yes No
Indicator 1: Law of energy conservation in a circuit is well explained
Electrical energy is well defined
Electrical power is well defined
Law of energy conservation is clearly stated
Indicator 2: Electrical energy and power in a circuit are well computed
Electrical energy is well determined
Electrical power is well determined
Indicator 3: Effects of Electrical current in a circuit are well described
Joule’s effect is described
Energy dissipation is calculated
Chemical effect are described
Magnetic effect is described
Observation
Correct determination of electric energy, work and power in DC electric circuit in accordance with the law of conservation of energy.
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Learning unit LU 6: Apply Geometric instruments
6
Learning Outcomes:
6.1 Describe types of optical instruments
6.2 Determine magnification of optical instruments
6.3 Describe optical aberrations
10 Hours
Learning Outcome 6.1 Describe types of optical instruments
Single lens optical instruments Human eye
Magnifying glass
Single lens camera
Multi-lens optical
instruments
Telescope
Astronomical
telescope
Telesteria
telescope
Projector
o Discussion on cardinal points
o Group discussion on eye axis
o Brainstorming on the accommodations and resolutions
o Discussions on image
formation in human eye, single lens, camera magnifying glass, telescope, microscope, and projector.
o Simulation of image formation in optical instruments
o Observation of images in the magnifying glass, telescope, microscope, camera and projector.
- Whiteboard and markers
- Chalkboard and chalks
- Search engine - Textbooks
- Magnifying glass
- Camera
- Simulation software
(PhET) on optical
instruments
- Telescope
- Microscope
- Digital Camera
- Computer
- projector
Formative Assessment 6.1
Content Learning activities Resources
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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
- Essay questions
Checklist Score
Yes No
Indicator 1: Single lens optical instruments are well described
Human eye is described
Magnifying glass is described
Single lens camera is described
Indicator 2: Multi-lens optical instruments are well described
Telescope is described
Projector is described
Observation
Learning Outcome 6.2: Determine the magnification of optical instruments
Magnification of microscope
Magnification of
microscope in normal
adjustment
Magnification of
microscope not in normal
adjustment
Magnification of telescope
o Discussion on key terms
o Group discussion on magnification power
o Simulation of image formation
o Group discussion on magnification power of a telescope
- Whiteboard and
markers
- Chalkboard and chalks
- Search engine - Textbooks
- Magnifying glass
- Simulation software
(PhET) on optical
instruments
Content Learning activities Resources
Performance criterion
Effective description optical instruments based on its corresponding types
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Magnification of telescope
in normal adjustment
Magnification of telescope
not in normal adjustment
Use of optical instruments
Use of microscope
Use of telescope
o Brainstorming on resolving power.
o Individual Problem solving
related to optical instruments
o In small groups, discuss on the
use of microscope and
telescope.
- Telescope
- Microscope
- Digital Camera
- Computer
- projector
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
Performance evidence
- Multiple choice questions
- True or False questions
- Essay questions
Task: Perform an experimental work on measurement
using
Checklist Score
Yes No
Indicator 1: Magnification of microscope is well determined
Magnification of microscope in normal is determined
Magnification of microscope not in normal adjustment is determined
Indicator 2: Magnification of telescope is well described
Magnification of telescope in normal adjustment is determined
Magnification of telescope not in normal adjustment is determined
Indicator3: Use of Optical instruments are well described
Use of microscope is described
Use of telescope is described
Observation
Performance criterion
Correct determination of magnification of optical instrument in use
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Learning Outcome 6.3: Correct optical aberrations
Spherical aberration
Character
Correction
● Chromatic aberrations
Character
Correction
Astigmatic aberration
Character
Correction
o Group discussion on character and correction of spherical aberration
o Group discussion on the character and correction of chromatic aberration
o Group discussion on the character and correction of astigmatic aberration.
- Whiteboard and
markers
- Chalkboard and chalks
- Search engine - Textbooks
- Simulation software
(PhET) on optical
instruments
- Computer
- projector
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 questions
- True or False questions
- Essay questions
Content Learning activities Resources
Performance criterion
Effective correction of optical aberrations based on the type of aberration
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Checklist Score
Yes No
Indicator: Spherical aberrations are well described
Character is defined
Correction is determined
Indicator: Chromatic aberrations are well described
Character is defined
Correction is determined
Indicator: Astigmatic aberrations are well described
Character is defined
Correction is determined
Observation
References:
- Young, Hugh, D.; Freedman, Roger, A. (2012), Sears and Zeanmansky’s University Physics: With
modern physics, 13th edition. New York: Addison Wesley, Pearson
- Arthur Beiser (2009) Schaum's Outline of Applied Physics 4th edition. New York: McGraw-Hill
Companies, Inc
- Giancoli, Douglas C. (2005). Physics Principles with applications 6th edition. Pearson Prentice Hall.
New Jersey.
- Meriam, James, L.; Kraige, L. G. (2012). Engineering Mechanics7th edition. John Wiley and Sons. Inc
- Bansal, Rajeev (2006), Fundamentals of Engineering Electromagnetics. CRC Press
- Halpen, Alvin (2009) Schaum's Outline of Beginning Physics II: Waves, electromagnetism, optics and
modern Physics. New York: McGraw-Hill Companies, Inc.
- Milton, Gussow (2009) Schaum's Outline of basic electricity 2nd Edition. New York: McGraw-Hill
Companies, Inc.
- Nathan, Ida (2015). Engineering Electromagnetics 3rd Edition. Springer International Publishing
Switzerland
- Purcell, Edward (2011). Electricity and Magnetism 2nd Edition. Cambridge University Press
- Salazar, Félix B.; Rafael Medina F.; Bayón Ana R.; Gascón Francisco L. (2016). Solved Problems in
Electromagnetics. Springer-Verlag Berlin Heidelberg
- Sameir M.; Ali, Hamed (2017). Electromagnetics for Engineering Students. Bentham Science
Publishers
- Sharma, K., K. (2006). Optics: Principles and applications. New York: Elsevier
317 | P a g e
- BIPM. (2020), Measurement units. Retrieved from https://www.bipm.org/utils/common/pdf/si-
brochure/SI-Brochure-9.pdf [PDF format]
- Irvin Granet; Maurice Bluestein, (2014), Thermodynamics and Heat Power8th edition, CRC Press,
Taylor and Francis Group, LLC
- Morin, David (2008). Introduction to Classical Mechanics. Cambridge University Press.
- Potter, Merle, c., Wiggert, David, C. (2008). Schaum's Outline of Fluid Physics. New York: McGraw-
Hill Companies, Inc
- Shukla R.K. ; Srivastava, Anchal, (2006). Mechanics. New Age International Pvt. Ltd., Publishers.
- Walter Benenson. Harris John, W. Horst Stocker, Holger Lutz (2002). Handbook of Physics. Springer-
Verlag New York
- Young Hugh D., and Freedman Roger A., (2012), Sears and Zeanmansky’s University Physics: With
modern physics, 13thedition, New York. Addison Wesley, Pears
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N E W N F 4 0 1 - NETWORK FUNDAMENTALS
NEWNF401 Apply network fundamentals
REQF Level: 4 Learning hours
Credits: 80 80
Sector: ICT
Sub-sector: Networking
Issue date: November, 2014
Purpose statement
This core module describes the skills, knowledge and attitude required to describe the purpose and
functions of various network devices and protocols. The learner will be able to select the components
required to meet a network specification, Use the OSI and TCP/IP models and their associated protocols
to explain how data flows in a network, describe the purpose and basic operation of the protocols in the
OSI and TCP models, the components required for network and Internet communications, differentiate
LAN/WAN operation and features.
Explain the technology and media access control method for Ethernet networks, network segmentation
and basic traffic management concepts, implement an IP addressing scheme and IP Services to meet
network requirements in a medium-size Enterprise branch office network, describe the operation and
benefits of using private and public IP addressing. At the end the learner will have a strong
foundation and an understanding of basic network functions, standards, and protocols.
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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. Introduce Network Concepts 1.1. Proper description of Network concepts and
technologies
1.2. Proper description of Network topology
1.3. Adequate study of network devices, components
and their functions
2. Apply network protocols and
communications
1.1. Correct description of Network Protocols
1.2. Appropriate description of Network standards
1.3. Appropriate identification and application of
Network media
3. Apply IP addressing( IP v4&IPv6) 3.1. Correct description of IP addressing concepts
3.2. Convenient application of IPv4 ( Internet protocol
version 4)
3.3. Convenient application of IPv6 ( Internet protocol
version 6)
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Learning Unit
LU1: Introduce Network Concepts
1
Learning Outcomes:
1. Describe Network concepts and technologies 2. Describe Network topology 3. Study network devices, components and their functions
30 Hours
Learning Outcome 1.1: Describe Network concepts and technologies
Definition of computer
network
Elements of network
Network benefits
Distinguishing between
network classification
Classifying network by
components roles
Peer to peer network
Client/server network
Classifying network by
geographical area
WAN
LAN
MAN
Introduction to network
technologies
IEEE802.3 Ethernet
IEEE802.5 Token ring
IEEE802.8 Fiber optic
o Group discussion on network
concepts
o Brainstorming on Network
benefits
o Brainstorming on Network
classification
o Documentary Research
- Books
- Internet
- Handout notes
- Pen
- Visual aids
- Paper
Content Learning
activities
Resources
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IEEE802.11 Wireless
Formative Assessment 1.1
Assessor may collectamong the following evidences and make judgements on whether the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written or
performance
Oral
Multiple choice
True or false questions
Matching
Sentence completion
Ticking
Presentation
Checklist Score
Yes No
Network elements
Network classification
Network technologies
Network benefits
Observation
Performance criterion
Proper description of Network concepts and technologies
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Learning Outcome 1.2: Describe Network topology
Definition of topology
Network topology types
Logical
Physical
Advantages and disadvantages
of topology
o Group discussion on
Network topology types
o Brainstorming on Network
topology types
o Documentary Research
- Books
- Internet
- Handout notes
- Visual aids
- Pen
- Paper
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
Performance
oral
Multiple choice
True or false questions
Matching
Sentence completion
Ticking
Presentation
Checklist Score
Yes No
Types of Network topology
Advantage and disadvantages of topology
Observation
Content Learning
activities
Resources
Performance criterion
Proper description of Network topology
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Learning Outcome 1.3: Study network devices, components and their functions
Network devices classification
Interconnection devices
Access devices
End devices
Network components
Media
Message
Protocol
Devices
Router
Hubs
Switch
NIC
Repeater
MAU
Firewall
Access points
Antenna
Gateways
o Group discussion on
Network devices
classification
o Brainstorming discussion
on Network devices
classification
o Documentary Research
- Books
- Internet
- Handout notes
- Router
- Hubs
- Switch
- Cables
- NIC
- Repeater
- Computer
- MAU
- Projector
- Firewall
- Access points
- Antenna
- Gateways
Formative Assessment 1.3
Assessor may collectamong the following evidences and make judgements on whether the performance
criterion has been achieved.
Content Learning
activities
Resources
Performance criterion
Adequate study of network devices, components and their functions
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Types of evidence Portfolio assessment tools
Written evidence
Multiple choice
True or false questions
Matching
Sentence completion
Ticking
Presentation
Checklist Score
Yes No
Network components
Network devices
device functions
Media function
Message function
Protocol function
Observation
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LU2: Apply network protocols and communications
2
Learning Outcomes:
1. Describe Network Protocols 2. Describe Network standards 3. Identify and apply Network media and connectors
35 Hours
Learning Outcome 2.1: Describe Network Protocols
Introduction to network protocols
Types of most common network
protocols
NetBEUI
TCP/IP
Apple talk
Novell netware(IPX/SPX)
Description of IP terminologies
o Group discussion on network
protocols
o Brainstorming on network
protocols
o Documentary Research
- Books
- Internet
- Handout notes
- Pen
- Computer
- Paper
- Visual aids
Formative Assessment
Assessor may collectamong the following evidences and make judgements on whether the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Content Learning
activities
Resources
Performance criterion
Correct description of Network
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Written evidence
Oral evidence
Multiple choice True or false questions Matching Sentence completion Tickingpresentation
Checklist Score
Yes No
IP terminologies
Common network protocols
Observation
Learning Outcome 2.2: Describe Network standards
Importance of standards
Internet standards
Types of standards
De Facto standards
De Jure standards
Standards organizations
ISO
IEEE
ANSI
ITU-Formally CCITT
EIA
telcodia
o Group discussion on Types
of standards
o Brainstorming on network
standards
o Documentary Research
- Books
- Internet
- Handout notes
- Pen
- Computer
- Paper
- Visual aids
Formative Assessment 2.2
Assessor may collectamong the following evidences and make judgements on whether the performance
criterion has been achieved.
Content Learning
activities
Resources
Performance criterion
Protocols
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Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Matching
Sentence completion
Ticking
Presentation
Checklist Score
Yes No
Observation
Learning Outcome 2.3 Identify and apply Network media and connectors
Introduction to network media
Types of media
Logical (wireless)
Physical
Coaxial
Thinnet
Thicknet
Twisted pair
UTP, STP, ScTP
Fiber optic
Single mode fiber
Multimode fiber
Types of connectors
RJ45,RJ11
BNC
USB
Firewire
VGA
Serial
BNC-T
o Group discussion on Types
of media and access
methods
o Brainstorming on Types of
media and access methods
o Documentary Research
o Demonstration by
video/picture on media
- Books
- Internet
- Handout notes
- Pen
- Computer
- Paper
- Visual aids
Content Learning
activities
Resources
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F type
MT-RG
RS-232
Advantages and disadvantages of media
Access methods
CSMA/CD
CSMA/CA
Token passing
Formative Assessment
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
Multiple choice
True or false questions
Matching
Sentence completion
Ticking
Presentation
Checklist Score
Yes No
Network standards
Standards organizations
Observation
Performance criterion
Appropriate description of Network standards
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LU3: Apply IP addressing (IP v4&IPv6)
3
Learning Outcomes:
1. Describe IP addressing concepts 2. Apply IPv4 3. Apply IPv6
15 Hours
Learning Outcome 3.1 Describe IP addressing concepts
Introduction to IP address
IP addressing classification
IP addresses grouping
IP addressing scheme
IP addressing subnet masks
Examining the prefix length
Public and private addresses
o Brainstorming on IP
addressing concepts
o Group discussion onIP
addressing
o Documentary Research
- Books
- Internet
- Handout notes
- Pen
- Computer
- Paper
- Visual aids
Formative Assessment
Assessor may collectamong the following evidences and make judgements on whether the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Content Learning
activities
Resources
Performance criterion
Correct description of IP addressing concepts
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Written evidence
Oral evidence
Performance
product
Multiple choice
True or false questions
Matching
Sentence completion
Ticking
Presentation
Checklist Score
Yes No
IP addressing classification
IP grouping
IP subnet masks
Public and private addresses
Observation
Learning Outcome 3.2Apply IPv4
Introduction to IPv4
Anatomy of IPv4 address
Assigning IP addresses
Methods of assigning IP address
Automatic method
Static addressing method
Dynamic method
Calculation of IP addresses
Sub-netting
Summarization
Binary to decimal conversion
Decimal to binary conversion
Testing IP addresses
Diagnostic tools
IP addressing forms
Unicasts
Broadcast
Multicast
o Brainstorming on Anatomy
of IPv4 address
o Group discussion on
Anatomy of IPv4 address
o Documentary Research
- Books
- Internet
- Handout notes
- Pen
- Computer
- Paper
- Visual aids
Content Learning
activities
Resources
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Anycast
IP addressing modification
IP broking and firewalls
IP address translation
Formative Assessment
Assessor may collectamong the following evidences and make judgements on whether the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Oral
Product
Multiple choice
True or false questions
Matching
Sentence completion
Ticking
Presentation
Checklist Score
Yes No
Anatomy of IPv4 address
IP addresses assignment
Calculation of IP addresses
Test IP addresses
IP addressing modification
IP addressing forms
Observation
Performance criterion
Convenient application of IPv4 ( Internet protocol version 4)
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Learning Outcome 3.3Apply IPv6
Introduction to IPv6
Migration from IPv4 to IPv6
Anatomy of IPv6 address
Assigning IP addresses
Methods of assigning IP address
Automatic method
Static addressing method
Dynamic method
Calculation of IP addresses
Sub-netting
Summarization
Binary to Hexadecimal
conversion
Hexadecimal to binary
conversion
Testing IP addresses
Diagnostic tools
IP addressing forms
Unicasts
Broadcast
Multicast
Anycast
IP addressing modification
IP broking and firewalls
IP address translation
o Brainstorming on Anatomy
of IPv6 address
o Group discussion on
Anatomy of IPv6 address
o Documentary Research
- Books
- Internet
- Handout notes
- Pen
- Computer
- Paper
- Visual aids
Formative Assessment
Assessor may collectamong the following evidences and make judgements on whether the performance
criterion has been achieved.
Content Learning
activities
Resources
Performance criterion
Convenient application of IPv6( Internet protocol version 6)
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Types of evidence Portfolio assessment tools
Written evidence
Performance
Oral
Product
Multiple choice
True or false questions
Matching
Sentence completion
Ticking
Presentation
Checklist Score
Yes No
Anatomy of IPv6 address
IP addresses assignment
IP address Calculations
IP address Tests
IP addressing forms
Observation
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N E W N M 4 0 1 - NETWORK MAINTENANCE
NEWNM401 Perform network maintenance
REQF Level: 4 Learning hours
Credits: 7 70
Sector: ICT
Sub-sector: Networking
Issue date:November, 2014
Purpose statement
This core module describes the skills, knowledge and attitude required to make a preparation
effectively in the computer networks maintenance and networking fields by applying relevant
technical knowledge and technical skills in: Network installation, maintenance, selection, and
optimization of computer systems, computer networks and associated hardware and software
systems. The learner also will have an ability to conduct standard tests and measurements and,
to conduct, analyzes, interpret experiments and write technical Report.
Learning assumed to be in place
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Network fundamental
Local Area network
Routing
Switching
Wireless network indoor
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 site survey and analyse the
site infrastructure
1.1. Efficient Study of the network structure and the
environment
1.2. Adequate verification of network security
1.3. Proper verification of the network status
1.4. Appropriate identification and selection of tools
and materials to be used according to the network
status
2. Determine and implement solutions 2.1. Proper description of network maintenance
2.2. Relevant application of curative maintenance if any
2.3. Relevant application of preventive maintenance
3. Document the work done 3.1 Systematic implementation of SOHO and
Enterprise wireless
3.2 Relevant application of security to the technology
applied
3.3 Efficient test of access point and verifying wireless
connection and security arrangements
Efficient Troubleshooting of WLAN Problems
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LU 1:Conduct site survey
1
Learning Outcomes:
1. Study network structure and the environment 2. Verify network security 3. Verify network status
30 Hours
Learning Outcome 1.1:Study network structure and the environment
.
Identification of network
components
Servers
Client computers
Transmission Media
Network printers and
other peripherals
Network Interface Card
Local Operating System
Network Operating
System
Description of common
network problems
workstation
Operating System
Memory (RAM)
System Clock
Server
Operating System
CPU Usage
o Brainstorming on network
structure
o Group discussion on
maintenance
o Exercises on network
identification of network
problems
o Documentary research
Identification of
network components
Servers
Client computers
Transmission
Media
Network printers
and other
peripherals
Network Interface
Card
Local Operating
System
Network Operating
System
Description of common
network problems
workstation
Operating System
Memory (RAM)
Content Learning
activities
Resources
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Hard Drive Usage
Memory (RAM)
Network Adapter/Network
Interface card( NIC)
System Clock
Firewalls and Filters
Virtual Private Network
(VPN) Software
Network Devices
Hubs, Switches, Routers, and
Gateways
Hardware Firewalls
Network Emulators
Network Address
Translation (NAT)
Virtual Private Network
(VPN)
Identify components, tools
and equipment to be used
Network Components
Network Tools &
equipment
System Clock
Server
Operating System
CPU Usage
Hard Drive Usage
Memory (RAM)
Network
Adapter/Network
Interface card( NIC)
System Clock
Firewalls and Filters
Virtual Private
Network (VPN)
Software
Network Devices
Hubs, Switches,
Routers, and
Gateways
Hardware Firewalls
Network Emulators
Network Address
Translation (NAT)
Virtual Private
Network (VPN)
Identify components,
tools and equipment to
be used
Network Components
Network Tools
& equipment
Formative Assessment 1.1
Assessor may collectamong the following evidences and make judgements on whether the performance
criterion has been achieved.
Performance criterion
Efficient Analysis of facilities and existing networks
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Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Multiple choice True or false questions Matching Sentence completion Ticking
Presentation Matching
Sentence completion
Concept
Checklist Score
Yes No
Site Planning process
Environment evaluation
Observation
Learning Outcome 1.2: Verify network security
Authentication
Confidentiality
Auditing
o Group discussion on network
security
o Documentary research
o Brainstorming on network
security
o Lab experiments
- Books
- Internet
- Hand out notes
- Firewall
- Visual aids
- Computer
- Cables
- Switch
- Router
- Simulator software
Formative Assessment 1.2
Content Learning
activities
Resources
Performance criterion
AdequateIdentification of components, devices ,tools, connectors and media
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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 choice True or false questions Matching Sentence completion Ticking
presentation
Checklist
Score
Yes No
Hardware devices
Hardware components
Software tools
Media
Observation
Learning Outcome 1.3: Verify network status
Network connectivity
verification tools
Ping
Show commands
Trace route
NS lookup
Network monitoring
o Group discussion on network
connectivity verification tools
o Documentary research
o Brainstorming on network
performance
o Lab experiments
- Books
- Internet
- Hand book notes
- Computer
- Cables
- Switch
- Router
- Simulator software
Formative Assessment 1.3
Content Learning
activities
Resources
Performance criterion
Proper identification of Security requirements
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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
Performance evidence True or false questions Matching Sentence completion Ticking
Presentation
True and false questions:
Multiple choice
Self-assessment exercise
Case study analysis
Matching
Sentence completion
Concept
Checklist Score
Yes No
Authentication
Authorization
Confidentiality
Observation
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LU 2: Determine and implement solutions
2
Learning Outcomes:
1. Apply network preventive maintenance 2. Apply network curative maintenance 3. Test Network
30 Hours
Learning Outcome 2.1Apply network preventive maintenance
Introduction to network
preventive maintenance
Preventive network
maintenance tasks:
Regular cleaning
Back up and security
system
Network upgrading
Requirements for
scalability
Requirements for
availability
Applications software
updating
Applications
software
deployment
o Group discussion on network
maintenance
o Brainstorming on network
maintenance tasks
o Lab exercise on network
maintenance
o Documentary research
- Books
- Internet
- Hand book notes
- Computer
- Cables
- Switch
- Router
- Brower machine
Formative Assessment 2.1
Content Learning
activities
Resources
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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 choice True or false questions Matching Sentence completion Ticking Presentation
Checklist Score
Yes No
Network upgrade and software updates
Back up and security system
software deployment
Observation
Learning Outcome 2.2:Apply network curative maintenance
Introduction to network
curative maintenance
Review on Common
problems that occur in the
network
Common network solutions
description
Usage of Troubleshooting
tools
Curative network
maintenance tasks:
o Group discussion on
network maintenance
o Brainstorming on network
maintenance tasks
o Lab exercise on network
maintenance
o Documentary research
- Books
- Internet
- Hand book notes
- Switch
- Router
- Computer
- Cables
- Brower machine
Content Learning
activities
Resources
Performance criterion
Proper description of network maintenance
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Problem identification
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
Multiple choice True or false questions Matching Sentence completion Ticking Presentation
Checklist Score
Yes No
Common network problems
Problem identification
Troubleshooting tools
Select a best solution
Observation
Learning Outcome 2.3: Test Network
Why network test
Types of network tests
Network testing tools
o Group discussion on Types of
network tests
o Brainstorming on Network
testing tools
o Lab Exercises on testing
network connectivity
o Documentary research
- Internet
- Reference books
- Handout notes
Content Learning
activities
Resources
Performance criterion
Relevant application of curative maintenance if any
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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
Multiple choice True or false questions Matching Sentence completion Ticking
Presentation
Checklist Score
Yes No
Network testing tools
Network tests
Observation
Performance criterion
Relevant application of preventive maintenance
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LU 3:Document the work done
3
Learning Outcomes:
1. Document on network status 2. Report on the work done 3. Write technical journal and recommendation
.
10 Hours
Learning Outcome 3.1:Document on network status
Description of network status
before
Status of network
infrastructure
describe problems
found
Review of user manual and
previous report
Suggestion of solutions on
problems found
Description of solution
implementation
Description of procedures of the
task accomplished
Network Devices, equipment
and materials used
Description of the network
status after work
Technical journal and
recommendation report
o Brainstorming on Status of
network infrastructure
o Group discussion on writing
technical report
o Exercises on writing report
o Documentary research
- Internet
- Books
- Paper
- Pen
- Computer
- Drawing tools
Content Learning
activities
Resources
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Necessity of fertigation Benefits of fertigation Fertigationequipement Components of
fertigationunit:
Fertigator
Fertilizer tank
Non return valve
Main filter
Water meter Types of injector for
fertigation
Oral presentation on:
Necessity of fertigation
Benefits of fertigation
Types of injectors for fertigation
Observation offertigationunit
- Flip chart - Books - Technical
manual - Water - Fertilizer - Fertigation unit
Formative Assessment 3.1
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 choice True or false questions Matching Sentence completion Ticking Presentation s
Checklist Score
Yes No
Network status
Report and user manual revision
Description of procedures of the task accomplished
Observation
Performance criterion
Accurate documentation of review process
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Learning Outcome 3.2:Report on the work done
Description of network
status before
Status of network
infrastructure
describe
problems found
Review of user manual
and previous report
Suggestion of solutions
on problems found
Description of solution
implementation
Description of
procedures of the task
accomplished
Network Devices,
equipment and materials
used
Description of the
network status after
work
Technical journal and
recommendation report
o Brainstorming on Status of
network infrastructure
o Group discussion on writing
technical report
o Exercises on writing report
o Documentary research
- Internet
- Books
- Paper
- Pen
- Computer
- Drawing tools
Formative Assessment 3.2
Assessor may collectamong the following evidences and make judgements on whether the performance
criterion has been achieved.
Content Learning
activities
Resources
Performance criterion
Effective reporting procedures of the task accomplished are in place and used
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Types of evidence Portfolio assessment tools
Written evidence o Performance evidence o Performance evidence
Multiple choice True or false questions Matching Sentence completion Ticking Presentation
Checklist Score
Yes No
Recommendation
network status after work
Observation
Learning Outcome 3.3Write technical journal and recommendation
Description of network status
before
Status of network
infrastructure
describe problems
found
Review of user manual and
previous report
Suggestion of solutions on
problems found
Description of solution
implementation
Description of procedures of the
task accomplished
Network Devices, equipment
and materials used
Description of the network
status after work
o Brainstorming on Status of
network infrastructure
o Group discussion on writing
technical report
o Exercises on writing report
o Documentary research
- Internet
- Books
- Paper
- Pen
- Computer
- Drawing tools
Content Learning
activities
Resources
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Technical journal and
recommendation report
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
Multiple choice True or false questions Matching Sentence completion Ticking
Presentation
Checklist Score
Yes No
Journal and recommendation report
Observation
Performance criterion
Methodical Writing of the technical journal and recommendation
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Summative Assessment
Integrated situation Resources
IPRC Kigali located in Kicukiro District has network problems in its network installation, among its network components; four computers and two printers are not connected to the network. Usernames and password of network backup storage devices are not matching; wireless network portable devices are not able to connect to the network, antivirus is not updated and network devices are not cleaned (Hardware and system software). The Head of ICT Department in IPRC Kigali requested you as an IT Technician to solve above mentioned problems mitigate network attacks and produce a documented report of the respective network within 3 hours.If the performance of the task is below the maximum time required (3Hours), it will be taken under consideration.
Cutting tool Crimping tool Stripping tool Patching tool Cable tester Screw drivers NIC adapter Formatter board RJ-45 connectors RJ-45 cap Outlet sockets NIC not working Network cable Formatter board Firewall Switch Router Access point Computer Tool kit
Network monitoring
Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: Problems identification is well done
NIC not working
Network cable not working
Switch port not working
Formatter board not working
Check the firewall
Hardware configuration
Software configuration
Network monitoring
IP address
The printer is plugged?
The printer Is turned ON?
Indicator: Tools and equipment are well selected
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Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: Computers are well connected to the network
Availability of connectivity
Indicator: Wireless is well accessible
Portable device access wireless
Availability of wireless connectivity
Indicator: Username and password are matching
Access to the backup storage
Indicator: Printers are well connected to the network
Access of printer over the network
Observation
Cutting tool
Crimping tool
Stripping tool
Patching tool
Cable tester
Screw drivers
NIC adapter
Formatter board
RJ-45 connectors
RJ-45 cap
Socket
Indicator:Troubleshooting steps are properly followed
Network infrastructure status Network connection down
No IP address
No DNS server
No default gateway
Misconfigured
Observation
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Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: Materials are well used
No waste of materials
Indicator:The time is respected
Time required(3h)
Indicator: The report is Produced
Required report produced
Observation
Assesment Criterion:Perfection
Checklist Score
Yes No
Indicator: .Workplace is well cleaned
No rubbish
IndicatorNetwork components are well cleaning
No dusts
Indicator: Time is well managed
Time bellow the maximum expected
Observation
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References
1. Bradley, T. (2010). Introduction to Firewalls. (2010) In About.com: Internet/Network
Security . Retrieved
2. February 17, 2010. http://netsecurity.about.com/od/hackertools/a/aa072004.htm
3. Brewer, D. (2009). Picture Yourself Networking Your Home or Small Office. Boston:
Course Technology.
4. Camara (2009). Networking Course. Unpublished. For more information contact
5. Computer Network. (2010, February 2). In Wikipedia, The Free Encyclopedia. Retrieved
February 3, 2010,
6. from http://en.wikipedia.org/w/index.php?title=Computer_network&oldid=341486930
7. Dionys, D. (2008). How to Make a Network Cable. Unpublished. Produced for the VVOB
Program in Zambia
8. March 23, 2010, from http://en.wikipedia.org/w/index.php?title=High-
Speed_Downlink_Packet_
9. Mitchell, B. (2010). Computer and Wireless Networking Basics. Retrieved March 1, 2010,
from About.com:
10.
http://compnetworking.about.com/od/basicneworkingconcepts/u/computer_networki
ng_basics.htm
11. Mitchell, B. (2010). Introduction to Client Server Networks. Retrieved March 1, 2010,
from About.com: http://
12. compnetworking.about.com/od/basicnetworkingfaqs/a/client-server.htm
13. Mitchell, B. (2010). Wireless Standards. Retrieved March 1, 2010, from About.com:
http://compnetworking.
14. Network. (n.d.). Dictionary.com Unabridged. Retrieved February 02, 2010, from
Dictionary.com website:
15. Network topology. (2010, February 8). In Wikipedia, The Free Encyclopedia. Retrieved
February 9, 2010,
16. from http://en.wikipedia.org/w/index.php?title=Network_topology&oldid=342762416
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N E W S L 4 0 1 - LAN
NEWSL401 Set up LAN
REQF Level: 4 Learning hours
Credits: 12 120
Sector: ICT
Sub-sector: Networking
Issue date:November, 2014
Purpose statement
This Specific module introduces set up LAN. The course materials will assist in developing the Knowledge,
skills and attitude necessary to Plan and implement small and medium enterprise networks. The leaner
will be able to analyze facilities and existing network, Describe the purpose and functions of various
network devices, LAN applications, LAN architecture, install and configure shared network devices, Select
the appropriate media, cables, ports, and connectors to connect switches and router, Describe the
technology and media access control method for Ethernet networks, Implement an IP addressing scheme
and IP Services to meet network requirements in small and medium-size
Learning assumed to be in place
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Computer applications
Network fundamentals
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 basics of Computer
networking and set up a LAN
1.1. Proper Introduction and definition of Network 1.2. Proper Application of LAN Concepts and
architectures 1.3. Appropriate application of Basics of computer
networking 1.4. Proper setting up of a LAN and shared devices
2. Conduct site survey 2.1. Efficient Analysis of facilities and existing networks 2.2. Adequate Identification of components, devices
,tools, connectors and media 2.3. Proper identification of Security requirements 2.4. Proper design and interpretation of Building
blueprint
3. Configure and troubleshoot a LAN 3.1 Proper configuration of IOS Proper configuration of LAN IP settings
3.2 Proper troubleshooting of local area network
4. Document the work done 4.1 Accurate documentation of review process 4.2 Effective reporting procedures of the task
accomplished are in place and used 4.3 Methodical Writing of the technical journal and
recommendation
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LU 1:Apply basics of Computer networking and set up a LAN
1
Learning Outcomes:
1. Introduce Network 2. Apply LAN Concepts and architectures 3. Apply Basics of computer networking
4. Set up a LAN and shared devices
40 Hours
Learning Outcome1.1Introduce Network
Introduction and definitions of common terms used in local area network: Computer network The internet Internet service provider(
ISP) Firewall IP address TCP/IP DHCP MAC Address
The purpose of local area network
o Brainstorming on the purpose of local area network
o Group discussion on common terms used in local area network
o Further research on internet
- Internet - Books - Paper - Pen - Computer - Visual aids - Handout notes
Formative Assessment 1.1
Assessor may collectamong the following evidences and make judgements on whether the performance
criterion has been achieved.
Content Learning
activities
Resources
Performance criterion
Proper Introduction and definition of Network
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Types of evidence Portfolio assessment tools
Written
oral
Multiple choice
True or false questions
Matching
Sentence completion
Ticking
Presentation
Checklist Score
Yes No
Purpose of local area network
Basic terms used in LAN
Observation
Learning Outcome 1.2Apply LAN Concepts and architectures
LAN applications
Personal computer LANS
Low cost
Limited data rate
Back end networks
Interconnecting large
systems(mainframes and large
storage devices)
Storage area networks
Separate network handling
storage needs
Detaches storage tasks from
specific servers
Shared storage facility across
high-speed network
Hard disks, tape libraries, CD
arrays
Improved client-server storage
access
Direct storage to storage
communication for backup
o Brainstorming on LAN Concepts
o Group discussion on LAN
concepts
o Further research on internet
- Internet
- Books
- Paper
- Pen
- Computer
- Visual aids
- Handout notes
Content Learning
activities
Resources
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High speed office networks
Desktop image processing
High capacity local storage
Backbone LANs
Interconnect low speed local
LANs
Reliability
Capacity
Cost
LAN architecture
Topologies
Tree
Bus
Ring
star
choice of medium
Constrained by LAN
topology
Capacity
Reliability
Types of data supported
Environmental scope
Protocol architecture
Lower layers of OSI model
IEEE 802 reference model
Physical
Logical link control (LLC)
Media access control (MAC)
Bridges
Why bridge
Reliability
Performance
Security
Geography
Functions of a bridge
Bridge operation
Bridge design aspects
Bridge protocol architecture
Formative Assessment 1.2
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Assessor may collectamong the following evidences and make judgements on whether the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
oral
Multiple choice
True or false questions
Matching
Ticking
Presentation
Checklist Score
Yes No
LAN Applications
LAN Architecture
Protocol architecture
Bridge
Observation
Learning Outcome 1.3: Apply Basics of computer networking
Introduction to basic computer networking
Networking common used components
Router Wireless routers Cables Switches Access point Adapter cards Bridges
o Brainstorming on Basics of computer networking
o Group discussion onBasics of computer networking
o Further research on internet
- Internet - Books - Paper - Pen - Computer - Hand out notes
Content Learning
activities
Resources
Performance criterion
Proper Description of LAN Concepts and architectures
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Servers Repeater Shared hardware Modem PC Rack mount Truncks Patch panel Cable manager
Network characteristics
Access methods CSMA/CD CSMA/CA
Network architecture Baseband Via
broadband Ethernet Token ring FDDI
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
Oral
Multiple choice
True or false questions
Matching
Sentence completion
Ticking
Presentation
Checklist Score
Yes No
Network components
Access methods
Network architecture types
Performance criterion
Appropriate description of Basics of computer networking
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Observation
Learning Outcome 1.4: Set up a LAN and shared devices
Steps of setting up a simple
LAN
Network components
Mount
Router installation
Wired computer to
the router
Connection
Switch to the router
Connection
wireless computers
to the router
Access point to the
router Connection
Shared network devices
Installation
Sharing network devices on
LAN
o Brainstorming on shared
devices
o Group discussion onsetting
up a simple LAN
o Further research on internet
o Lab exercise on setting up a
LAN
- Internet
- Books
- Paper
- Pen
- Computer
- Router
- Switch
- Cables
- Shared devices
Formative Assessment 1.4
Assessor may collectamong the following evidences and make judgements on whether the performance
criterion has been achieved.
Content Learning
activities
Resources
Performance criterion
Proper setting up of a LAN and shared devices
362 | P a g e
Types of evidence Portfolio assessment tools
Written
Oral
Product
Multiple choice
True or false questions
Checklist Score
Yes No
Trunks Fixing
Laying cables
Termination of cables
Observation
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LU 2:Conduct site survey
2
Learning Outcomes:
1. Analyze facilities and existing networks 2. Identify components, devices ,tools, connectors and media 3. Identify Security requirements 4. Design and interpret Building blueprint
20 Hours
Learning Outcome 2.1Analyze facilities and existing networks
Site Planning process
Initial environment
evaluation
Selection of router
deployment
Environment evaluation
Physical site survey
Passive physical site
survey methodology
Active survey
methodology
Analysis of existing
system
Current network
usage
Future network usage
o Brainstorming on site planning
process
o Group discussion on
environment evaluation
o Demonstration by video/
picture of analysis of existing
system
o Further research on internet
- Books
- Router
- IT Tool Kit
- Cables
- Visual aids
- Internet
- Simulator software
- Computer
- Hand-out notes
Formative Assessment 2.1
Content Learning
activities
Resources
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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
True and false Matching Sentence completion Ticking
Expose
Checklist Score
Yes No
Site Planning process
Environment evaluation
Observation
Learning Outcome 2.2:Identify components, devices ,tools, connectors and media
Hardware Devices:
Internetworking Devices:
Router
Multilayer switches,
Wireless Router
Networking Access Devices:
Switches
Wireless Access Point
Security Devices:
Firewalls
o Brainstorming on Hardware
Devices
o Observe network devices and
software systems
o Group discussion on
Troubleshooting Tools
o Exercises or Labs
o Documentary research
- Router
- Switch
- Bridge
- Wireless Access
Point
- Firewalls
- Wireless Router
- End Devices
- NICs
Content Learning
activities
Resources
Performance criterion
Efficient Analysis of facilities and existing networks
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End Devices:
Computers(Work stations,
laptops,file servers,web
servers)
Network Printers
Security Cameras
Mobile Handheld
Devices(Smartphones,Table
ts,PDAs)
Hardware Components:
NIC
Wireless Adapter cards
Troubleshooting Tools:
Ipconfig /all
Ping
Trace route
Nslook up
Debug
Netstat
putty/Tera Term
Subnet and IP
calculator
Speedtest.net/pingt
est.netpathping/mtr
route
Software Tools:
Packet
Tracer
Edraw Max
Internetwork Operating
System(IOS)
Versions
Updating and
upgrading IOS
IOS types
Connectors:
RJ45,RJ11
Media:
WAN cables( Serial
cable)
- Wireless Adapter
Cards
- Straight cables
- Crosse over Cables
- Internet
- Books
- RJ45 Connectors
- Mobile Handheld
Devices( Smart
phones, Tablets,
PDAs)
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LAN cables ( Straight
and Cross over
cable)
Console cable
Aux cable
USB to Serial Converter
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
True and false
Matching
Sentence completion
Ticking
Expose
Checklist Score
Yes No
Hardware devices
Hardware components
Software tools
Media
Connectors
Troubleshooting tools
Observation
Learning Outcome 2.3: Identify Security requirements
Performance criterion
Adequate Identification of components, devices,tools, connectors and media
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Authentication
Confidentiality
Auditing
o Brainstorming on Auditing,
Confidentiality and
Authentication
o Practical exercises on device
configuration
o Demonstration by video/
picture
o Further research on internet
- Internet
- Books
- Rack
- Hand-out notes
- Computer
- Visual aids
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
True and false
Matching
Sentence completion
Ticking
Expose
Checklist Score
Yes No
Authentication
Authorization
Confidentiality
Observation
Content Learning
activities
Resources
Performance criterion
Proper identification of Security requirements
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Learning Outcome 2.4 Design and interpret Building blueprint
Draw a schematic diagram
of the system using:
EdrawMax or Packet
Tracer
o Brainstorming on
interpretation of Building
blueprint
o Group discussion on schematic
diagram
o Exercises or Labs
o Documentary research
- Internet
- Books
- Simulator Software
- Hand-out notes
- Computer
- Visual aids
Formative Assessment 2.4
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
True and false
Matching
Sentence completion
Ticking
Expose
Checklist Score
Yes No
LAN sketching and interpretation
Observation
Content Learning
activities
Resources
Performance criterion
Proper design and interpretation of Building blueprint
369 | P a g e
LU 3:Configure and troubleshoot a LAN
3
Learning Outcomes:
1. configure IOS 2. Configure LAN IP settings 3. Troubleshoot local area network
20 Hours
Learning Outcome 3.1configure IOS
IOS bootcamp
IOS access device configuration
Console
Telnet or SSH
Aux pot
IOS Configuration modes and sub
modes
User EXEC mode
Privileged EXEC mode
Global configuration
mode
Other mode/sub mode
IOS command structure
Prompt
Command
Space
Keyword or arguments
Hot key and shortcuts
IOS examination commands
o Brainstorming on IOS access
devices configuration
o Group discussion on IOS
configuration
o Practical exercises on modes
and sub-modes
configuration
o Demonstration by video/
picture
o Further research on internet
- Internet
- Books
- Paper
- Pen
- Computer
- Router
- Switch
- Cables
- Handout note
- Visual aids
- Packet tracer
Content Learning
activities
Resources
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Formative Assessment 3.1
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
Oral evidence
Multiple choice
True or false questions
Matching
Sentence completion
Ticking
Presentation
Checklist Score
Yes No
IOS bootcamp process
IOS access device configuration
IOS Configuration modes and sub modes
IOS command structure
IOS examination commands
Observation
Learning Outcome 3.2 Configure LAN IP settings
IP addressing scheme
IP address structure
IP Subnet mask
Configuring DNS
o Brainstorming on IP
addressing
o Group discussion on IP
addressing scheme
- Internet
- Books
- Paper
- Pen
Content Learning
activities
Resources
Performance criterion
Proper configuration of IOS
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Dynamic
Static
Assigning IP to the interface
Configuring switch virtual
interface
Assigning IP to the end
devices
Using DHCP
Static Assignment
Configuring loopback address
Testing interface assignment using
show command
Testing end to end connectivity
using ping command
o Practical exercises on sub-
netting and configuring IPs
o Demonstration by video/
picture
o Further research on internet
- Computer
- Router
- Switch
- Cables
- Handout note
- Visual aids
- Packet tracer
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
Oral evidence
Product
Performance
Multiple choice
True or false questions
Matching
Sentence completion
Ticking
Presentation
Checklist Score
Yes No
Testing end to end connectivity using ping
Observation
Performance criterion
Proper configuration of LAN IP settings
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Learning Outcome 3.3.Troubleshoot local area network
Problem Identification
When the console does not
respond
When the Traffic does not go
through
Possible LAN problems causes
The remote or local
interface is down
Incorrect address of the
remote or local interface
A conflict of IP addresses
Domain is down
The interfaces are down
Troubleshooting steps
Verification of cable connectivity
Verification for the power supply
Verification of LAN devices LEDs
status
Verification of network software
Troubleshooting tools:
Diagnostic commands
Show commands
Debug commands
Ping commands
Traceroute/Tracert commands
NSlook up
Ipconfig/ifconfig
Netstat
Basic utilities
Putty/Tera Term
Subnet and Ip Calculator
Utility application Software
Speedtest.net/pingtest.netpathpi
ng/mtr
Hardware tools:
o Brainstorming on problem
identification
o Group discussion
Troubleshooting steps and
tools
o Practical exercises on
troubleshooting using basic
utilities
o Demonstration by video/
picture
o Further research on internet
- Internet
- Books
- Paper
- Pen
- Computer
- Router
- Switch
- Cables
- Handout note
- Visual aids
- Packet tracer
Content Learning
activities
Resources
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Troubleshooting Tools kit
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
Oral evidence
Multiple choice
True or false questions
Matching
Sentence completion
Ticking
Presentation
Checklist Score
Yes No
Problem identification
Troubleshooting steps
Troubleshooting tools
Basic utilities
Observation
Performance criterion
Proper troubleshooting of local area network
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LU 4: Document the work done
4
Learning Outcomes:
1. Document on network status 2. Report on the work done 3. Write technical journal and recommendation
20 Hours
Learning Outcome 4. 1 Document on network status
Description of network status
before
Status of network
infrastructure
describe problems found
Review of user manual and
previous report
Suggestion of solutions on
problems found
Description of solution
implementation
Description of procedures of the
task accomplished
Network Devices, equipment and
materials used
Description of the network status
after work
Technical journal and
recommendation report
o Brainstorming on Status of
network infrastructure
o Group discussion on writing
technical report
o Exercises on writing report
o Documentary research
- Internet
- Books
- Paper
- Pen
- Computer
- Drawing tools
Content Learning
activities
Resources
375 | P a g e
Formative Assessment 4.1
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
Oral evidence
Sentence completion
Checklist Score
Yes No
Network status
Report and user manual revision
Observation
Learning Outcome 4. 2 Report on the work done
Description of network status before
Status of network infrastructure
describe problems found
Review of user manual and previous
report
Suggestion of solutions on problems
found
Description of solution
implementation
Description of procedures of the task
accomplished
o Brainstorming on Status of
network infrastructure
o Group discussion on writing
technical report
o Exercises on writing report
o Documentary research
- Internet
- Books
- Paper
- Pen
- Computer
- Drawing tools
Content Learning
activities
Resources
Performance criterion
Accurate documentation of review process
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Network Devices, equipment and
materials used
Description of the network status
after work
Technical journal and
recommendation report
Formative Assessment 4.2
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
Oral evidence
Multiple choice
True or false questions
Matching
Sentence completion
Checklist Score
Yes No
Recommendation
Observation
Learning Outcome 4. 3 Write technical journal and recommendation
Description of network status before
Status of network infrastructure
describe problems found
Review of user manual and previous
report
o Brainstorming on Status of
network infrastructure
o Group discussion on writing
technical report
o Exercises on writing report
- Internet
- Books
- Paper
- Pen
- Computer
Content Learning
activities
Resources
Performance criterion
Effective reporting procedures of thetask accomplished are in place and used
377 | P a g e
Suggestion of solutions on problems
found
Description of solution
implementation
Description of procedures of the task
accomplished
Network Devices, equipment and
materials used
Description of the network status
after work
Technical journal and
recommendation report
o Documentary research
- Drawing tools
Formative Assessment
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
Written evidence
Checklist Score
Yes No
Observation
Performance criterion
Methodical Writing of the technical journal and recommendation
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LU 5:Troubleshoot router
5
Learning Outcomes:
1. Document the work done 2. Report on the work done 3. Write technical journal and recommendation
20 Hours
Learning Outcome 5.1: Document the work done
Description of network status
before
Status of network
infrastructure
describe problems found
Review of user manual and
previous report
Suggestion of solutions on
problems found
Description of solution
implementation
Description of procedures of the
task accomplished
Network Devices, equipment and
materials used
Description of the network status
after work
Technical journal and
recommendation report
o Brainstorming on Status of
network infrastructure
o Group discussion on writing
technical report
o Exercises on writing report
o Documentary research
- Internet
- Books
- Paper
- Pen
- Computer
- Drawing tools
Content Learning
activities
Resources
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Formative Assessment 5.1
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
Oral evidence
Multiple choice
True or false questions
Matching
Sentence completion
Ticking
Presentation
Checklist Score
Yes No
Network status
Report and user manual revision
Description of procedures of the task accomplished
Observation
Performance criterion
Accurate documentation of review process
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Learning Outcome 5.2. Report on the work done
Description of network status before
Status of network infrastructure
describe problems found
Review of user manual and previous
report
Suggestion of solutions on problems
found
Description of solution
implementation
Description of procedures of the task
accomplished
Network Devices, equipment and
materials used
Description of the network status
after work
Technical journal and
recommendation report
o Brainstorming on Status of
network infrastructure
o Group discussion on writing
technical report
o Exercises on writing report
o Documentary research
- Internet
- Books
- Paper
- Pen
- Computer
- Drawing tools
Formative Assessment 5.2
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
Oral evidence
Multiple choice
True or false questions
Matching
Sentence completion
Ticking
Presentation
Content Learning
activities
Resources
Performance criterion
Effective reporting procedures of the task accomplished are in place and used
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Checklist Score
Yes No
Recommendation
Observation
LearningOutcome 5.3Write technical journal and recommendation
Description of network status before
Status of network infrastructure
describe problems found
Review of user manual and previous
report
Suggestion of solutions on problems
found
Description of solution
implementation
Description of procedures of the task
accomplished
Network Devices, equipment and
materials used
Description of the network status
after work
Technical journal and
recommendation report
o Brainstorming on Status of
network infrastructure
o Group discussion on writing
technical report
o Exercises on writing report
o Documentary research
- Internet
- Books
- Paper
- Pen
- Computer
- Drawing tools
Formative Assessment 5.3
Assessor may collectamong the following evidences and make judgements on whether the performance
criterion has been achieved.
Content Learning
activities
Resources
Performance criterion
Methodical Writing of the technical journal and recommendation
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Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice
True or false questions
Matching
Sentence completion
Ticking
Presentation
Checklist Score
Yes No
Observation
References
1. Principles of power system, V.K MEHTA , ROHIT MEHTA, S.CHAND &COMPANY, NEW DELHI 2004
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N E W P R 4 0 1 - ROUTING
NEWPR401 Perform routing
REQF Level: 4 Learning hours
Credits: 12 120
Sector: ICT
Sub-sector: Networking
Issue date:November, 2014
Purpose statement
This module describes the skills, knowledge and attitude to be acquired by the learner to configure
routers for providing interconnection between different networks. The learner will be able to Install,
configure, and differentiate common network devices, Evaluate the network based on configuration
management documentation, configure , verify and troubleshoot basic router operation, Interpret
network diagrams, Configure and verify operation status of a device interface, configure and verify
classless and classfullrouting protocols, default and static route
Learning assumed to be in place
384 | P a g e
Computer Fundamentals
Network Fundamentals
Local Area Network
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. Introduce routing and packet
forwarding
1.1. Proper description of routing Concepts 1.2. Efficient Configuration of Static and Default route 1.3. Proper application of HSRP( Hot standby router
protocol) 1.4. Precise Implementation of router security
2. Conduct site survey 2.1. Efficient Analysis of facilities and existing networks 2.2. Adequate Identification of components, devices
,tools, connectors and media 2.3. Proper identification of Security requirements 2.4. Proper design and interpretation of Building
blueprint
3. Configure and verify routing
protocols
3.1. Efficient Application of Classfull routing protocols 3.2. Adequate Application of VLSM and Classless Inter-
Domain Router(CIDR) 3.3. Efficient application of Classless routing protocols
4. Troubleshoot router 4.1 Systematic identification and correction of common problems associated with IP addressing and host configurations.
4.2 Adequate application of troubleshooting of device configuration and network connectivity using basic utilities
4.3 Correct application of troubleshooting of router hardware and software operation
5. Document the work done 5.1 Accurate documentation of review process 5.2 Effective reporting procedures of the task
accomplished are in place and used 5.3 Methodical Writing of the technical journal and
recommendation
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LU 1: Introduce routing and packet forwarding
1
Learning Outcomes:
1. Describe routing Concepts 2. Configure Static and default route 3. Apply Hot standby router protocol (HSRP 4. Implement router security
20 Hours
Learning Outcome 1.1:Describe routing Concepts.
Functions and Features of Router
Why Routing?
Router hardware components
Packet Forwarding methods
Default Gateways
Document Network Addressing
Console Access
Basic Router Configuration
look back interface
configuration
Path Determination
Routing Table
Routing Protocols Types
Static Routes
Default Routes
Dynamic Routing:
RIPv1,RIPv2,IGRP,
EIGRP,OSPF,IS-
IS,BGP
o Group discussion on router
operation
o Brainstorming on routing protocols
o Practical exercises on router
operation
o Demonstration by video/ picture
o Further research on internet
- Books
- Router
- Internet
- Video aide
- Simulator
Software
- Hand-out notes
Formative Assessment 1.1
Content Learning
activities
Resources
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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
Performance evidence
True and false
Matching
Sentence completion
Ticking
Expose
Checklist Score
Yes No
Functions and Features of Router
Types of routing protocols
Observation
Learning Outcome 1.2: Configure Static and default route
Static routing
Static routing
configuration
Configuring static and
default routes
Review of CIDR and
VLSM
o Group discussion on static
routing
o Brainstorming default route
configuration
o Practical exercises
o Demonstration by video/
picture
o Further research on internet.
- Books
- Router
- Internet
- Video aide
- Simulator Software
- Hand-out notes
Content Learning
activities
Resources
Performance criterion
Proper description of routing Concepts
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Configuration of
Summary and
Floating Static Routes
Troubleshoot static
and Default routes
issues
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
True and false Matching Sentence completion Ticking Expose Multiple choice
Checklist
Score
Yes No
Configuration of static route and default routes
Configuration of Summary and Floating Static Routes
Troubleshooting of static and Default routes issues
Observation
Performance criterion
Efficient Configuration of Static and Default route
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Learning Outcome 1.3: Apply Hot standby router protocol (HSRP)
Description of HSRP
HSRP version and
features
HSRP Advantages
HSRP Application
HSRP configuration
Default HSRP
configuration
HSRP configuration
guidelines
Enabling HSRP steps
Authentication and
timers
HSRP groups and
clustering
HSRP Troubleshooting
o Group discussion on HSRP
Description
o Brainstorming on HSRP
configuration
o Practical exercises HSRP
configuration
o Demonstration by video on
how to configure HSRP
o Further research on internet.
- Books
- Router
- Internet
- Video aide
- Simulator Software
- Hand-out notes
- Computer
- Switch
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 Multiple choice True or false questions Matching Sentence completion Ticking
Presentation
True and false
Matching
Sentence completion
Ticking
Expose
Multiple choice
Content Learning
activities
Resources
Performance criterion
Proper application of HSRP( Hot standby router protocol)
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expose
Checklist Score
Yes No
HSRP version and features
HSRP Advantages
HSRP Application
HSRP Priority Setting
HSRP configuration
HSRP Troubleshooting
Observation
Learning Outcome 1.4: Implement router security
Router Access Security
Protecting the router itself
Physical Security
Operating System
Logins & Banners
Privilegies
Passwords
Accounts
Protecting the Network with router
Roles in network
operations and security
Interior Routers
Backbone Routers
Border Routers
Packet Filters for TCP/IP
o Group discussion
o Brainstorming
o Practical exercises
o Demonstration by video/
picture
o Further research on
internet.
o
Router Access Security
Protecting the
router itself
Physical Security
Operating System
Logins & Banners
Privilegies
Passwords
Accounts
Protecting the Network
with router
Roles in network
operations and
security
Interior Routers
Backbo
ne
Content Learning
activities
Resources
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Permission of Only
Required Protocols and
Services
Rejection of Risk
Protocols and Services
Standards ports and Protocols
Address Filtering
Router
s
Border
Router
s
Packet Filters for TCP/IP
Permission of
Only Required
Protocols and
Services
Rejection of
Risk Protocols
and Services
Standards ports and
Protocols
Address Filtering
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 choice True or false questions Matching Sentence completion Ticking
Presentation
True and false
Matching
Sentence completion
Ticking
Expose
Multiple choice
expose
Checklist Score
Yes No
Router Access Security
Performance criterion
Precise Implementation of router security
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Network Protection with router
Packet Filters for TCP/IP Standards ports and Protocols
Standards ports and Protocols
Observation
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LU 2:Conduct site survey
2
Learning Outcomes:
1. Analyze facilities and existing networks 2. Identify components, devices ,tools, connectors and
media 3. Identify Security requirements 4. Design and interpret Building blueprint
20 Hours
Learning Outcome 2.1Analyze facilities and existing networks
Site Planning process
Initial environment
evaluation
Selection of router
deployment
Environment evaluation
Physical site survey
Passive physical site
survey methodology
Active survey
methodology
Analysis of existing
system
Current network
usage
Future network usage
o Brainstorming on site planning
process
o Group discussion on
environment evaluation
o Demonstration by video/
picture of analysis of existing
system
o Further research on internet
- Books
- Router
- IT Tool Kit
- Cables
- Visual aids
- Internet
- Simulator software
- Computer
- Hand-out notes
Formative Assessment 2.1
Content Learning
activities
Resources
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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
True and false
Matching
Sentence completion
Ticking
Expose
Checklist Score
Yes No
Site Planning process
Environment evaluation
Observation
Learning Outcome 2.2:Identify components, devices ,tools, connectors and media
Hardware Devices:
Internetworking Devices:
Router
Multilayer switches,
Wireless Router
Networking Access Devices:
Switches
Wireless Access Point
Security Devices:
Firewalls
End Devices:
o Brainstorming on Hardware
Devices
o Observe network devices and
software systems
o Group discussion on
Troubleshooting Tools
o Exercises or Labs
o Documentary research
- Router
- Switch
- Bridge
- Wireless Access
Point
- Firewalls
- Wireless Router
- End Devices
- NICs
- Wireless Adapter
Cards
Content Learning
activities
Resources
Performance criterion
Efficient Analysis of facilities and existing networks
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Computers(Work stations,
laptops,file servers,web
servers)
Network Printers
Security Cameras
Mobile Handheld
Devices(Smartphones,Tablet
s,PDAs)
Hardware Components:
NIC
Wireless Adapter cards
Troubleshooting Tools:
Ipconfig /all
Ping
Trace route
Nslook up
Debug
Netstat
putty/Tera Term
Subnet and IP
calculator
Speedtest.net/pingte
st.netpathping/mtr
route
Software Tools:
Packet Tracer
Edraw Max
Internetwork Operating
System(IOS)
Versions
Updating and
upgrading IOS
IOS types
Connectors:
RJ45,RJ11
Media:
WAN cables( Serial
cable)
LAN cables ( Straight
and Cross over cable)
Console cable
- Straight cables
- Crosse over Cables
- Internet
- Books
- RJ45 Connectors
- Mobile Handheld
Devices( Smart
phones, Tablets,
PDAs)
395 | P a g e
Aux cable
USB to Serial Converter
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
True and false
Matching
Sentence completion
Ticking
Expose
Checklist Score
Yes No
Hardware devices
Hardware components
Software tools
Media
Connectors
Observation
Performance criterion
Adequate Identification of components, devices,tools, connectors and media
396 | P a g e
Learning Outcome 2.3: Identify Security requirements
Authentication
Confidentiality
Auditing
o Brainstorming on Auditing,
Confidentiality and
Authentication
o Practical exercises on device
configuration
o Demonstration by video/
picture
o Further research on internet
- Internet
- Books
- Rack
- Hand-out notes
- Computer
- Visual aids
-
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
True and false
Matching
Sentence completion
Ticking
Expose
Checklist Score
Yes No
Authentication
Authorization
Confidentiality
Observation
Content Learning
activities
Resources
Performance criterion
Proper identification of Security requirements
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Learning Outcome 2.4 Design and interpret Building blueprint
Draw a schematic diagram
of the system using:
EdrawMax or Packet
Tracer
o Brainstorming on
interpretation of Building
blueprint
o Group discussion on schematic
diagram
o Exercises or Labs
o Documentary research
- Internet
- Books
- Simulator Software
- Hand-out notes
- Computer
- Visual aids
Formative Assessment 2.4
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
True and false
Matching
Sentence completion
Ticking
Expose
Checklist Score
Yes No
LAN sketching and interpretation
Observation
Content Learning
activities
Resources
Performance criterion
Proper design and interpretation of Building blueprint
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LU 3:Configure and verify Routing Protocols
3
Learning Outcomes:
1. Apply Classfull routing protocols
2. Apply VLSM and Classless Inter-Domain Router(CIDR)
3. Apply Classless routing protocols
40 Hours
Learning Outcome 3.1Apply Classfull routing protocols
Introduction to sub-netting
Class full IP addressing IP address scheme
Class A Class B Class C Class D Class E
RIPv1 RIPv1 Operation RIPv1 Configuration RIPv1 Summarizations RIPv1 Verification RIPv1 Troubleshooting Processing RIP Updates
IGRP IGRP Operation IGRP Configuration IGRP Summarizations IGRP Verification IGRP Troubleshooting
o Group discussion on classfull
Addressing
o Brainstorming on RIPv1 and
IGRP
o Practical exercises on
o Demonstration by video/
picture
o Further research on internet
- Router
- Books
- Video aid
- Internet
- Simulator software
- Cables
- Computer
- Hand-out notes
Content Learning
activities
Resources
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Processing IGRP Updates
Formative Assessment
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
Performance
product
True and false
Matching
Sentence completion
Ticking
Expose
Checklist Score
Yes No
IP address scheme
RIPv1
IGRP
IGRP Updates
Observation
Learning Outcome 3.2 Apply VLSM and Classless Inter-Domain Router(CIDR)
Review to sub-netting
VLSM and IP Addressing
Basic VLSM Calculation and
Addressing design Activity
Challenge VLSM calculation and
Addressing design Activity
o Group discussion on VLSM
and IP Addressing
o Brainstorming on CIDR
o Practical exercises on VLSM
and CIDR
o Demonstration by video/
picture
- Books
- Video aid
- Internet
- Router
- Hand-out notes
Content Learning
activities
Resources
Performance criterion
Efficient Application of Classfull routing protocols
400 | P a g e
Troubleshooting a VLSM
Addressing Design Activity
Classless Inter-Domain Routing(CIDR)
CIDR & Route Summarization
Calculating route
Summarization
o Further research on internet
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
Oral evidence
Performance
product
True and false
Matching
Sentence completion
Ticking
Expose
Checklist Score
Yes No
VLSM and IP Addressing Summarization
CIDR & Route Summarization
Calculation of route Summarization
CIDR blocks Assignment
Observation
Performance criterion
Adequate Application of VLSM and Classless Inter-Domain Router(CIDR)
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Learning Outcome 3.3: Apply Classless routing protocols
EIGRP
Configuring EIGRP for IPv4
EIGRP Network Topology
Autonomous System
numbers
Router EIGRP Commands
EIGRP Router ID
Passive interface
Verifying EIGRP
Troubleshooting of EIGRP
Issues
Configuring EIGRP for IPv6
EIGRP Network Topology
Autonomous System
numbers
Router EIGRP Commands
EIGRP Router ID
Passive interface
Verifying EIGRP
Troubleshooting of EIGRP
Issues
OSPFv2 (Single OSPF)
Configuration of OSPFv2 for
IPv4
OSPFv2 Network Topology
Autonomous System
numbers
Router OSPFv2 Commands
OSPFv2 Router ID
Passive interface
Verifying OSPFv2
Troubleshooting of OSPFv2
Issues
OSPFv3 (Multi-area OSPF)
o Group discussion on EIGRP
Configuration
o Brainstorming on OSPF
Configuration
o Practical exercises on EIGRP
and OSPF Configuration
o Demonstration by video/
picture
o Further research on internet
- Router
- Books
- Video aid
- Internet
- Simulator software
- Cables
- Computer
- Hand-out notes
Content Learning
activities
Resources
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Configuration of OSPFv3 for
IPv6
OSPFv3 Network Topology
Autonomous System
numbers
Router OSPFv3 Commands
OSPFv3 Router ID
Passive interface
Verification of OSPFv3
Troubleshooting of OSPFv3
Issues
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
Oral evidence
Performance
product
True and false
Matching
Sentence completion
Ticking
Expose
Checklist Score
Yes No
Configuring EIGRP for IPv4
Configuring EIGRP for IPv6
OSPFv2 (Single OSPF)
Observation
Performance criterion
Efficient application of Classless routing protocols
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LU 4:Troubleshoot router
4
Learning Outcomes:
1. Identify and correct common problems associated with IP addressing and host configurations
2. Apply Troubleshooting of device configuration and network connectivity
3. Apply troubleshooting of router hardware and software operation
20 Hours
Learning Outcome 4.1Identify and correct common problems associated with IP addressing
and host configurations
Problem Identification
When the console does not
respond
When the Traffic does not go
through
Possible router problems
causes
Routing issues
High CPU utilization
Interface down
Wedged interfaces
Troubleshooting steps
Verification of cable
connectivity
Verification for the power
supply
Verification of router LEDs
status
o Group discussion on
Problem Identification
o Brainstorming on Possible
router problems
o Practical exercises on device
configuration
o Demonstration by video/
picture
o Further research on internet
- Router
- Books
- IT tools kit
- Video aid
- Internet
- Simulator software
- Cables
- Computer
Content Learning
activities
Resources
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Formative Assessment 4.1
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
Oral evidence
product
True and false
Matching
Sentence completion
Ticking
Expose
Checklist Score
Yes No
Troubleshooting tools
Basic utilities
Observation
Learning Outcome 4.2. Apply Troubleshooting of device configuration and network
connectivity
Problem identification
Troubleshooting tools:
Diagnostic commands
Show commands
Debug commands
Ping commands
Traceroute/Tracert commands
NSlook up
o Group discussion on
Troubleshooting tools
o Brainstorming on
Troubleshooting Tools
o Practical exercises on
troubleshooting devices
configuration
- Router
- Books
- IT tools kit
- Video aid
- Internet
- Simulator
software
- Cables
Content Learning
activities
Resources
Performance criterion
Systematic identification and correction of common problems associated with IP
addressing and host configurations
406 | P a g e
Ipconfig/ifconfig
Netstat
Basic utilities
Tutty/Tera Term
Subnet and Ip Calculator
Speedtest.net/pingtest.netpathping/
mtr
o Demonstration by video/
picture
o Further research on
internet
- Computer
Formative Assessment
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
Performance
product
True and false
Matching
Sentence completion
Ticking
Expose
Checklist Score
Yes No
Problem identification
Solving Problems
Hardware tools
IT Tools kit
Observation
Performance criterion
Adequate application of troubleshooting of device configuration and network
connectivity using basic utilities
407 | P a g e
Learning Outcome 4.3 Apply troubleshooting of router hardware and software operation
Problem identification
Solving Problems
Troubleshooting the Power and Cooling
Systems
Environmental Reporting Features
Troubleshooting Modules, Cables, and
Connections
Reading System LEDs
Reading Port and Module LEDs
System Messages
Hardware tools:
IT Tools kit
o Group discussion on
Problem Identification
o Brainstorming on
Troubleshooting Tools
o Practical exercises on
troubleshooting devices
configuration
o Demonstration by video/
picture
o Further research on
internet
- Router
- Books
- Troubleshooting
tools kit
- Video aid
- Internet
- Simulator
software
- Cables
- Computer
Formative Assessment
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
Performance
Product
True and false
Matching
Sentence completion
Ticking
Expose
Checklist Score
Yes No
Content Learning
activities
Resources
Performance criterion
Correct application of troubleshooting of router hardware and software
operation
408 | P a g e
Problem identification
Problems solution
Hardware tools
IT Tools kit
Observation
409 | P a g e
LU 5:Troubleshoot router
5
Learning Outcomes:
1. Document the work done 2. Report on the work done 3. Write technical journal and recommendation
20 Hours
Learning Outcome 5.1 Document the work done
Description of network status
before
Status of network
infrastructure
describe problems found
Review of user manual and
previous report
Suggestion of solutions on
problems found
Description of solution
implementation
Description of procedures of the
task accomplished
Network Devices, equipment and
materials used
Description of the network status
after work
Technical journal and
recommendation report
o Brainstorming on Status of
network infrastructure
o Group discussion on writing
technical report
o Exercises on writing report
o Documentary research
- Internet
- Books
- Paper
- Pen
- Computer
- Drawing tools
Content Learning
activities
Resources
410 | P a g e
Formative Assessment 5.1
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
Oral evidence
Multiple choice
True or false questions
Matching
Sentence completion
Ticking
Presentation
Checklist Score
Yes No
Network status
Report and user manual revision
Description of procedures of the task accomplished
Observation
Learning Outcome 5.2. Report on the work done
Description of network status before
Status of network infrastructure
describe problems found
Review of user manual and previous
report
o Brainstorming on Status of
network infrastructure
o Group discussion on writing
technical report
o Exercises on writing report
- Internet
- Books
- Paper
- Pen
- Computer
Content Learning
activities
Resources
Performance criterion
Accurate documentation of review process
411 | P a g e
Suggestion of solutions on problems
found
Description of solution
implementation
Description of procedures of the task
accomplished
Network Devices, equipment and
materials used
Description of the network status
after work
Technical journal and
recommendation report
o Documentary research
- Drawing tools
Formative Assessment
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
Multiple choice
True or false questions
Matching
Sentence completion
Ticking
Presentation
Checklist Score
Yes No
Recommendation
Observation
Performance criterion
Effective reporting procedures of the task accomplished are in place and used
412 | P a g e
LearningOutcome 5.3:Write technical journal and recommendation
Description of network status before
Status of network infrastructure
describe problems found
Review of user manual and previous
report
Suggestion of solutions on problems
found
Description of solution
implementation
Description of procedures of the task
accomplished
Network Devices, equipment and
materials used
Description of the network status
after work
Technical journal and
recommendation report
o Brainstorming on Status of
network infrastructure
o Group discussion on writing
technical report
o Exercises on writing report
o Documentary research
- Internet
- Books
- Paper
- Pen
- Computer
- Drawing tools
Formative Assessment
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
Multiple choice
True or false questions
Matching
Sentence completion
Ticking
Presentation
Content Learning
activities
Resources
Performance criterion
Methodical Writing of the technical journal and recommendation
413 | P a g e
Checklist Score
Yes No
Observation
Summative Assessment
Integrated situation Resources
The ULK (Independent University of Kigali) located in Kigali city; GASABO
district wants to set up a network of 250 PCs. The above network has
two LANs into two buildings (Academics and Administration). The LAN 1
has 150 hosts and LAN 2 has 100 hosts.Given a private IP address
172.16.0.0/16, a public IP address 10.10.10.5/25, a DNS server 2.4.2.4,
The VLSM will be used so that the addressing requirement can be met
using the172.16.0.0/16.
As Network technician; you are requested to install and configure the
routers so that the two LANs can communicate and the whole network
has the internet access. The above works are intended to be done in 3
hours.
Note: If the performance of task is below the maximum time required
(3Hours), it will be taken under consideration.
Routers
Switches
Computer
Cables
Simulator
(Packettracer)
Console cable
Serial to USB adapter
414 | P a g e
Assesment Criterion 1: Quality of Process
Checklist Score
Yes
No
Indicator: The site survey is well done
Site survey report
Indicator: Tools, equipment and materials are properly selected
Router
Switches
Computers
Straight through cable
Simulator (Packet tracer)
Console cable
Serial to USB adapter
Connectors
Cross over cable
Compatibility of hardware to be installed
Indicator: The router is properly installed and configured
Hardware installation
IP address
Interface status
Protocols
Indicator: Routing Troubleshooting steps are properly followed
Network reachable
Router Can fragment
reachable protocol
Ports reachable
Reachable hosts
Observation
415 | P a g e
Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: The Router is well mounted
Steadiness
Tightness
Fitness
Indicator: The Router is well secured
Username and Passwords set
Log in Banners
Indicator: Internet is accessible
Browse on Internet
Indicator: Materials are well used
No wasted materials
Observation
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: The time is respected
Time required(3h)
Indicator: The internetwork is well done
Networks communicating
Indicator:The report is Produced
Report format
Report content
Observation
416 | P a g e
Perfection Checklist Score
Yes No
Indicator: Workplace is well cleaned
No rubbish
Indicator: Network components are well cleaning
No dusts
Indicator:.Time is well managed
Time bellow the maximum expected
Indicator:UPS (Uninterrupted Power Supply) and grounding is used
No disturbance when power is off
Observation
Reference books: 1. 2G. (2010). In Wikipedia, The Free Encyclopedia. Retrieved March 23, 2010, from http://en.wikipedia.org/w/index.php?title=2G&oldid=351283538 2. Bradley, T. (2010). Introduction to Firewalls. (2010) In About.com: Internet/Network Security . Retrieved February 17, 2010. http://netsecurity.about.com/od/hackertools/a/aa072004.htm 3. Brewer, D. (2009). Picture Yourself Networking Your Home or Small Office. Boston: Course Technology. 4. Camara (2009). Networking Course. Unpublished. For more information contact [email protected] 5. Computer Network. (2010, February 2). In Wikipedia, The Free Encyclopedia. Retrieved February 3, 2010, from http://en.wikipedia.org/w/index.php?title=Computer_network&oldid=341486930 6. Dionys, D. (2008). How to Make a Network Cable. Unpublished. Produced for the VVOB Program in Zambia 2008-2013. For more information about VVOB see www.vvob.be. 7. General Packet Radio Service. (2010, February 2). In Wikipedia, The Free Encyclopedia. Re¬trieved February 10, 2010, from http://en.wikipedia.org/w/index.php?title=General_Packet_Radio_Service&oldid=341574212 8. Mitchell, B. (2010). Computer and Wireless Networking Basics. Retrieved March 1, 2010, from About.com: http://compnetworking.about.com/od/basicneworkingconcepts/u/computer_networking_basics.htm 9. Mitchell, B. (2010). Introduction to Client Server Networks. Retrieved March 1, 2010, from About.com: http://compnetworking.about.com/od/basicnetworkingfaqs/a/client-server.htm 10. Network. (n.d.). Dictionary.com Unabridged. Retrieved February 02, 2010, from Dictionary.com website: http://dictionary.reference.com/browse/network 11. Network topology. (2010, February 8). In Wikipedia, The Free Encyclopedia. Retrieved February 9, 2010, from http://en.wikipedia.org/w/index.php?title=Network_topology&oldid=342762416
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N E W P S 4 0 1 - SWITCHING
NEWPS401 Perform switching
REQF Level: 4 Learning hours
Credits: 12 120
Sector: ICT
Sub-sector: Networking
Issue date:November, 2014
Purpose statement
This core module describes the skills, knowledge and attitude required to make a preparation effectively
in switch by applying relevant technical knowledge and technical skills : The learner will be able to
describe,Configure troubleshoot and implement VLAN trucking ,VTP and STP,PVST+,RSTP and rapid
PVST+ .he will be also able to describe LAN concepts hierarchical Network model concepts
418 | P a g e
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. Introduce switched networks 1. Suitable Description of Switched LAN architecture 2. Suitable matching of Switches to specific LAN
functions 3. Proper description of switched Environment
2. Conduct site survey
1. Efficient Study of the network structure and the environment
2. Adequate identification of the business goals and technical requirements
3. Proper identification of components, devices and tools to be used (software &hardware)
4. Convenient Contact of IT vendors and service suppliers to obtain specification and availability of identified components
5. Suitable Development of plans, with prioritized tasks and contingency arrangements, for installation of components with minimum disruption to client.
3. Basic switching concepts and
configuration
1. Appropriate Introduction to Ethernet/802.3 LANs 2. Appropriate description of Forwarding frames using
a switch 3. Proper application of Switch management
configuration 4. Adequate configuration of Configuring switch
security according to the network requirement
4. Perform V LANs configurations
1. Proper Introduction of VLANs 2. Systematic description of VLAN trunking 3. Systematic Configuration of VLANS and Trunks
5. Perform VTP configurations 1. Proper description of VTP Concepts 2. Proper description of VTP operations 3. Proper Configuration of VTP
419 | P a g e
6. Perform STP configuration 1. Proper introduction and configuration of STP 2. Convenient Convergence of STP 3. Proper Configuration of PVST+,RSTP and rapid PVST+
7. Implement Inter-VLAN routing
1. Suitable Introduction of inter VLAN Routing 2. Proper Configuration of inter VLAN routing 3. Proper implementation of Layer 3 switching
8. Test and troubleshoot switched N/W
1. Proper Troubleshooting of VLANs and Trunks 2. Proper Troubleshooting of VTP configuration 3. Proper Troubleshooting of STP configuration 4. Proper Troubleshooting of inter VLANS
configuration 5. Proper Troubleshooting of switch hardware
component
9. Document the work done 1. Accurate documentation of review process 2. Effective reporting procedures of the task
accomplished are in place and used 3. Methodical Writing of the technical journal and
recommendation
420 | P a g e
LU 1:Introduction to switched networks
1
Learning Outcomes:
1. DescribeSwitched LAN architecture 2. Match Switches to specific LAN functions 3. Describe switched Environment
10 Hours
Learning Outcome 1.1:DescribeSwitched LAN architecture.
The hierarchical network model
A hierarchical network in
medium sized business
Benefit of hierarchical network
Scalability
Redundancy
Performance
Security
Manageability
Maintainability
Principal of hierarchical network
design
Convergence
Separating video, voice and Data
network
Introduction to converged
network
o Brainstorming on switch
architecture
o Group discussion on
network design benefits
o Demonstration by video/
picture on hierarchical
network
o Further research on internet
o Practices switched LAN
architecture
- Switch
- Books
- Video aid
- Internet
- Simulator
software
- Cables
- Computer
Content Learning
activities
Resources
421 | P a g e
Formative Assessment 1.1
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 o Written Evidence o Performance evidence
oral
True and false
Matching
Sentence completion
Ticking
Expose
Checklist Score
Yes No
Principal of hierarchical network design
The hierarchical network model
Observation
Learning Outcome 1.2: Match Switches to specific LAN functions
Consideration for
hierarchical network
switches
Traffic flow analysis
User communities
analysis
Data stores and Data
servers Analysis
o Brainstorming on network
topology
o Group discussion on switch
design in hierarchical network
o Demonstration by video/
picture
o Further research on internet
o Practices on switches
- Switch
- Reference Books
- Video aid
- Internet
- Simulator software
- Cables
- Computer
Content Learning
activities
Resources
Performance criterion
Suitable Description of Switched LAN architecture
422 | P a g e
Topology diagrams
Switch features
Switch form factors
Fixed
configuration
switches
Modular
configuration
switches
Stackable
configuration
switches
Port density
PoE and Layer 3
functionality
Switch features in
hierarchical network
Access Layer switch
features
Distribution Layer
switch features
Core Layer switch
feature
Switches for small and
medium sized business
Feature of catalyst
Switches
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
Performance criterion
Suitable matching of Switches to specific LAN functions
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Written evidence
Oral
Performance
product
True and false Matching Sentence completion Ticking Expose Multiple choice
Checklist
Score
Yes No
Consideration for hierarchical network switches
Switch features
Switch features in hierarchical network
Switches for small and medium sized business
Observation
Learning Outcome 1.3: Describe switched Environment
Switching as a general
Concept
Ingress port
Destination Address
Switch Mac Address
Table
Switching domains
Collusion domains
Broadcast domains
Alleviating Network
congestion
High port
density
Large frame
buffers
Port speed
o Brainstorming on switched
domain
o Group discussion on switch as
general concept
o Demonstration by video/
picture
o Further research on internet
o Practices on alleviating network
congestion
- Switch
- Reference Books
- Video aid
- Internet
- Simulator software
- Cables
- Computer
Content Learning
activities
Resources
424 | P a g e
Fast internal
switching
Lower per pot
cost
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 Multiple choice True or false questions Matching Sentence completion Ticking
Presentation
True and false Matching Sentence completion Ticking Expose Multiple choice
expose
Checklist Score
Yes No
Switching as a general Concept
Switch Mac Address Table
Switching domains.
Observation
Performance criterion
Proper description of switched Environment
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LU 2:Conduct site survey
2
Learning Outcomes:
1. Analyze facilities and existing networks 2. Identify components, devices ,tools, connectors and
media 3. Identify Security requirements 4. Design and interpret Building blueprint
15 Hours
Learning Outcome 2.1Analyze facilities and existing networks
Site Planning process
Initial environment
evaluation
Selection of router
deployment
Environment evaluation
Physical site survey
Passive physical site
survey methodology
Active survey
methodology
Analysis of existing
system
Current network
usage
Future network usage
o Brainstorming on site planning
process
o Group discussion on
environment evaluation
o Demonstration by video/
picture of analysis of existing
system
o Further research on internet
- Books
- Router
- IT Tool Kit
- Cables
- Visual aids
- Internet
- Simulator software
- Computer
- Hand-out notes
Formative Assessment 2.1
Content Learning
activities
Resources
426 | P a g e
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
True and false
Matching
Sentence completion
Ticking
Expose
Checklist Score
Yes No
Site Planning process
Environment evaluation
Observation
Learning Outcome 2.2:Identify components, devices ,tools, connectors and media
Hardware Devices:
Internetworking Devices:
Router
Multilayer switches,
Wireless Router
Networking Access
Devices:
Switches
Wireless Access Point
Security Devices:
o Brainstorming on Hardware
Devices
o Observe network devices and
software systems
o Group discussion on
Troubleshooting Tools
o Exercises or Labs
o Documentary research
- Router
- Switch
- Bridge
- Wireless Access
Point
- Firewalls
- Wireless Router
- End Devices
- NICs
Content Learning
activities
Resources
Performance criterion
Efficient Analysis of facilities and existing networks
427 | P a g e
Firewalls
End Devices:
Computers(Work
stations, laptops,file
servers,web servers)
Network Printers
Security Cameras
Mobile Handheld
Devices(Smartphones,Ta
blets,PDAs)
Hardware Components:
NIC
Wireless Adapter cards
Troubleshooting Tools:
Ipconfig /all
Ping
Trace route
Nslook up
Debug
Netstat
putty/Tera Term
Subnet and IP
calculator
Speedtest.net/pin
gtest.netpathping/
mtr
route
Software Tools:
Packet
Tracer
Edraw Max
Internetwork Operating
System(IOS)
Versions
Updating and
upgrading IOS
IOS types
Connectors:
RJ45,RJ11
Media:
- Wireless Adapter
Cards
- Straight cables
- Crosse over
Cables
- Internet
- Books
- RJ45 Connectors
- Mobile Handheld
Devices( Smart
phones, Tablets,
PDAs)
428 | P a g e
WAN cables( Serial
cable)
LAN cables (
Straight and Cross
over cable)
Console cable
Aux cable
USB to Serial Converter
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
True and false
Matching
Sentence completion
Ticking
Expose
Checklist Score
Yes No
Hardware devices
Hardware components
Software tools
Media
Connectors
Troubleshooting tools
Observation
Performance criterion
Adequate Identification of components, devices ,tools, connectors and media
429 | P a g e
Learning Outcome 2.3: Identify Security requirements
Authentication
Confidentiality
Auditing
o Brainstorming on Auditing,
Confidentiality and
Authentication
o Practical exercises on device
configuration
o Demonstration by video/
picture
o Further research on internet
- Internet
- Books
- Rack
- Hand-out notes
- Computer
- Visual aids
-
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
True and false
Matching
Sentence completion
Ticking
Expose
Checklist Score
Yes No
Authentication
Authorization
Confidentiality
Content Learning
activities
Resources
Performance criterion
Proper identification of Security requirements
430 | P a g e
Observation
Learning Outcome 2.4 Design and interpret Building blueprint
Draw a schematic diagram
of the system using:
EdrawMax or Packet
Tracer
o Brainstorming on
interpretation of Building
blueprint
o Group discussion on schematic
diagram
o Exercises or Labs
o Documentary research
- Internet
- Books
- Simulator Software
- Hand-out notes
- Computer
- Visual aids
Formative Assessment 2.4
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
True and false
Matching
Sentence completion
Ticking
Expose
Checklist Score
Yes No
LAN sketching and interpretation
Content Learning
activities
Resources
Performance criterion
Proper design and interpretation of Building blueprint
431 | P a g e
Observation
432 | P a g e
LU 3: Describe Basic switching concepts and configuration
3
Learning Outcomes:
1. Introduce Ethernet/802.3 LANs 2. Describe Forwarding frames using a switch 3. Apply Switch management configuration 4. Perform switch Security Configuration
20 Hours
Learning Outcome 3.1Introduce Ethernet/802.3 LANs
The key elements of Ethernet/
802.3 Networks
Media Access Control In
Ethernet
Carrier sense Multiple
access collusion
detection(CSMA/CD)
Ethernet communications
Unicast communication
Multicast
communication
Broadcast
communication
Preamble and start frame
Delimiter fields
Destination MAC address
field
Source MAC address field
Length /type field
Data and pad fields
Frame check sequence
field
Duplex settings
Half duplex
o Brainstorming on Ethernet
technology
o Group discussion on
preamble and start frame
delimiter fields
o Demonstration by video/
picture on network
o Further research on internet
duplex functionality
o Practices switched on LAN
architecture
- Switch
- User guide
- IT tools kit
- Video aid
- Internet
- Simulator software
- Reference books
- Computer
Content Learning
activities
Resources
433 | P a g e
Full duplex
Switch port settings
Auto option setting
Full option setting
Half option setting
MAC addressing and switch MAC
address tables
MAC addressing
Switch MAC address
tables
Design consideration for
Ethernet/802.3 Networks
Bandwidth and Throuhgput
Collusion domains
Broadcast domains
Network latency
Network congestion
LAN segmentation
Formative Assessment 3.1
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
Oral evidence
Performance
product
True and false Matching Sentence completion Ticking
Expose
Performance criterion
Appropriate Introduction to Ethernet/802.3 LANs
434 | P a g e
Checklist Score
Yes No
The key elements of Ethernet/ 802.3 Networks
Design consideration for Ethernet/802.3 Networks
LAN segmentation
Observation
Learning Outcome 3.2 Describe Forwarding frames using a switch
Switch packet Forwarding Methods
Store and forward switching
Cut-through switching
Symmetric and Asymmetric switching
Port based and Shared memory
buffering
Port- based memory buffering
Shared memory buffering
Layer 2 and layer 3 Switching
o Brainstorming on
forwarding frame
o Group discussion Symmetric
and asymmetric switching
o Further research on internet
o Practice on switch packet
forwarding Methods
- User guide
- Video aid
- Internet
- Simulator
software
- Reference Books
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
Oral evidence
Performance
product
True and false Matching Sentence completion Ticking Expose
Content Learning
activities
Resources
Performance criterion
Appropriate description of Forwarding frames using a switch
435 | P a g e
Checklist Score
Yes No
Switch packet Forwarding Methods
Symmetric and Asymmetric switching
Port based and Shared memory buffering
Observation
Learning Outcome 3.3.Apply Switch management configuration
Navigating command line
interface mode
Command line interface
GUI- based alternatives to the
CLI
Device manager
SNMP network
management
Using the help facility
Context sensitive help
Word help
Command syntax help
Console error messages
The switch boot sequence
Basic switch configuration
Management interface
considerations
Configure IP connectivity
Configure web interface
o Brainstorming on switch
configuration management
o Demonstration by video/
picture on command line
interface mode
o Further research on internet
o Practical on basic switch
management
- User guide
- Video aid
- Internet
- Simulator software
- Reference Books
- computer
Content Learning
activities
Resources
436 | P a g e
Managing the MAC Address
table
Verify switch configuration
Basic switch management
Backup Configuration files
Clearing configuration
information
Deleting a stored configuration
files
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
Oral evidence
Performance
product
True and false
Matching
Sentence completion
Ticking
Expose
Performance criterion
Proper application of Switch management configuration
437 | P a g e
Learning Outcome 3.4 Perform switch Security Configuration
Configuring basic switch
security:
Configure console access
Configure Virtual Terminal
access
Configure EXE Mode
password
Configure Encrypted
Passwords
Enable password Recovery
Configure a Login Banner
Configure a MOTD Banner
Telnet and SSH
Common security Attacks and
counter measures:
MAC address Attacks
VLAN Hopping
ARP Attacks
DHCP attacks
Spoofing Attacks
General Attacks
Port security
o Brainstorming on switch
security
o Group discussion on security
attacks and counter
measures
o Demonstration by video/
picture
o Further research on internet
o Practical on switch security
- User guide
- Video aid
- Internet
- Simulator software
- Reference Books
- computer
Formative Assessment 3.4
Checklist Score
Yes No
command line interface mode Navigation
help facility utility
The switch boot sequence
Basic switch configuration
Basic switch management
stored configuration files Deleting
Observation
Content Learning
activities
Resources
438 | P a g e
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
Performance
product
True and false
Matching
Sentence completion
Ticking
Expose
Checklist Score
Yes No
basic switch security configuration
Common security Attacks and counter measures
Observation
Performance criterion
Adequate configuration of Configuring switch security according to the network
requirement
439 | P a g e
LU 4: Introduce VLANs configurations
4
Learning Outcomes:
1. Introduce VLANs 2. Describe VLAN trunking 3. Configure VLANS and Trunks
20 Hours
Learning Outcome 4.1Introduce VLANs
VLAN overview
Benefit of VLAs
VLAN ID range
Normal range
Extended range
VLAN characteristics
VLANs Type s
Network traffic types
Switch port Membership Modes
Static VLANs
Dynamic VLANs
Voice VLAN
Controlling broadcast Domains with
VLANs
Network without VLANs
Network with VLANs
o Brainstorming on network
address
o Group discussion on network
design goals
o Demonstration by video/
picture on network traffic
o Further research on internet
o Practices on controlling
broadcast domain
- User guide
- Video aid
- Internet
- Simulator software
- Reference Books
- computer
Content Learning
activities
Resources
440 | P a g e
Controlling broadcast Domains with
routers and switches
Intra- VLAN communication
Inter-VLAN communication
Controlling broadcast Domains with
VLANs and Layer 3 forwarding
Formative Assessment 4.1
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
Oral evidence
product
True and false
Matching
Sentence completion
Ticking
Expose
Checklist Score
Yes No
Benefits of VLANs
VLAN ID range
VLAN characteristics
VLANs Types
Network traffic types
Switch port Membership Modes
Observation
Performance criterion
Proper Introduction of VLANs
441 | P a g e
Learning Outcome 4.2.Describe VLAN trunking
What is a Trunk?
Benefits of VLAN trunk
VLAN trunk types
802.1 Q frame tagging (IEEE)
Inter-switch Link (ISL) by CISCO
Native VLANs and 802.1Q Trunking
Tagged frame
Untagged frame
Trunking operation
DTP modes
ON (default) mode
Dynamic auto mode
Dynamic desirable mode
Turn off DTP mode
o Brainstorming on VLAN
trunk
o Group discussion on 802.1
Q frame tagging (IEEE)
o Group discussion on ISL
o Further research on
internet
o Practices on disabling DTP
mode
- User guide
- Video aid
- Internet
- Simulator
software
- Reference Books
- computer
Formative Assessment 4.2
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
Oral evidence
Performance
product
True and false
Matching
Sentence completion
Ticking
Expose
Content Learning
activities
Resources
Performance criterion
Systematic description of VLAN trunking
442 | P a g e
Checklist Score
Yes No
Benefits of VLAN trunk
VLAN trunk types
Native VLANs and 802.1Q Trunking
Trunking operation
DTP modes
DTP mode Turning off
Observation
Learning Outcome 4.3 Configure VLANS and Trunks
Configuration of VLANs Creation of VLANs Assigning of switch ports to a
VLANs Verification of VLAN configuration
Configuration of Trunks Enable Trunking on the inter-
switch connections Verification of trunk configuration
o Brainstorming on how to configure VLANs
o Group discussion on VLAN Configurations
o Demonstration by video/ picture
o Further research on internet
o Lab exercises
- User guide - Video aid - Internet - Simulator
software - Reference Books - computer
Formative Assessment 4.3
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
Oral evidence
Performance
Product
True and false Matching Sentence completion Ticking Expose
Content Learning
activities
Resources
Performance criterion
Systematic Configuration of VLANS and Trunks.
443 | P a g e
Checklist Score
Yes No
VLANs Configuration
Trunks Configuration
Observation
444 | P a g e
LU 5:Perform VTP configurations
5
Learning Outcomes:
1. Describe the VTP Concepts
2. Describe VTP Operations
3. Configure the VTP
10 Hours
Learning Outcome 5.1 Describe the VTP Concepts
What is a VTP?
VTP BENEFITS
VTP components:
VTP Domain
VTP Advertisement
VTP Modes:
VTP Server Mode
VTP Client Mode
VTP Transparent Mode
VTP Pruning
o Brainstorming on VTP
o Group discussion on VTP
modes
o Further research on internet
o Practical exercise on VTP
- Switch
- Books
- IT tools kit
- Video aid
- Internet
- Simulator software
- Cables
- Computer
Formative Assessment 5.1
Assessor may collectamong the following evidences and make judgements on whether the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Content Learning
activities
Resources
Performance criterion
Proper description of VTP Concepts
445 | P a g e
Written evidence
Oral evidence
Multiple choice True or false questions Matching Sentence completion Ticking
Presentation
Checklist Score
Yes No
VTP BENEFITS
VTP components
Observation
Learning Outcome 5.2.Describe VTP Operations
Default VTP configuration
VTP version
Configuration revisions
VTP Domain name
VTP Operating Mode
VTP Pruning Mode
VTP V2 Mode
VTP traps generation
Number of existing VLANs
VTP Domain name propagation
VTP frame structure
VTP reversion number
o Brainstorming on Default
VTP configuration
o Group discussion on VTP
Domain name propagation
o Further research on
internet
o Lab exercises on VTP
Operations
- Switch
- Books
- IT tools kit
- Video aid
- Internet
- Simulator
software
- Cables
- Computer
Formative Assessment 5.2
Content Learning
activities
Resources
Performance criterion
Proper description of VTP operations
446 | P a g e
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
Multiple choice True or false questions Matching Sentence completion Ticking Presentation
Checklist Score
Yes No
Default VTP configuration
VTP Domain name propagation
VTP frame structure
VTP reversion number
Observation
LearningOutcome 5.3Configure the VTP
VTP configuration guidelines
VTP server switches
VTP client switches
Managing VLAN on VTP Server
Enabling VTP version
Enabling VTP pruning
Adding a VTP client switch to a VTP
Domain
o Brainstorming on VTP
configuration guidelines
o Group discussion on
managing VLAN on VTP
server
o Further research on internet
o Lab exercises on VTP
configuration
- Switch
- Books
- IT tools kit
- Video aid
- Internet
- Simulator
software
- Cables
- Computer
Content Learning
activities
Resources
447 | P a g e
Formative Assessment 5.3
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
Oral evidence
Multiple choice True or false questions Matching Sentence completion Ticking Presentation
Checklist Score
Yes No
VTP configuration guidelines
VLAN management on VTP Server
VTP version Enabling
VTP pruning Enabling
Addition of VTP client switch to a VTP Domain
Observation
Performance criterion
Proper Configuration of VTP
448 | P a g e
LU 6:Perform STP configurations
6
Learning Outcomes:
1. Configure STP 2. Converge STP 3. Configure PVST+,RSTP and rapid PVST+
10 Hours
Learning Outcome 6.1 Describe the VTP Concepts
Introduction to STP
Redundancy Examine a redundant design Issues with redundancy Real word redundancy issues
Spanning Tree Algorithm
STP BPDU
Bridge ID
Port roles
STP port states and BPDU Timers
Configuration of STP bridges IDs
o Brainstorming on STP configuration
o Group discussion on Redundancy
o Demonstration by video/ picture on Bridges IDs
o Further research on internet o Practical on STP
configuration
- Switch - Books - IT tools kit - Video aid - Internet - Simulator software - Cables - Computer
Formative Assessment 6.1
Assessor may collectamong the following evidences and make judgements on whether the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Content Learning
activities
Resources
Performance criterion
Proper introduction and configuration of STP
449 | P a g e
Written evidence
Oral evidence
Multiple choice True or false questions Matching Sentence completion Ticking
Presentation
Checklist Score
Yes No
Redundancy
Spanning Tree Algorithm
STP BPDU
Bridge ID
Port roles
STP port states and BPDU Timers
Configuration of STP bridges IDs
Observation
Learning Outcome 6.2.Converge STP
Electing roots bridge
Elect roots port
Electing designated ports and non-designated ports
STP topology change
o Brainstorming on STP convergence
o Group discussion on Electing roots port
o Further research on internet
o Practical on STP topology change
- Switch - Books - IT tools kit - Video aid - Internet - Simulator
software - Cables - Computer
Formative Assessment 6.2
Content Learning
activities
Resources
Performance criterion
Convenient Convergence of STP
450 | P a g e
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
Multiple choice True or false questions Matching Sentence completion Ticking Presentation
Checklist Score
Yes No
roots bridge Election
roots port Election
designated ports Election and non-designated ports Election
STP topology change
Observation
LearningOutcome 6.3Configure PVST+,RSTP and rapid PVST+
STP Variants
PVST+ Bridge ID
Configure PVST+ Primary and Secondary root
Bridges PVST+ switch priority
RSTP RSTP characteristics RSTP BPDU Edge ports Link types RSTP Ports states and port roles
Configuring rapid PVST+
Design STP for trouble avoidance
o Brainstorming on PVST+ Configuration
o Group discussion onRSTP o Further research on internet
Practical exercises on Configuring rapid PVST+
- Switch - Books - IT tools kit - Video aid - Internet - Simulator
software - Cables - Computer
Content Learning
activities
Resources
451 | P a g e
Formative Assessment 6.3
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
Oral evidence
Multiple choice True or false questions Matching Sentence completion Ticking Presentation
Checklist Score
Yes No
STP Variants
PVST+ Bridge ID
PVST+ Configuration
RSTP
rapid PVST+ Configuration
STP Design for trouble avoidance
Observation
Performance criterion
Proper Configuration of PVST+,RSTP and rapid PVST+
452 | P a g e
LU 7:ImplementInter-VLAN routing
7
Learning Outcomes:
1. Introduceinter VLAN routing 2. Configure inter VLAN routing 3. ImplementLayer 3 switching operation and configuration
10 Hours
Learning Outcome 7.1Introduceinter VLAN routing
What is Inter -VLAN routing
Traditional inter -VLAN Routing
Router –on – a stick inter VLAN routing
Router interfaces inter VLAN Routing Router sub-interfaces and
inter VLAN Routing Router interface and sub-
interface comparison
o Brainstorming o Group discussion on types of
networks and topologies. o Demonstration by video/
picture o Further research on internet o Practical exercises on Inter-
VLAN routing o
- Switch - Books - IT tools kit - Video aid - Internet - Simulator software - Cables - Computer
Formative Assessment 7.1
Assessor may collectamong the following evidences and make judgements on whether the performance
criterion has been achieved.
Content Learning
activities
Resources
Performance criterion
Suitable Introduction of inter VLAN Routing
453 | P a g e
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice True or false questions Matching Sentence completion Ticking
Presentation
Checklist Score
Yes No
Traditional inter -VLAN Routing
Router –on – a stick inter VLAN routing
Router interfaces inter VLAN Routing
Observation
Learning Outcome 7.2.Configure inter VLAN routing
Configure traditional inter VLAN Routing
Configure router on- a -stick -inter VLAN routing
Verifying inter VLAN Routing
o Brainstorming on Inter-VLAN routing
o Group discussion on Verifying inter VLAN Routing
o Further research on internet
o Practical exercises on Inter-VLAN routing
- Switch - Books - IT tools kit - Video aid - Internet - Simulator
software - Cables - Computer
Formative Assessment 7.2
Assessor may collectamong the following evidences and make judgements on whether the performance
criterion has been achieved.
Content Learning
activities
Resources
Performance criterion
Proper Configuration of inter VLAN routing
454 | P a g e
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice True or false questions Matching Sentence completion Ticking Presentation
Checklist Score
Yes No
traditional inter VLAN Routing Configuration
Router Configuration on- a -stick -inter VLAN routing
inter VLAN Routing verification
Observation
LearningOutcome7.3ImplementLayer 3 switching operation and configuration
Introducing to layer 3 switching
Inter VLAN routing with switch virtual interfaces
Inter VLAN routing with SVIs
Inter VLAN routing with routed ports
Configuring static routes on a catalyst switch
o Brainstorming on Inter-VLAN routing with switch
o Group discussion on switch configuration
o Further research on internet
o Practical exercises on Switch configuration
- Switch - Books - IT tools kit - Video aid - Internet - Simulator
software - Cables - Computer
Formative Assessment 7.3
Assessor may collectamong the following evidences and make judgements on whether the performance
criterion has been achieved.
Content Learning
activities
Resources
Performance criterion
Proper implementation of Layer 3 switching
455 | P a g e
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice True or false questions Matching Sentence completion Ticking Presentation
Checklist Score
Yes No
Inter VLAN routing with switch virtual interfaces
Inter VLAN routing with SVIs
Inter VLAN routing with routed ports
static routes Configuration on a catalyst switch
Observation
456 | P a g e
LU 8:Perform VTP configurations
8
Learning Outcomes:
1. Troubleshoot Switch hardware and software operation 2. Troubleshoot VLANs and Trunks 3. Troubleshoot VTP configuration 4. Troubleshoot STP operation 5. Troubleshoot Inter-VLAN Routing configuration
20 Hours
Learning Outcome 8.1 Troubleshoot Switch hardware and software operation
Problem identification
Solving Problems
Troubleshooting the Power and Cooling Systems
Environmental Reporting Features
Troubleshooting Modules, Cables, and Connections
Reading System LEDs
Reading Port and Module LEDs
System Messages
Hardware tools: Troubleshooting Tools kit
o Group discussion on Problem Identification
o Brainstorming on Troubleshooting Tools
o Practical exercises on troubleshooting devices configuration
o Demonstration by video/ picture
o Further research on internet
- Router - Books - IT tools kit - Video aid - Internet - Simulator
software - Cables - Computer
Formative Assessment 8.1
Assessor may collectamong the following evidences and make judgements on whether the performance
criterion has been achieved.
Content Learning
activities
Resources
Performance criterion
Proper Troubleshooting of switch hardware component
457 | P a g e
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice True or false questions Matching Sentence completion Ticking
Presentation
hecklist Score
Yes No
Problem identification
Problems solution
Hardware tools
Observation
Learning Outcome8. 2Troubleshoot VLANs and Trunks
Source of common problems with trunks
Native VLANs mismatches Trunk mode mismatches Allowed VLANs on trunks Incorrect VLAN list VLAN and IP subnets
Troubleshooting tools Show VLAN brief Show interface trunk Show interface fa0/5 switch
port Show running - config
Group discussion on common problems with trunks
o Brainstorming on Troubleshooting Tools
o Practical exercises on troubleshooting devices configuration
o Further research on internet
- Router - Books - IT tools kit - Video aid - Internet - Simulator
software - Cables - Computer
Formative Assessment 8.2
Content Learning
activities
Resources
Performance criterion
Proper Troubleshooting of VLANs and Trunks
458 | P a g e
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
Multiple choice True or false questions Matching Sentence completion Ticking Presentation
Checklist Score
Yes No
Source of common problems with trunks
Troubleshooting tools
Source of common problems with trunks
Observation
LearningOutcome8.3Troubleshoot VTP configuration
Identification of the problem: Troubleshooting VTP connectivity
Common VTP configuration issues and solution Incompatible VTP versions VTP password configuration errors Incorrect configured VTP mode
name All switches set to VTP client mode
o Brainstorming on Troubleshooting VTP connectivity
o Further research on internet o Practical exercises on
Troubleshooting VTP configuration
- Router - Books - IT tools kit - Video aid - Internet - Simulator
software - Cables - Computer
Formative Assessment 8.3
Content Learning
activities
Resources
Performance criterion
Proper Troubleshooting of VTP configuration
459 | P a g e
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
Multiple choice True or false questions Matching Sentence completion Ticking Presentation
Checklist Score
Yes No
Identification of the problem
Common VTP configuration issues and solution
Observation
Learning Outcom8.4Troubleshoot STP operation
Identify problems
Troubleshoot a faillure Portfast configuration error Switch or link failure
Network diameter issues
o Brainstorming on problems Identification
o Group discussion on Network diameter issues
o Further research on internet
o Practical exercises on STP Troubleshooting
- Router - Books - IT tools kit - Video aid - Internet - Simulator
software - Cables - Computer
Formative Assessment 8.4
Content Learning
activities
Resources
Performance criterion
Proper Troubleshooting of STP configuration
460 | P a g e
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
Multiple choice True or false questions Matching Sentence completion Ticking Presentation
Checklist Score
Yes No
Identify problems
Troubleshoot a faillure
Network diameter issues
Observation
LearningOutcome8.5Troubleshoot Inter-VLAN Routing configuration
Switch configuration issues
Router configuration issues
IP addressing issues
Layer 3 switch configuration issues VLANs SVIs
o Brainstorming on Switch configuration issues
o Group discussion on Router configuration issues
o Further research on internet o Practical exercises on
Troubleshooting Inter-VLAN Routing configuration
- Router - Books - IT tools kit - Video aid - Internet - Simulator
software - Cables - Computer
Formative Assessment 8.5
Content Learning
activities
Resources
Performance criterion
Proper Troubleshooting of inter VLANS configuration
461 | P a g e
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
Multiple choice True or false questions Matching Sentence completion Ticking Presentation
Checklist Score
Yes No
Switch configuration issues
Router configuration issues
IP addressing issues
Layer 3 switch configuration issues
Observation
462 | P a g e
LU 9:Document the work done
9
Learning Outcomes:
1. Document on network status
2. Report on the work done
3. Write technical journal and recommendation
5 Hours
Learning Outcome 9.1Document on network status
Description of network status before Status of network
infrastructure describe problems found
Review of user manual and previous report
Suggestion of solutions on problems found
Description of solution implementation
Description of procedures of the task accomplished
Network Devices, equipment and materials used
Description of the network status after work
Technical journal and recommendation report
o Brainstorming on Status of network infrastructure
o Group discussion on writing technical report
o Exercises on writing report o Documentary research
- Internet - Books - Paper - Pen - Computer - Drawing tools
Formative Assessment 9.1
Content Learning
activities
Resources
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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
Multiple choice True or false questions Matching Sentence completion Ticking
Presentation
Checklist Score
Yes No
Network status
Report and user manual revision
Description of procedures of the task accomplished
Observation
Learning Outcome 9. 2Report on the work done
Description of network status before Status of network infrastructure
describe problems found
Review of user manual and previous report
Suggestion of solutions on problems found
Description of solution implementation
o Brainstorming on Status of network infrastructure
o Group discussion on writing technical report
o Exercises on writing report o Documentary research
- Internet - Books - Paper - Pen - Computer - Drawing tools
Content Learning
activities
Resources
Performance criterion
Accurate documentation of review process
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Description of procedures of the task accomplished
Network Devices, equipment and materials used
Description of the network status after work
Technical journal and recommendation report
Formative Assessment 9.2
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
Oral evidence
Multiple choice True or false questions Matching Sentence completion Ticking Presentation
Checklist Score
Yes No
Network Devices, equipment and materials used
Observation
Performance criterion
Effective reporting procedures of the task accomplished are in place and used
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LearningOutcome 9.3Write technical journal and recommendation
Description of network status before Status of network infrastructure
describe problems found
Review of user manual and previous report
Suggestion of solutions on problems found
Description of solution implementation
Description of procedures of the task accomplished
Network Devices, equipment and materials used
Description of the network status after work
Technical journal and recommendation report
o Brainstorming on Status of network infrastructure
o Group discussion on writing technical report
o Exercises on writing report o Documentary research
- Internet - Books - Paper - Pen - Computer - Drawing tools
Formative Assessment 9.3
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
Oral evidence
Multiple choice True or false questions Matching Sentence completion Ticking Presentation
Content Learning
activities
Resources
Performance criterion
Methodical Writing of the technical journal and recommendation
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Checklist Score
Yes No
technical journal and recommendation
Observation
Summative Assessment
Integrated situation Resources
KICUKIRO DISTRICT has the new building with three floors, district’s
comity has decided to work in that building from next year, and the
ICT department decided that the users on the same VLAN from
different floors will communicate and VLANs also must communicate.
The numbers of VLANs are 3: (Administration, finance and ICT)
As network administrator you are requested to install and configure
the switches according to the above scenario to the following floors:
The administrationVLAN with 10 users (but not limited to)
The finance VLAN with 20 users (but not limited to)
The ICT VLAN with 20 users but not limited to
At the end of the work you are requested to submit a report and work
documentation, duration of the work is 3hrs
Note: The performance of the work before the time required (3h); it will be taken under consideration.
Router
switch
Computer
Console cables
Serial cables
Network toolkit
Ladder
Packet Tracer
draw Max
file servers
web servers NIC Wireless Adapter
cards
Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: Materials, tools and instruments are properly selected
Switches
Router
Computer
Cables
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Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: VLANS are scalable
Easy addition of users
Indicator: VLANS are flexible
Users from different floors can communicate
Indicator: Inter-VLAN is well configured
VLANs communicate
Observation
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: .Materials are well used
No wasted materials
Indicator Time is respected
Time required(3h)
Indicator: The report is Produced
Report format
Simulator (Packet tracer)
Console cable
Serial to USB adapter
Indicator: Switch is well configured
Hosts
Indicator: switch is well secured
console access
Physical access
Virtual Terminal access
IOS passwords
Login Banner
Telnet and SSH
Observation
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Report content
Indicator: Total station is well used
Observation
Assesment Criterion:Perfection
Checklist Score
Yes No
Indicator: .Workplace is well cleaned
No rubbish
IndicatorNetwork components are well cleaning
No dusts
Indicator: Time is well managed
Time bellow the maximum expected
Observation
References
1. Network topology. (2010, February 8). In Wikipedia, The Free Encyclopedia. Retrieved
February 9, 2010, from
http://en.wikipedia.org/w/index.php?title=Network_topology&oldid=342762416
2. Mitchell, B. (2010). Introduction to Client Server Networks. Retrieved March 1, 2010, from
About.com: http://compnetworking.about.com/od/basicnetworkingfaqs/a/client-server.htm
3. Dionys, D. (2008). How to Make a Network Cable. Unpublished. Produced for the VVOB
Program in Zambia 2008-2013. For more information about VVOB see www.vvob.be
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N E W W I 4 0 1 - WIRELESS NETWORK INDOOR
NEWWI401 Set up wireless network indoor
REQF Level: 4 Learning hours
Credits: 12 120
Sector: ICT
Sub-sector: Networking
Issue date:November, 2014
Purpose statement
This core module describes the skills, knowledge and attitude required to identify wireless local network
components adequately. The learner will be able to install and configure wireless network components,
perform WLAN network security, verify WLAN connectivity, conduct standard tests, measurements
and write technical report.
Learning assumed to be in place
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Not applicable
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1.Apply wireless network
Concepts
1.1. Proper description of RFID technology and its functionality
1.2. Proper description of wireless network operations
1.3. Proper Identification of Wireless LAN threats
2. Plan and Conduct Site survey 2.1. Proper analysis of facilities and existing WIFI &WIRED
network
2.2. Systematic identification of Security requirements
2.3. Appropriate identification of tools, equipment and materials
used in wireless network indoor
2.4. Systematic design and interpretation of Building blueprint
3. Configure and maintain
wireless network
3.4 Systematic implementation of SOHO and Enterprise wireless
3.5 Relevant application of security to the technology applied
3.6 Efficient test of access point and verifying wireless
connection and security arrangements
Efficient Troubleshooting of WLAN Problems
4.Document the workdone 4.1 Accurate documentation of review process
4.2 Effective reporting procedures of the task accomplished are
in place and used
4.3 Methodical Writing of the technical journal and
recommendation
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LU 1:Apply wireless network Concepts
1
Learning Outcomes:
1. Describe RFID technology and its functionality 2. Describe wireless network operations 3. Identify Wireless LAN threats
30 Hours
Learning Outcome 1.1 Describe RFID technology and its functionality
Why use wireless?
Why have Wireless LANs
become so popular?
Wireless LANs
Comparing a WLAN to a
LAN
WLANs Standards
Wi-Fi Certification
Supporting Mobility
Benefits of Wireless
Wireless Technologies
wireless infrastructure
components
Wireless NICs
Wireless Home Router
Wireless Access Points
Wireless Antennas
Small Wireless Deployment
Solutions
802.11 WLAN Topologies
Wireless Topology Modes
Ad Hoc Mode
o Group discussion on why use
wireless and its applications
o Brainstorming on wireless
infrastructure components
and WLAN deployment
solutions.
o Internet research
- Books
- Internet
- Handout notes
- wireless router
- wireless repeater
- Wireless Access Point
- USB Wireless Adapter
- Wireless PCI Adapter
- Wireless PCMCIA Card
- Antennas
- Computer
- Console cable
Content Learning
activities
Resources
472 | P a g e
Infrastructure Mode
RF fundamental:
radio frequency
principles of antennas
radio frequency
mathematics
spread spectrum
RF in perspective
Application of wireless:
network extension
building to building
last mile data delivery
mobility, SOHO
access role
Formative Assessment 1.1
Assessor may collectamong the following evidences and make judgements on whether the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written or performance
Oral
Multiple choice True or false questions Matching Sentence completion Ticking
presentation
Checklist Score
Yes No
Wireless configuration
Wireless application
Wireless infrastructure
RF fundamental Technologies
Observation
Performance criterion
Proper description of RFID technology and its functionality
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Learning Outcome 1.2Describe wireless network operations
Introduction to wireless network
operations
Wireless operations
802.11 Frame Structure
802.11 Frame Structure
Control Frames
Wireless Frame Type
Management Frames
Control Frames
CSMA/CA
Discovering APs
Channel Management
Frequency Channel Saturation
Selecting Channels
o Group discussion on channel
management
o Brainstorming on wireless
operations
o Further research on internet
- Books
- Internet
- Handout notes
- wireless router
- wireless repeater
- Wireless Access
Point
- USB Wireless
Adapter
- Wireless PCI
Adapter
- Wireless PCMCIA
Card
- Antennas
- Computer
- Console cable
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
Performance
oral
Multiple choice True or false questions Matching Sentence completion Ticking
presentation
Content Learning
activities
Resources
Performance criterion
Proper description of wireless network operations
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Checklist Score
Yes No
Wireless operations
Channel management
Observation
Learning Outcome 1.3Identify Wireless LAN threats
WLANs threats
DoS Attack
Management Frame
DoS Attacks
Rogue APs
Man-in-the-Middle Attack
o Group discussion on WLAN
threats
o Brainstorming on WLAN
threats
o Internet Research
- Books
- Internet
- Handout notes
- wireless router
- wireless repeater
- Wireless Access Point
- USB Wireless Adapter
- Wireless PCI Adapter
- Wireless PCMCIA Card
- Antennas
- Computer
- Console cable
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
Oral evidence
Multiple choice questions Open questions
Presentation
Content Learning
activities
Resources
Performance criterion
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Checklist Score
Yes No
Observation
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LU 2:Plan and Conduct Site survey
2
Learning Outcomes:
1. Analyze facilities and existing WIFI &WIRED network 2. Identify Security requirements 3. Identify tools, equipment and materials used in wireless
network indoor 4. Design and interpret Building blueprint
20 Hours
Learning Outcome 2.1 Analyze facilities and existing WIFI &WIRED network
Site Planning process
Perform an initial environment
evaluation
Select the proper APs for the
deployment
Enter the collected and
determined information into
Visual RF Plan
Environment evaluation
Physical site survey
Passive physical site survey
methodology
Active survey methodology
Spectrum clearing methodology
Survey Methods
RF site survey
Analysis of existing system
Current network usage
Future network usage
o Group discussion on site
planning process
o Brainstorming on
environment evaluation
o Exercises on site planning
process and environment
evaluation
o Internet Research
- Spectrum analyzer
- Protocol analysis
software
- Laptop with PC
Card and utilities
- Access point
- Antennas
- Paper and
pen/pencil
- Batteries
- Binoculars
- Communication
devices
- Camera
- Measuring devices
- Mounting tools
and devices
- Marking tape
- Rolling carts
Formative Assessment 2.1
Content Learning
activities
Resources
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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
Multiple choice True or false questions Matching Sentence completion Ticking
presentation
Checklist Score
Yes No
Site Planning process
Environment evaluation
Observation
Learning Outcome 2.2 Identify Security requirements
Authentication
Confidentiality
Auditing
o Group discussion on
security requirements
o Brainstorming on WLAN
security requirements
o Further research on internet
- Spectrum analyzer
- Protocol analysis
software
- Laptop with PC Card
and utilities
- Access point
- Antennas
- Paper and
pen/pencil
- Batteries
- Binoculars
Content Learning
activities
Resources
Performance criterion
Proper analysis of facilities and existing WIFI &WIRED network
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- Communication
devices
- Camera
- Measuring devices
- Mounting tools and
devices
- Marking tape
- Rolling carts
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
Oral evidence
Multiple choice True or false Open questions questions Matching Sentence completion Ticking presentation
Checklist Score
Yes No
Authentication
Confidentiality
Auditing
Observation
Performance criterion
Systematic identification of Securityrequirements
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Learning Outcome 2.3 Identify tools, equipment and materials used in wireless network
indoor
Spectrum analyzer
Protocol analysis software
Laptop with PC Card and utilities
Access point
Antennas
Batteries
Binoculars
Communication devices
Camera
Measuring devices
Mounting tools and devices
Marking tape
Rolling carts
o Group discussion on tools
and equipment used in
wireless
o Demonstration by
video/picture of wireless
tools and equipment
o Brainstorming on tools and
equipment used in wireless
o Internet Research
- Spectrum
analyzer
- Protocol analysis
software
- Laptop with PC
Card and utilities
- Access point
- Antennas
- Batteries
- Binoculars
- Communication
devices
- Camera
- Measuring
devices
- Mounting tools
and devices
- Marking tape
- Rolling carts
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
Oral evidence
Multiple choice True or false questions Matching Sentence completion Ticking
presentation
Content Learning
activities
Resources
Performance criterion
Appropriate identification of tools, equipment and materials used in wireless network indoor
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Checklist Score
Yes No
Spectrum analyzer
Protocol analysis software
Computer
Wireless Access point
Wireless router
Wireless adapter card
Observation
Learning Outcome2.4 Design and interpret Building blueprint
Draw a schematic diagram of the
system using:
Edraw max, Packet Tracer,
VisualRF
o Practical exercise on how to
draw and interpret building
blueprint using Edraw max
and Packet Tracer
o Demonstration by
video/picture on how to
draw building blueprint
o Brainstorming on different
techniques and software
used to draw building
blueprint
o Internet Research
- Computer
- Software for
drawing(Edrwa
max,Packet
Tracer, VisualRF)
- Paper and pencil
- Projector
Formative Assessment 2.4
Assessor may collectamong the following evidences and make judgements on whether the performance
criterion has been achieved.
Content Learning
activities
Resources
Performance criterion
Systematic design and interpretation of Building blueprint
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Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice True or false questions Matching Sentence completion Ticking
presentation
Checklist Score
Yes No
Wireless LAN design
Observation
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LU 3:Configure and maintain wireless network
3
Learning Outcomes:
1. Implement SOHO and Enterprise wireless 2. Apply security to the technology applied 3. Test access point and verify wireless connection and security
arrangements
4. Troubleshoot WLAN Problems 55 Hours
Learning Outcome 3.1 Implement SOHO and Enterprise wireless
Installing, configuring and managing
the following
WLAN devices:
Access points
Enterprise WLAN switches
and controllers
Remote office WLAN
switches and controllers
Power over Ethernet
injectors and switches
WLAN bridges
Residential WLAN
gateways
Enterprise encryption
gateways
WLAN mesh routers
Installing, Configuring, and
Managing
WLAN Client Devices :
PC Cards
o Group discussion
o Demonstration on installing
and configuring WLAN
devices.
o Brainstorming on SOHO
implementation
o Demonstration on installing
and configuring WLAN
devices.
o Research on internet
o Labs on installing and
configuring WLAN devices.
- Books
- Internet
- Handout notes
- wireless router
- wireless repeater
- Wireless Access
Point
- USB Wireless
Adapter
- Wireless PCI
Adapter
- Wireless PCMCIA
Card
- Antennas
- Computer
- Console cable
- Projector
Content Learning
activities
Resources
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USB, Compact Flash, and SD
devices
PCI and Mini−PCI cards
Wireless presentation
gateways
Formative Assessment 3.1
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
Oral evidence
Performance
product
Multiple choice True or false questions Matching
Sentence completion
Checklist Score
Yes No
Wireless availability
Wireless accessibility
Observation
Performance criterion
Systematic implementation of SOHO and Enterprise wireless
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Learning Outcome 3.2Apply security to the technology applied
Identifying and Preventing WLAN
Security Attacks
Eavesdropping
Hijacking
Man−in−the−middle
Denial of service (DoS)
Management interface
exploits
Encryption cracking
Authentication cracking
MAC spoofing
Peer−to−peer attacks
Social engineering
o Group discussion on how
to prevent wireless
network security attacks
o Brainstorming on
wireless network security
attacks documentation
o Practical labs on wireless
networks security
configuration
o Internet Research
- Books
- Internet
- Handout notes
- wireless router
- wireless repeater
- Wireless Access
Point
- USB Wireless
Adapter
- Wireless PCI
Adapter
- Wireless PCMCIA
Card
- Antennas
- Computer
- Console cable
- Projector
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
Oral evidence
Multiple choice True or false question Matching Sentence completion Ticking presentation s
Content Learning
activities
Resources
Performance criterion
Relevant application of security to the technology applied
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Checklist Score
Yes No
Authentication
Confidentiality
Authorization
Observation
Learning Outcome 3.3Test access point and verify wireless connection and security
arrangements
Wireless LAN Testing Considerations
Signal Coverage Testing
Performance Testing
In-Motion Testing
Security Vulnerability Testing
Acceptance/Verification
Testing
Simulation Testing
Prototype Testing
Pilot Testing
Test Documentation
Background
Test team
Requirements summary
Test methods and tools
Test results and analysis
Recommendations
o Group discussion on
wireless network test
considerations
o Brainstorming on wireless
network test considerations
and test documentation
o Practical Exercises WLAN
testing
o Internet Research
- Spectrum
analyzer
- Protocol analysis
software
- Laptop with PC
Card and utilities
- Access point
- Antennas
- Batteries
- Binoculars
- Communication
devices
- Camera
- Measuring
devices
- Mounting tools
and devices
- Marking tape
- Rolling carts
Formative Assessment 3.3
Content Learning
activities
Resources
Performance criterion
Efficient test of access point and verifying wireless connection and security
arrangements
486 | P a g e
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
Multiple choice True or false questions
Matching
Checklist Score
Yes No
LAN Testing Considerations
Observation
Learning Outcome 3.4: Troubleshoot WLAN Problems
Troubleshooting Wireless Station
Connection to AP
Can Any Wireless Stations
Connect to the AP?
Troubleshooting Wireless
Stations
Wireless Network Detected
Signal Interference
Site Survey
Station Status
Using the Correct SSID
Station Configuration
Correct Security Settings
TCP/IP Protocol Installed and
Configured
Troubleshooting AP Connection to
Wired LAN
Port Configuration on
Wired/Wireless
Network Cable
Group discussion on
common WLAN problems
Practical Exercises on
WLAN troubleshooting
Brainstorming on WLAN
troubleshooting
- Spectrum analyzer
- Protocol analysis
software
- Laptop with PC
Card and utilities
- Access point
- Antennas
- Batteries
- Binoculars
- Communication
devices
- Camera
- Measuring devices
- Mounting tools
and devices
- Marking tape
- Rolling carts
Content Learning
activities
Resources
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Troubleshooting the AP
Check for Power Issues with
the AP
Check for Booting Issues with
the AP
Check AP LED Behavior
Check AP Has Correct IP
Address
Check AP is Broadcasting the
SSID
Check AP Radio Settings
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
Oral evidence
Sentence completion Ticking
presentation
Checklist Score
Yes No
WLAN Troubleshooting AP Considerations
Observation
Performance criterion
Efficient Troubleshooting of WLAN Problems
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LU 4:Document the work done
4
Learning Outcomes:
1. Document on network status 2. Report on the work done 3. Write technical journal and recommendation
15 Hours
Learning Outcome 4.1Document on network status
Description of network status
before
Status of network
infrastructure
describe problems found
Review of user manual and
previous report
Suggestion of solutions on
problems found
Description of solution
implementation
Description of procedures of the
task accomplished
Network Devices, equipment and
materials used
Description of the network status
after work
Technical journal and
recommendation report
o Brainstorming on Status of
network infrastructure
o Group discussion on writing
technical report
o Exercises on writing report
o Documentary research
- Internet
- Books
- Paper
- Pen
- Computer
- Drawing tools
Content Learning
activities
Resources
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Formative Assessment 4.1
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
Oral evidence
Multiple choice True or false questions Matching
Sentence completion
Checklist Score
Yes No
Network status
Report and user manual revision
Observation
Learning Outcome 4.2Report on the work done
Description of network status
before
Status of network
infrastructure
describe problems found
Review of user manual and
previous report
Suggestion of solutions on
problems found
o Brainstorming on Status of
network infrastructure
o Group discussion on writing
technical report
o Exercises on writing report
o Documentary research
- Internet
- Books
- Paper
- Pen
- Computer
- Drawing tools
Content Learning
activities
Resources
Performance criterion
Accurate documentation of review process
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Description of solution
implementation
Description of procedures of the
task accomplished
Network Devices, equipment and
materials used
Description of the network status
after work
Technical journal and
recommendation report
Formative Assessment 4.2
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
Oral evidence
Multiple choice True or false questions Matching Sentence completion
Checklist Score
Yes No
Description of procedures of the task accomplished
Observation
Performance criterion
Effective reporting procedures of the task accomplished are in place and used
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Learning Outcome 4.3Write technical journal and recommendation
Description of network status
before
Status of network
infrastructure
describe problems found
Review of user manual and
previous report
Suggestion of solutions on
problems found
Description of solution
implementation
Description of procedures of the
task accomplished
Network Devices, equipment and
materials used
Description of the network status
after work
Technical journal and
recommendation report
o Brainstorming on Status of
network infrastructure
o Group discussion on writing
technical report
o Exercises on writing report
o Documentary research
- Internet
- Books
- Paper
- Pen
- Computer
- Drawing tools
Formative Assessment 4.3
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
Oral evidence
Ticking presentation
Content Learning
activities
Resources
Performance criterion
Methodical Writing of the technical journal and recommendation
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Checklist Score
Yes No
Recommendation
network status after work
Journal and recommendation report
Observation
Summative Assessment
Integrated situation Resources
SONARWA after finishing its new building with five rooms at KAMONYI
district wants to set up a secured WLAN in that house,
As a network administrator in HIGH-TECH, you are requested to perform
that task based on the following instructions:
The network users should be 20 maximum, the network authentication,
confidentiality, auditing measures should be applied, the network
standard should be IEEE 802.11b, access point should assign host
dynamically. The task should be accomplished in 3 hours; the work
report should be submitted to the General Director.
Note: If the performance of the task is below the maximum time required (3 hours), it will be taken under consideration
Wireless Router
Wireless access point
Wireless cards
Computer
Console cables
Network toolkit
Ladder
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Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: Tools and equipment are well selected
Wireless Router
Wireless access point
Wireless cards
Computer
Console cables
Network toolkit
Ladder
Drilling machine
Tape measure
Hummer
Indicator: Installation and configuration are well done
Hardware installation
IP address
Interface status
Protocols
Indicator: WLAN security is well applied
Authentication
Confidentiality
Auditing
Indicator: Report and documentation are well done
WLAN design and interpretation
Indicator: Testing is well done
Network reachable
Wireless router Can fragment
reachable protocol
Ports reachable
Reachable hosts
Observation
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Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: Wireless devices are well mounted
Steadiness
Tightness
Fitness
Indicator: Signal strength and transfer rate met the standards
Download speed
Upload speed
Latency
Indicator: Wireless connectivity is well done
Availability of wireless connectivity
Observation
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: .Materials are well used
No wasted materials
Indicator: The time is respected
Time required(3h)
Indicator:Internetwork is well done
Networks communicating
Indicator:The report is Produced
Networks communicating
Report format
Report content
Observation
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Perfection
Checklist Score
Yes No
Indicator: Workplace is well cleaned
No rubbish
Indicator: Network components are well cleaned
No dusts
Indicator:.Time is well managed
Time bellow the maximum expected
Observation
Reference books:
1. Stallings, W.A., “Local Network Performance”, IEEE Communications Magazine, 22, 2,
2. February 1984.
3. Mitchell, B. (2010). Computer and Wireless Networking Basics. Retrieved March 1, 2010, from
About.com:
http://compnetworking.about.com/od/basicneworkingconcepts/u/computer_networking_basics.htm
4. WifiDocs: Wireless Trouble Shooting Guide. (2009, November 25). In Ubuntu Documentation.
Retrieved February 16, 2010 from
https://help.ubuntu.com/community/WifiDocs/WirelessTroubleShootingGuide
496 | P a g e
ote:
GLOSSARY
Assessment: A process of gathering and judging
evidence in order to decide whether a person
has attained a standard of performance.
Assessment criteria: Statements which describe
performances and place them in context with
sufficient precision to allow valid and reliable
assessment.
Best practice: Management practices and work
processes that lead to outstanding or top-class
performance and provide examples for others.
Competency standard: An industry-determined
specification of performance which sets out the
skills, knowledge and attitudes required to
operate effectively in employment. Competency
standards are made up of units of competency,
which are themselves made up of elements of
competency, together with performance
criteria, a range of variables, and an evidence
guide.
Competency: means the ability to apply
knowledge, skills and personal, social and
methodological skills in the workplace or
during learning, as well as in personal and
professional development. This ability or
capacity is acquired through leaning, exposure to
the tasks and series of training allowing one to
perform specific task autonomously. Reason
why in the context of the CBE Framework
competencies are described as responsibility
and independence.
Competency-based assessment (or CBA): The
gathering and judging of evidence in order to
decide whether a person has achieved a
standard of competency.
Complementary competencies: Set of
knowledge, skills and attitudes which are not
directly linked to a specific occupation or
industry, but which are important for work,
education and life in general, such as
communication, mathematics, organizational
aptitude, and computer literacy, interpersonal
and analytical competency.
Core modules: Modules leading to
competencies’ acquisition that an industry
sector has agreed upon as essential for a person
to be accepted as competent at a particular
level. All modules may be core, but in many cases
competency at a level will involve core modules
plus optional or specialization modules. Core
competencies are normally those central to work
in a particular industry.
Credential: Formal certification issued for
successful achievement of a defined set of
outcomes, e.g. successful completion of a course
in recognition of having achieved particular
knowledge, skills or competencies; successful
completion of an apprenticeship or traineeship.
Credit: The acknowledgement that a person has
satisfied the requirements of a module.
Curriculum: The specifications for a course or
subject (module) which describe all the learning
experiences a learner undergoes, generally
including objectives, content, intended learning
outcomes, teaching methodology,
recommended or prescribed assessment tasks,
assessment exemplars, etc.
Evidence guide: The part of a competency
standard which provides a guide to the
interpretation and assessment of the unit of
competency, including the aspects which need
to be emphasized in assessment, relationships to
other units, and the required evidence of
competency.
Flexible delivery: A range of approaches to
providing education and training, giving learners
greater choice of when, where and how they
learn. Flexible delivery may involve distance
education, mixed-mode delivery, online
education, self-paced learning, self-directed
learning, etc.
Formal education: Also formal training
education or training provided in educational
institutions such as schools, universities,
colleges, etc. or off the job in a workplace,
usually involving direction from a teacher or
instructor.
General competencies: competencies
correspond to larger operations that go beyond
the tasks, but generally contribute to their
implementation. These activities require more
fundamental learning and are generally common
to several tasks and transferable to many work
situations.
Generic modules: Modules leading to the
attainment of complementary competencies.
Informal education: The acquisition of
knowledge and skills through experience,
reading, social contact, etc.
Internship: An opportunity for a learner to
integrate career related experience by
participating in planned, supervised work.
Key competencies: Any of several generic skills
or competencies considered essential for people
to participate effectively in the workforce. Key
competencies apply to work generally, rather
than being specific to work in a particular
occupation or industry. The following are key
areas of competency which were developed into
seven key competencies: collecting, analyzing
and organizing information; communicating
ideas and information; planning and organizing
activities; working with others and in teams;
using mathematical ideas and techniques;
solving problems; and using technology.
Knowledge: means the result of the adoption
of information through the learning process.
Knowledge is a set of facts, principles, theories
and practices related to area of work or study. In
CBE context lifelong learning knowledge is
described as theoretical and / or factual.
Learning outcomes: are statements of what
learner knows, understands and can perform,
based on the completion of the learning
process, defined by knowledge, skill and
competency.
Learning activities: Suggested activities that can
be developed during lesson planning and activity
preparation. The choice of learning activities
must be tailored according to group size,
available material resources and communication
tools.
Learning hours: Amount of hours required to
acquire the competency, including the time
allocated to evaluation, which is estimated
between 5 and 10% of the total learning time of
the competency.
Learning outcomes: Statements that indicate
what learners will know or be able to do as a
result of a learning activity. Learning outcomes
are usually expressed as knowledge, skills, or
attitudes.
Learning unit: Any of the basic building blocks
of a module, which describes the key activities
or the elements of the work covered by the
module
Module: A unit of training which corresponds to
one competency and which can be completed on
its own or linked to others.
Occupation: The principal business of one’s life.
Performance criteria The part of a competency
standard specifying the required level of
performance in terms of a set of outcomes which
need to be achieved in order to be deemed
competent. It describes the quality requirements
of the result obtained in labor performance.
Qualification: means the formal name for the
result of a process of assessment and validation,
which is obtained when a competent body
determines that an individual has achieved
learning outcomes to the standards laid down.
Quality assurance: The systems and procedures
designed and implemented by an organization to
ensure that its products and services are of a
consistent standard and are being continuously
improved.
Recognition of prior learning (or RPL): The
acknowledgement of a person’s skills and
knowledge acquired through previous training,
work or life experience, which may be used to
grant status or credit in a subject or module.
Skills: are the ability to apply knowledge and use
the principle of “know how” to perform a specific
task and to solve the problem. In the context
of the CBE Framework, skills are defined as
cognitive (involving the use of logical, intuitive
and creative thinking), practical (including
physical skill and use of methods, materials,
devices and instruments) and social skills
(communication and cooperation skills,
emotional intelligence and other).
Specific competencies: Competencies that are
directly related to the tasks of the occupation in
the workplace context. They refer to concrete,
practical, and focused aspects
Traineeship: A system of vocational training
combining off-the-job training at an approved
training provider with on-the-job training and
practical work experience. Traineeships
generally take one to two years and are now a
part of the New Apprenticeships system.
Unit of competency: A component of a
competency standard. A unit of competency is a
statement of a key function or role in a particular
job or occupation. See also element of
competency, performance criteria, range of
variables.
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Workforce Development Authority
Empowering people with employable skills and entrepreneurship capacity