Post on 27-Apr-2022
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5
TVET CERTIFICATE V in
MULTIMEDIA
CODE
ICTMMD5001
Kigali January, 2019
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ICTMMD5001-TVET CERTIFICATE V
Multimedia
REQF Level 5 CURRICULUM
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© Rwanda Polytechnic, 2019
Copies available from:
Rwanda Polytechnic (RP)
Email: info@rp.ac.rw
Web: www.rp.ac.rw
P.O. Box: 164 Kigali, Rwanda
Original published version updated:
January, 2019
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Copyright
The Competent Development Body of this Curriculum is © Rwanda Polytechnic (RP). 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 RP. 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 RP. The competent Body does not give warranty nor accept any liability.
The RP 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 RP copyright must be
included on any reproductions. Learners may copy reasonable portions of the curriculum for the
purpose of study. Any other use of this curriculum must be referred to the RP.
© Rwanda Polytechnic (RP) 2019
Published by
Rwanda Polytechnic (RP)
Internet: http://www.rp.ac.rw
P.O. Box: Kigali, Rwanda
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Table of Contents
C o p y r i g h t i v
T a b l e o f C o n t e n t s v
L i s t o f a b b r e v i a t i o n s i x
A c k n o w l e d g m e n t s x
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 3
2.3 Information about pathways 3
2.4 Job related information 4
2.5 Employability skills and life skills 5
2.6 Information about competencies 7
3 . T R A I N I N G P A C K A G E 8
3.1 Course structure 8
3.2 Competencies chart 8
3.4 Flowchart 10
4 . A S S E S S M E N T G U I D E L I N E S 1 1
4.1 Assessment Methodology 11
4.2 Portfolio 11
C C M S H 5 0 2 - M O N I T O R I N G O F O C C U P A T I O N A L S H E A T W O R K P L A C E 1 4
LU1: Conduct OSH (occupational safety and health) monitoring 16
LU2: Collect and analyze Occupational health, safety incidents report 21
LU 3: Train all staff on occupational health, safety and environment matters 28
C C M S C 5 0 2 - W O R K I N G I N A S O C I A L L Y D I V E R S E E N V I R O N M E N T 3 4
LU 1: Communicate with customers and colleagues from diverse backgrounds 37
L U 2: Address cross-cultural misunderstandings 46
C C M B O 5 0 2 - B U S I N E S S O R G A N I S A T I O N 5 5
LU 1:Identify Activities To Be Accomplished For Real Business 58
LU 2: Create a productive working environment 67
LU 3:Run real business operation 77
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LU 4: Monitor and evaluate the business 85
C C M E N 5 0 2 - U P P E R I N T E R M E D I A T E W O R K P L A C E E N G L I S H 9 0
LU 1: Communicate orally in social and professional situations with ease 93
LU 2: Read correctly a range of materials 97
LU 3: Listen to audio messages with different English accents to get the intended message 102
LU 4: Produce a variety of medium texts on professional and general topics 106
C C M K N 5 0 2 - I K I N Y A R W A N D A C Y ’ I N T Y O Z A 1 1 4
LU 1: Gukoresha ubuvanganzo nyandiko ashyikirana n’abandi 116
LU 2: Gukoresha Ikinyarwanda k'intyoza agaragaza uburyo bunyuranye bwo gukemura amakimbirane
no gukoresha ibinyazina binyuranye. 121
LU 3: Gukangurira abandi akamaro k’isuku n’isukura no gukoresha ibinyazina binyuranye. 128
LU 4: Gukoresha Ikinyarwanda k'intyoza agaragaza uburyo bunyuranye bwo gutunganya ubutaka
no gukoresha ibinyazina binyuranye 133
LU 5: Gukoresha neza uburyo bunyuranye bw ’ ubwumvane 140
m’ugutegura no gukina ikinamico 140
C C M P E 5 0 2 - P R O F E S S I O N A L E T H I C S 1 4 8
LU 1: Apply human values 150
LU 2:Respect engineering ethics 159
LU 3:Apply safety 164
C C M I W 5 0 2 - I C T A T W O R K P L A C E 1 6 9
LU 1: Prepare document Layout 171
LU 2: Apply basic computer operations 177
LU 3: Manage Data in MS Excel 184
C C M I A 5 0 2 - I N D U S T R I A L A T T A C H M E N T P R O G R A M ( I A P ) 1 9 0
LU 1: Demonstrate supervisory skills 193
LU 2: Enhance innovation during IAP program 200
LU 3: Implement professional skills transfer 205
G E N A M 5 0 1 - M A T H E M A T I C A L A N A L Y S I S , S T A T I S T I C S A N D P R O B A B I L I T Y
2 1 0
LU 1: Apply fundamentals of integrals 212
LU 2: Identify measures of dispersion and interpret bivariate data 216
LU 3: Apply fundamentals of probabilities 221
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P H Y D W 5 0 1 - D Y N A M I C S A N D W A V E S 2 2 6
LU 1:Apply motion in orbits 228
LU 2: Examine the effects of magnetism 233
LU 3: Describe vibrations and waves 239
LU 4: Apply the concept of electromagnetic field 245
LU5: Describe Semiconducting materials 253
M M D 2 D 5 0 1 - 2 D D R A W I N G S C O N C E P T I O N 2 6 0
LU 1:Create Basic Drawings 262
U 2:Make 1-point perspective and 2-point perspective 271
LU 3:Make digital painting 276
LU 4:Apply Textures and patterns 281
M M D S W 5 0 1 - S C R I P T W R I T I N G 2 9 0
LU 1:Brainstorm story ideas 292
LU 2:Write treatment 297
LU3: Compose a flash draft 302
Summative Assessment 306
M M D S P 5 0 1 - S H O T L I S T P R E P A R A T I O N 3 1 0
LU 1:Breakdown the screenplay into shots 312
LU 2:Describe and evaluate shots 317
LU 3:Create shotlist table 322
Summative Assessment 326
P U T E R 5 0 1 - S T O R Y B O A R D P A N E L S C O N S T R U C T I O N 3 2 9
LU 1:Design and draw the shapes ofthe panels 331
LU 2:Develop and sketch the storyline 336
340
Emphasize action motions and camera positions 340
Summative Assessment 346
M M D V E 5 0 1 - V I D E O E D I T I N G 3 4 9
LU 1:Import and manage media files 351
LU 2:Trim video 356
LU 3:Work with audio 367
372
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LU 4:Export project 372
Summative Assessment 376
M M D S S 5 0 1 - S O U N D R E I N F O R C E M E N T S Y S T E M 3 8 0
LU 1:Design sound 382
387
LU 2:Identify audio equipment and cables 387
LU 3:Connect the sound reinforcement system 392
M M D A P 5 0 1 - A U D I O P R O D U C T I O N 4 0 0
LU 1:Record Sound 402
LU 2:Edit Audio 406
LU 3:Master audio mix 411
G L O S S A R Y 4 1 9
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List of abbreviations
EQ Equalizer
SHE Safety Health and Environment
CBA Compentence Based Assessment
CD Compact Disc
CDU Curriculum Development Unit
CM Complementary Modules
ICT Information and Communication Technology
IPRC Integrated Polytechnics Regional Centers
PPE Personal Protective Equipment
REQF Rwandan Education Qualification Framework
RP Rwanda Polytechnic
TSS Technical Secondary School
TVET Technical and Vocational Education and Training
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Acknowledgments
Workforce Development Authority wishes to thank the following persons who participated in the development of
this curriculum:
Coordination
RWAMASIRABO Aimable, Curriculum Coordinator-RP
Facilitation
HATEGEMANA Gratien,External verifier-RP
Curriculum Development Team
# Names Function Institution
1. NYIRANSABIMANA Angélique Director of Studies and Trainer in Multimedia
Director of Studies and Trainer in Multimedia
2. HABARUGIRA Valens Camera Operator Private
3. SHEMA Yves Chief Editor BLARTS
4. NTAHOBARI Maurice IT Officer Let Us Transform Life Initiatives (LUTI) Ltd
5. TUYISHIME Jean Claude Operation Manager BLARTS
6. DUSHIMIMANA Light Bonkey Audio Producer Light Music
7. MUTAMBO John Audio Specialist IPRC Kigali
8. BYIRINGIRO Clément MUSONERA Creative Director MENTO PRO LTD
9. MUHAYIMANA Valens IT /Data Manager Techno Smart
10. MUSAFIRI Ernest Instructor IPRC NGOMA
11. MUSONI Jean Claude Trainer Nyabihu TVET School
12. UWERA Marceline Socio-linguistics Officer RALC
13. MUTAGANZWA Gilbert Teacher Ecole Secondaire de Rukara
14. MATATA Jean Bosco Teacher College Ami des Enfants
15. GASIMBA François Xavier Lecturer UR/College of Education
16. KAMBARI Vincent Teacher GS St Marcel/Kayonza
17. MUREGO Yves Quality Assurance Officer WDA
18. BUCYENSENGE Vincent Instructor IPRC KARONGI
19. GASANA Vedaste Lecturer INES
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1. GENERAL INTRODUCTION
The curriculum presents a coherent and significant set of competencies to acquire to
perform the occupation of a MultimediaTechnician. 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.
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2. QUALIFICATION DETAILS
2.1 Description
This qualification provides the skills, knowledge, and attitudes for a learner to be competent in tasks and
activities that require the application of practical skills in a defined context. Work would be undertaken in
various ICT and Multimedia sector/industries. Learners may work with minimum supervision.
Title: TVET Certificate V inMultimedia
Level: REQF Level 5
Credits: 135
Sector: Media and films making
Sub-sector: Multimedia
Issue date: January, 2019
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At the end of this qualification, qualified learners will be able to:
1. Monitor occupational SHE at the workplace
2. Maintain professional conversation in upper-intermediate English
3. Gukoresha Kinyarwandacy’intyoza
4. Work in a socially diverse environment
5. Use ICT at the workplace
6. Pratiquer les techniques d’expression orale et écrite
7. Kujadili Mawasiliano mbali mbali ya Kiofisi katika Kiswahili
8. Apply Advanced analysis and statistics
9. Organize a business
10. Apply professional ethics
11. Integrate workplace
12. Setup Sound System
13. Produce Audio
14. Conceive 2D Drawings
15. Write Script
16. Prepare Shotlist
17. Construct Storyboard Panels
18. Edit Video
19. Itegrate workplace
2.2 Minimum entry requirements
TVET Certificate IV in Multimediaor other relevant qualifications or through recognition of prior learning.
2.3 Information about pathways
Preferred pathways for candidates entering
this qualification include:
Candidates enter this qualification
after achieving TVET Certificate V in
Multimedia or other relevant
qualifications or through Recognition
of Prior Learning
Progression route of candidates
achieving this qualification include:
Candidates exiting this qualification are able to enter TVET diploma in Multimedia
Pathways into the qualification
Pathways from the qualification
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2.4 Job related information
This qualification prepares individuals to integrate the ICT industry with the professionalization of
Multimedia Technician; this qualification again offers the opportunity to execute the works as Audio
Production Technician, 2D concept Artist, Storyboard Artist or Video Editorwhile ensuring that safety,
security and environmental regulations are respected.
Possible jobs related to this qualification
Audio Production Technician,
2D concept Artist,
Storyboard Artist,
Video Editor
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2.5 Employability skills and life skills
Through the generic modules, individuals with this qualification have acquired the life and
employability skills to meet the following industry or enterprise requirements:
Communication
Documenting technical work in plain English
Writing and presenting reports
Safety and security precautions
Working collaboratively with project team members
Health and environment
Health reproduction
Rwanda environmental protection, practices rules and regulations
Business Plan
Producing a small IT business plan
Planning and organizing
Preparing feasibility reports that take into account project scope, time, cost, quality,
communications and risk management
Self-management
Taking responsibility for own outputs in relation to specified quality standards
working according to the Rwandan Computer Society Code of Ethics regarding security, legal,
moral and ethical issues
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Technology
Manipulate computer
Using the internet
Languages other than Kinyarwanda
Using English as the medium of communication in the working environment
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Number of competencies: 20 Core competencies : 11 Complementary competencies : 9 The total number of Credits: 135
2.6 Information about competencies
No Code Complementary competencies Credit
1 CCMMS501 Monitor occupational SHE at workplace 3
2 CCMUE501 Maintain professional conversation in upper-intermediate English 3
3 CCMKN501 Gukoresha ikinyarwanda cy’intyoza 3
4 CCMSE501 Work in a socially diverse environment 3
5 CCMIW501 Use ICT at workplace 3
6 CCMBO501 Organize a business 3
7 CCMPE501 Apply professional ethics 3
8 CCMFT501 Pratiquer les techniques d’expression orale et écrite 3
9 CCMMK501 Kujadili Mawasiliano mbali mbali ya Kiofisi katika Kiswahili 3
Total 27
No Code Core competencies Credit
1. GENAM501 Apply Advanced analysis and statistics 8
SPEC
IFIC
2. MMDSS501 Setup Sound System 8
3. GENMASP 502 MATHEMATICAL ANALYSIS, STATISTICS AND PROBABILIT 10
4. GENDW 502 DYNAMICS AND WAVES 5
5. MMDAP501 Produce Audio 11
6. MMD2D501 Conceive2D Drawings 10
7. MMDSW501 WriteScript 6
8. MMDSP501 PrepareShotlist 5
9. MMDCO 501 Construct Storyboard Panels 6
10. MMDVE501 EditVideo 9
11. MMDIA501 Integrate workplace 30
Total 108
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3. TRAINING PACKAGE
The training package includes the competencies chart, the flowchart, the modules, the
course structure, and the assessment guidelines.
3.1 Course structure
The course structure describes the learning outcomes for each learning unit. These learning
outcomes are the essential skills and knowledge to be acquired. The contents to be covered for
each learning outcome are prescriptive. The Learning Activities contain a series of suggestions,
usually with several options, that will guide the learner and the trainer.
3.2 Competencies chart
The competencies chart is a table that presents an overview of the specific competencies, the
general competencies, the work process and the time allocated to each competency. This table
provides an overall view of the competencies of the training program and allows identification of
the logical sequence of the learning of these competencies.
The competencies chart shows the relationship between general competencies and specific
competencies that are particular to the occupation, as well as the key stages of the work process.
It shows the links between the elements in the horizontal axis and those in the vertical axis. The
symbol (ο) marks a relationship between a general competency and specific competency. The
symbol (∆) indicates a relationship between a specific competency and a step in the process of
work. When the symbols are darkened, it indicates that the link is taken into account in the
description of the specific competency.
The competencies chart allows the trainer to consider the complexity of the competencies in the
organization of the progress of learning. Therefore, the vertical axis shows the specific
competencies in the order they should be acquired.
This is the starting point of the presentation of the competencies in the flowchart presented in
the following pages.
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MULTIMEDIA TECHNICIAN PROCESS GENERAL AND COMPLEMENTARY COMPETENCIES
SPECIFIC COMPETENCIES
Du
rati
on
(8
50
Hrs
)
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ign
th
e p
roje
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elo
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pro
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Fin
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Exp
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Mo
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or
Occ
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atio
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SH
E b
est
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es
Mai
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in p
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ssio
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co
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En
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and
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Pra
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awas
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iofi
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isw
ahili
Wo
rk in
a s
oci
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Use
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at w
ork
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Org
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bu
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ess
Ap
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thic
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P
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Ap
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aves
#
2
2
3
4
5
6
7
8
9
10
Duration (420 Hrs) 30
30
30
30
30
30
30
30
30
10
0
50
1 Setup Sound System 80 ▲ ▲ ▲
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
2 Produce Audio 110 ∆ ▲ ▲ ▲
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
3 Conceive 2D Drawings 100 ▲ ▲ ▲ ▲
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
4 Write Script 60 ▲ ▲ ▲
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
5 Prepare Shotlist 50 ▲ ▲ ▲
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
6
Construct Storyboard Panels 60 ▲ ▲ ▲
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
7 Edit Video 90 ∆ ▲ ▲ ▲
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
8 Integrate Work place 300 ∆ ▲ ▲ ▲
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Figure 1: Competencies chart
Between the process and particular competencies|Between general and particular competencies
▲: Functional link application ●: Functional link application
∆: Functional link existence ο: Functional link existence
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3.4 Flowchart The flowchart of sequencing of learning is a schematic representation of the order of acquisition
of the competencies. It provides an overall planning of the entire training programme and shows
the relationship between the modules. This type of planning is to ensure consistency and
progression of learning. For each module, the flowchart shows the learning that is already in
place, the learning that is to take in parallel or later. The positions defined will have a decisive
impact on all subsequent pedagogical choices. The flowchart of the sequence of learning of the
modules of the training programme is presented on the following page.
Advanced analysis and statistics
8
Figure 2: Flowchart
2D Drawing conception 10 Script Writing 6
Shotlist Prepartion 5 Storyboard Panels Construction 6 Video Editing 9
MATHEMATICAL ANALYSIS, STATISTICS AND PROBABILITY
10 DYNAMICS AND WAVES 5
Sound System Setup 8
Audio Production 11
Industrial attachment program-IAP 30
Upper intermediate workplace english 3
Ikinyarwanda cy’intyoza 3
Working in a socially diverse environment 3 ICT at workplace 3
Business organisation 3
Techniques d’expression orale
et ecrite en francais3
Mawasiliano mbali mbali ya
kiofisi katika kiswahili3
Monitoring of occupational SHE at work place 3
Professional Ethics 3
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4. ASSESSMENT GUIDELINES
4.1 Assessment Methodology
To assess knowledge, practical, and application skills through a jury system of continuous
evaluation that encourages learners to display understanding of the principles in application to
set practical tasks and their attendant theory to assess self-learning.
4.2 Portfolio
A portfolio is a collection of learner work representing learner performance. It is a folder (or
binder or even a digital collection) containing the learner’s work as well as the learner’s
evaluation of the strengths and weaknesses of the work. Portfolios reflect not only work
produced (such as papers and assignments, direct demonstration, indirect demonstration,
products, documents), but also it is a record of the activities undertaken over time as part of
learner learning. The portfolio is meant to show learner growth, development, and
achievements in the education system. It also shows that you have met specific learning goals
and requirements. A portfolio is not a project; it is an ongoing process for the formative
assessment. The portfolio output (formative assessment) will be considered only as enough for
complementary and general modules. Besides, it will serve as a verification tool for each
candidate that he/she attended the whole training before he/she undergoes the summative
assessment for specific modules.
There are two types of assessment (Formative Assessment and Summative/Integrated
Assessment). Each assessment has its own rule for passing to be declared competent.
Formative Assessment
This is applied on all types of modules (e.g. Complementary, General and Specific
modules)
A trainee to be competent for a formative module must have at least 70% on checked
items or “yes” in indicators (e.g. questions, indicators in the checklist)
Each trainee should be competent on all formative assessments to be declared
competent on that module
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All formative assessment should be declared competent before taking the
summative/integrated assessment
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:
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
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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.
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 particularly in considering the delivery of modules which has
prerequisite of a following/subsequent module is considered in issuing TVET certificate,
otherwise other modules can be given anytime.
4. All evidences during assessment (e.g. quiz, checklist, forms) should have a written form
that is compiled in the Trainer (source) and Trainee (result) portfolio. Portfolio is the
responsibility of School, Class Teacher, and Trainees. It should be given to trainees after
certification.
5. Industrial Attachment Program (IAP)
-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.
- The school should organize visit for all trainees in the workplace or industry to
confirm and assist IAP especially in filling up the logbook.
- An interview to the trainee should be conducted in the school after the IAP has
been completed and should be documented in the trainee portfolio.
- All completed logbooks should be part of the trainee portfolio.
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Competence
C C M S H 5 0 2 - MONITORING OF OCCUPATIONAL SHE AT WORKPLACE
CCMSH502 Monitor Occupational SHE best practices
REQF Level: 5 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: September, 2021
Purpose statement
This module describes the skills, knowledge and attitudes required to perform OSHE monitoring systems
taken as instruments used for measurement and analysis in the area of occupational safety, health and
environment. They are commonly used to inform and guide government policy. Typically, these systems
are used to give an indication of the number of work accidents or occupational diseases, or they might
record information about places of work, or about the activities of the organizations involved in ensuring
good working conditions. Moreover, the module describes the skills, knowledge and attitudes required to
monitor occupational safety, health and security policies and procedures, collect and analyze OSHE
incidents report. Finally, the learner learns how to advice and train all employees on health and safety
matters.
Learning assumed to be in place
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Implementing S.H.E. policies and procedures
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Conduct OSHE (occupational safety,
health and environment)
monitoring
1.1 Proper checking of application of OSHE policies,
procedures and regulations
1.2 Proper monitoring of the use of PPEs
1.3 Proper monitoring the compliance of OSHE best practice
2. Collect and analyze occupational
health, safety incidents report
2.1 Proper collection of data regarding OSHE incidents
2.2 proper analysis of OSHE data collected
2.3 Adequate elaboration of a compiled incident reports
2.4 Proper recommendation of safest way to do the job
3. Train all staff on occupational
health, safety and environment
matters
3.1 Appropriate provision of information and instructions
3.2 Appropriate training to all employees and supervisors on
OSHE standards/regulations
3.3 Proper evaluation of trained OSHE programs
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LU1: Conduct OSH (occupational safety and health) monitoring
1
Learning Outcomes:
1. Check the application of OSHE policies, procedures and
regulations
2. Monitor the use of PPEs
3. Monitor compliance of OSHE best practice
10 Hours
Learning Outcome1.1: Check the application of OSHE policies, procedures and regulations
SHE policies in accordance with the discipline
SHE regulations; Safety roles of employees
Responsibility of
administration
Incident reporting
Ventilation and air quality
First aid facilities
Hazard control in
workplace
Equipment and
machinery
Emergency response
plans
SHE standards;
Responsibility in working
place
Hazard identification and
risk Control
Making the working area
safe
o Brainstorming
o Documentary research
o Group discussion
˗ Flipcharts
˗ Markers
˗ Flipcharts stand
˗ Internet
Content
Learning
activities
Resources
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Formative Assessment 1.1
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Checking if OSHE policies, procedures and regulations are applied
Checklist Score
Yes No
Indicator1: SHE policies in accordance with the discipline:
SHE regulations:
Safety roles of employees
Responsibility of administration
Incident reporting
Ventilation and air quality
First aid facilities
Hazard control in workplace
Equipment and machinery
Emergency response plans
SHE standards:
Responsibility in working place
Personnel protective
equipment
Health of employees
Facilities
Reporting of incidents
and accidents
Emergency preparedness
procedures
Performance criterion
Proper checking of application of OSHE policies, procedures and regulations
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Hazard identification and risk Control
Making the working area safe
Personnel protective equipment
Health of employees
Facilities
Reporting of incidents and accidents
Emergency preparedness procedures
Observation
Learning Outcome 1.2: Monitor the use of PPEs
Types of PPEs to be used
according to the trade
Physical verification of PPEs
Cleaning and storage of PEEs
o Group discussion
o Practical exercise
˗ Checklist
˗ PPEs
˗ Brushes
˗ Store
˗ Shelter
˗ Shelves
˗ Pen
Formative Assessment 1.2
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Monitoring the use of PPEs
Content
Learning
activities
Resources
Performance criterion
Proper monitoring of the use of PPEs
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Checklist Score
Yes No
Indicator1: List of PPEs to be used according to the trade is checked
Indicator2: Physical verification of PPEs is done
Indicator3: Cleaning and storage of materials, tools and equipment are checked
Observation
Learning Outcome 1.3: Monitor compliance of OSHE best practice
Discussion on OSHE best
practice
Regulations
Standards
Elements of standards check
list
Performing monitoring of
OSHE best practices
o Brainstorming o Role play o Group discussion o Group work o Filling up the standards
checklist to be evaluated according to the specific trade
Standard check list according to the specific trade
Formative Assessment 1.3
Content
Learning
activities
Resources
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The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Monitoring the compliance of OSHE best practice
Checklist Score
Yes No
Indicator1: OSHE best practices are discussed
regulations
standards
Indicator2: Element of standards checklist are explained
Indicator 3: Monitoring of OSHE best practices is performed
Observation
Performance criterion
Proper monitoring the compliance of OSHE best practice
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LU2: Collect and analyze Occupational health, safety incidents report
2
Learning Outcomes:
1. Collect data regarding OSHE incidents
2. Analyze OSHE data collected
3. Elaborate compiled incident reports
4. Recommend safest way to do the job
10 Hours
Learning Outcome 2.1: Collect data regarding OSHE incidents
Steps of data collection; Consulting of incident report
documents Talk to people involved or
witnesses to the event Site visit
Types of data Primary Secondary
Methods of data collection interview interview Observation
Tools of data collection Questionnaire Interview guide Case study
Categories of incidents; Major accident
fatal permanent injury
Minor accident (injuries) Near miss
o Small group discussions o Pair discussion o Brainstorming
- Reference books - Internet - Hand-outs - Didactic materials
Content
Learning
activities
Resources
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Formative Assessment 2.1
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Collecting data regarding OSHE incidents in working area
Checklist Score
Yes No
Indicator1: Steps of data collection are followed
Consulting of incident report documents
Talk to people involved or witnesses to the event
Site visit
Indicator2: Categories of incidents are identified
Major accident fatal permanent injury
Minor accident (injuries)
Near miss
Observation
Performance criterion
Proper collection of data regarding OSHE incidents
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Learning Outcome 2.2: Analyze OSHE data collected
Root and causes of incident; Poor management
laziness stupidity forgetfulness negligence ignorance
Influencing factors associated with the work
environment individual physical abilities,
organization and its management
system Overload Poor procedures Inadequate training Low motivation
Impact of incidents Social impact
loss of manpower medical expenses
Economic impact poor production, closer of the
company compensation repairs
Physical effects permanent injuries, loss of ability to
handle materials, persistent pain headaches
Psychological effects anxiety, depression
o Small group discussions o Pair discussion o Brainstorming
- Reference books - Internet - Hand-outs - Didactic materials
Formative Assessment 2.2
Content
Learning
activities
Resources
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The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Analyzing the OSHE data collected
Checklist Score
Yes No
Indicator1: Root and causes of incident identified
Poor management
Influencing factors associated with the work
Overload
Poor procedures
Inadequate training
Low motivation
Indicator2: Impact of incidents identified
Social impact
Economic impact
Physical effects
Psychological effects
Observation
Performance criterion
Proper analysis of OSHE data collected
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Learning Outcome 2. 3: Elaborate compiled incident reports
Type of incident reports; Monthly report Quarterly report Annual report
Categories of incidents; Major incident
fatal permanent injury
Minor incident (injuries) Near miss
Template of incidents
o Small group discussions o Pair discussion o Brainstorming
- Reference books - Internet - Hand-outs - Didactic materials
Formative Assessment 2.3
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Elaborating a compiled incident reports
Checklist Score
Yes No
Indicator 1: Types of incident reports are identified
Monthly report
Quarterly report
Annual report
Indicator 2: Categories of incidents are identified
Major incident
Minor Incident
Near miss
Content
Learning
activities
Resources
Performance criterion
Adequate elaboration of a compiled incident reports
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Indicator 3: Template of incidents is well filled
Observation
Learning Outcome 2. 4: Recommend safest way to do the job
Use of PPEs
Emergency preparedness procedures
hazard identification and risk control
making the working area safe
reporting of incidents and accidents
Training of employees
o Small group discussions o Pair discussion o Brainstorming
- Reference books - Internet - Hand-outs - Didactic materials
Formative Assessment 2.4
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Recommending the safest way to do the job
Content
Learning
activities
Resources
Performance criterion
Proper recommendation of safest way to do the job
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Checklist Score
Yes No
Indicator 1: Use of adequate PPEs is recommended
Indicator 2: Emergency Preparedness Procedures is recommended
Indicator 3: Hazard Identification and Risk Control is recommended
Indicator 4: Making the Working area Safe is recommended
Indicator 5: Reporting of Incidents and Accidents is recommended
Indicator 6: Training of employees is recommended
Observation
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LU 3: Train all staff on occupational health, safety and environment matters
3
Learning Outcomes:
1. Provide information and instructions
2. Train all employees and supervisors on OSHE
standards/regulations
3. Evaluate trained OSHE programs
10Hours
Learning Outcome 3.1: Provide information and instructions
Brief description of:
An occupational health and
safety (OH&S) program
A policy statement
The program elements
Individual responsibility
Joint occupational health
and safety committee
Health and safety rules
Correct work procedures
Employee orientation
Training
Workplace inspections
Reporting and investigating
accidents/incidents
Emergency procedures
Medical and first aid
Health and safety promotion
Workplace specific items
Responsibilities of the staff:
Responsibilities of workers
o Brainstorming
o Group work
o Discussion
- Reference books
- Internet
- Hand-outs
- Stories and
pictures
Content
Learning
activities
Resources
29 | P a g e
Using personal protection
and safety equipment as
required by the employer.
Following safe work
procedures
Knowing and complying
with all regulations.
Reporting any injury or
illness immediately
Reporting unsafe acts and
unsafe conditions
Participating in joint health
and safety committees or
as the representative
Responsibilities of supervisor
Instructing workers to
follow safe work
practices.
Enforcing health and
safety regulations.
Correcting unsafe acts
and unsafe conditions.
Ensuring that only
authorized, adequately
trained workers operate
equipment.
Reporting and
investigating all
accidents/incidents.
Inspecting own area and
taking remedial action to
minimize or eliminate
hazards.
Ensuring equipment is
properly maintained
Promoting safety
awareness in workers
Responsibilities of management
Providing a safe and
healthful workplace.
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Establishing and maintaining
a health and safety program.
Ensuring workers are trained
or certified as required.
Reporting
accidents/incidents and
cases of occupational
disease to the appropriate
authority
Providing medical and first
aid facilities
Ensuring personal protective
equipment is available
Providing workers with
health and safety
information
Supporting supervisors in
their health and safety
activities
Evaluating health and safety
performance of supervisors
Formative Assessment 3.1
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Providing information and instructions on occupational health
and safety matters
Checklist Score
Performance criterion
Appropriate provision of information and instructions
31 | P a g e
Yes No
Indicator 1: A brief description of an occupational safety, health and environment (OSHE) program is provided
Indicator 2: A brief description of an occupational health and safety (OSHE) policy statement is provided
Indicator 3: A brief description of an occupational health and safety (OSHE) program elements is provided
Indicator4: Responsibilities of the staff are described
Workers
Supervisor
Management
Observation
Learning Outcome 3.2: Train all employees and supervisors on OSHE standards/regulations
Training on SHE regulations
Safety roles of employees
Responsibility of
administration
Incident reporting
Ventilation and air quality
First aid facilities
Hazard control in
workplace
Equipment and machinery
Emergency response plans
Training on SHE standards
Responsibility in working
place
Hazard identification and
risk control
Making the working area
safe
o Brainstorming
o Group work
o Discussion
- Reference books
- Internet
- Hand-outs
- Stories and pictures
Content
Learning
activities
Resources
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Formative Assessment 3.2
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Providing information on OSHE standards/regulations
Checklist Score
Yes No
Indicator 1: Training on SHE regulations is provided
Safety roles of employees
Responsibility of administration
Incident reporting
Ventilation and air quality
First aid facilities
Hazard control in workplace
Equipment and machinery
Emergency response plans
Indicator 2: Training on SHE standards is provided
Responsibility in working place
Hazard identification and risk control
Personnel protective
equipment
Health of employees
Facilities
Reporting of incidents and
accidents
Emergency preparedness
Procedures
Performance criterion
Appropriate training to all employees and supervisors on OSHE
standards/regulations
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Making the working area safe
Personnel protective equipment
Health of employees
Facilities
Reporting of incidents and accidents
Emergency preparedness Procedures
Observation
Learning Outcome 3.3: Evaluate trained OSHE programs
Development of the evaluation forms
Learning assessment Questions and responses, topic of discussion
Training impact assessment
o Brainstorming o Group work o Discussion o Role play
- Reference books - Internet - Hand-outs - Stories and
pictures - Evaluation form
Formative Assessment 3.3
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Evaluating trained OSHE program
Checklist Score
Content
Learning
activities
Resources
Performance criterion
Proper evaluation of trained OSHE programs
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Competence
Yes No
Indicator1: Evaluation forms are well developed
Learning assessment (Questions and responses, topic of discussion……)
Training impact assessment is conducted
Observation
Reference:
1. Occupational Risk Control : Predicting and Preventing the Unwanted by Viner,Derek , ISBN:
9781472419712, Publication Date: 2015
2. OSHA General Industry regulations Book, 29 CFR 1910 Paperback- July1,2014 y MANCOMM Inc.
(Author, Editor)
3. OH&S : a management guide by Richard Archer, Kerry Borthwick, Susanne Tepe. Publication
Date: 2009
4. G:\\Basic OH&S Program Elements OSH Answers.htm
5. https://www.rospa.com/occupational-safety/advice/training-matters/
6. https://www.3tonline.fi/incident-reporting
7. http://www.safety.uwa.edu.au/topics/plant/inspection
8. http://www.hse.gov.uk/statistics/causdis/index.htm
9. https://www.ccohs.ca/oshanswers/hsprograms/job-haz.html
C C M S C 5 0 2 - WORKING IN A SOCIALLY DIVERSE ENVIRONMENT
CCMSC502 Work in a socially diverse environment
REQF Level: 5 Learning hours
Credits: 3 30
Sector: ALL
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Sub-sector: ALL
Issue date: September, 2021
Purpose statement
This module describes the skills, knowledge and attitude required to be able to successfully work in a
socially diverse environment. The module will allow the participant to develop ways of communicating
with customers and colleagues from diverse backgrounds and accommodating cultural differences.
Furthermore, this module will enable the trainee to be able to identify issues that may cause conflict or
misunderstanding in the workplace because of the cultural differences, find ways of resolving them
and/or referring them to appropriate individuals or bodies.
36 | 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. Communicate with customers and colleagues from diverse backgrounds.
1.1 Adequate valuing of customers and colleagues from different cultural groups and treating them with respect and sensitivity.
1.2 Adequate taking into consideration of cultural differences in all verbal and non-verbal communication and overcoming language barriers.
1.3 Proper obtaining of assistance from colleagues, reference books or outside organizations when required.
2. Address cross-cultural misunderstandings
2.1 Proper identification of issues that may cause conflict or misunderstanding in the workplace.
2.2 Adequate consideration of possible cultural differences when difficulties or misunderstandings occur.
2.3 Appropriate referring of problems and unresolved issues to the appropriate team leader or supervisor for follow-up.
37 | P a g e
D
Learning unit LU 1: Communicate with customers and colleagues from diverse backgrounds
1
Learning Outcomes:
1. Value customers and colleagues from different cultural groups and treat them with respect and sensitivity.
2. Take into consideration cultural differences in all verbal and non-verbal communication and overcome language barriers.
3. Obtain assistance from colleagues, reference books or outside organizations.
12 Hours
Learning Outcome1.1: Value customers and colleagues from different cultural groups and
treat them with respect and sensitivity
Identification of
dimensions to consider
while valuing customers
o Role play o Individual work o Group discussion o Large group discussion o Brainstorming
- Reference books - Role play
scenario - Online materials - Specialised
materials
Content Learning activities Resources
38 | P a g e
Marketing and sales costs
Sales value Repurchase value Service costs Feedback Referrals Advocacy
Explanation of the term cultural groups Definition of a cultural
group
Identification of methods for treating customers from different cultural groups effectively Taking into
consideration forms of address
Consideration of levels of formality or informality
Observance of special religious, feasts, or other celebratory days
Consideration of customs, beliefs, and values
Consideration of product preferences
Formative Assessment 1.1
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Ticking Expose (presentation) Role play
Performance criterion
Adequate valuing of customers and colleagues from different cultural groups
and treating them with respect and sensitivity.
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Checklist Score
Yes No
Indicator: Dimensions to consider while valuing customers are identified
Marketing and sales costs
Sales value
Repurchase value
Service costs
Feedback
Referrals
Advocacy
Indicator: the term cultural groups is well explained
The term a cultural group is defined
Indicator: Methods for treating customers from different cultural groups are well
identified
Taking into consideration forms of address
Consideration of levels of formality or informality
Observance of special religious, feasts, or other celebratory days
Consideration of customs, beliefs, and values
Consideration of product preferences
Observation
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Learning Outcome 1.2: Take into consideration cultural differences in all verbal and non-
verbal communication and overcome language barriers.
Discussion of cultural differences Definition of a cultural
difference Importance of
understanding cultural differences
Types of cultural differences
Identification of strategies for approaching cultural differences Team-wok Model the right
behavior Awareness Communication
Explanation of verbal and non-verbal communication Varied cultural
interpretation of non-verbal behavior and gestures
Personal grooming, including dress and hygiene habits
Spoken language Written language
Identification of strategies for overcoming language barriers Meet, greet, and
farewell customers Give simple directions Give simple instructions Answer simple enquiries Prepare for, serve, and
assist customers Describe goods and
services
o Brainstorming o Role play o Individual work
- Reference books - Role play scenario - Online materials
Content Learning activities Resources
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Formative Assessment 1.2
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Ticking Expose (presentation) Role play
Checklist Score
Yes No
Indicator: the term cultural differences is well discussed
Definition of a cultural difference
Importance of understanding cultural differences
Types of cultural differences
Indicator: strategies for approaching cultural differences are well identified
Team-wok
Model the right behavior
Awareness
Communication
Indicator: verbal and verbal communication are well explained
Varied cultural interpretation of non-verbal behavior and gestures
Personal grooming, including dress and hygiene habits
Spoken language
Written language
Indicator: strategies for overcoming language barriers are well identified
Meet, greet, and farewell customers
Give simple directions
Give simple instructions
Answer simple enquiries
Prepare for, serve, and assist customers
Describe goods and services
Performance criterion
Adequate taking into consideration of cultural differences in all verbal and non-
verbal communication and overcoming language barriers.
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Observation
Learning Outcome 1.3: Obtain assistance from colleagues, reference books or outside
organisations
Identification of actions to take in order to obtain assistance from colleagues Help others often Solve the problem on
your own Find solid resources Stay engaged with
your helpers Be precise when asking
for help Ask for help quietly,
but praise loudly
Identification of benefits of supporting colleagues at work Morale Support Leadership Health Productivity Reputation boosting Valuable new skills
acquisition
Identification of factors influencing willingness to offer help Culture Similarities and
differences
Identification of when not to help out at work
o Group discussion o Individual work o Large group discussion
- Reference books - Online materials - Specialised materials
Content Learning activities Resources
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Formative Assessment 1.3
When no help is requested for
What to do instead
When you are overwhelmed
What to do instead
Identification of methods for helping and supporting colleagues at work Communicate often Recognize colleagues
challenges Volunteer your time Give advice Build a relationship Offer praise Perform an act of
kindness Inspire positivity Ask for help Listen Look for distress
signals
Identification of partnerships for efficient communication Interpreter services Diplomatic services Local cultural
organizations Appropriate
government agencies Educational
institutions Disability advocacy
groups.
Performance criterion
Proper obtaining of assistance from colleagues, reference books, or outside
organizations when required.
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The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Multiple choice True or false question Ticking Expose (presentation)
Checklist Score
Yes No
Indicator: actions to take in order to obtain assistance from colleagues are identified
Help others often
Solve the problem on your own
Find solid resources
Stay engaged with your helpers
Be precise when asking for help
Ask for help quietly, but praise loudly
Indicator: benefits of supporting colleagues at work are identified
Morale
Support
Leadership
Health
Productivity
Reputation boosting
Valuable new skills acquisition
Indicator: factors influencing willingness to offer help are identified
Culture
Similarities and differences
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Indicator: contexts in which one should not offer help are identified
When no help is requested
When you are overwhelmed
Indicator: methods for helping and supporting colleagues at work are well identified
Communicate often
Recognize colleagues challenges
Volunteer your time
Give advice
Build a relationship
Offer praise
Perform an act of kindness
Inspire positivity
Ask for help
Listen
Look for distress signals
Indicator: partnerships for efficient communication are well identified
Interpreter services
Diplomatic services
Local cultural organizations
Appropriate government agencies
Educational institutions
Disability advocacy groups.
Observation
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Learning unit L U 2: Address cross-cultural misunderstandings
2
Learning Outcomes:
1. Identify issues that may cause conflict or misunderstanding in the workplace.
2. Consider possible cultural differences while resolving difficulties or misunderstandings.
3. Refer problems and unresolved issues to the appropriate team leader or supervisor for follow-up.
18 Hours
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Learning Outcome 2.1: Identify issues that may cause conflict or misunderstanding in the
workplace
Explanation of workplace
conflicts/misunderstandings
Definition of workplace
conflicts/misunderstandings
Identification of types of
conflicts at workplace
Interdependence/task-
based conflicts
Leadership conflicts
Workstyle conflicts
Personality-based conflicts
Discrimination
Creative idea conflict
Political, cultural, and
religious views
Pay dispute
Identification of causes/sources
of workplace conflict
Unconscious bias
Social intelligence
Preexisting mind-sets
In-groups and out-groups
Power dynamics
Norms and practices
o Individual work
o Group discussion
o Large group discussion
o Brainstorming
- Reference books
- Online materials
- Specialised
materials
Formative Assessment 2.1
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Content Learning activities Resources
Performance criterion
Proper identification of issues that may cause conflict or misunderstanding in
the workplace.
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Types of evidence Portfolio assessment tools
Written
Oral
Multiple choice True or false question Ticking Expose (presentation)
Checklist Score
Yes No
Indicator: the term workplace conflicts/misunderstandings is well explained
Definition of workplace conflicts/misunderstandings
Indicator: Types of conflicts at workplace are well identified
Interdependence/task-based conflicts
Leadership conflicts
Workstyle conflicts
Personality-based conflicts
Discrimination
Creative idea conflict
Political, cultural, and religious views
Pay dispute
Indicator: causes/sources of workplace conflict are well identified
Unconscious bias
Social intelligence
Preexisting mind-sets
In-groups and out-groups
Power dynamics
Norms and practices
Observation
Learning Outcome 2.2: Consider possible cultural differences while resolving difficulties or
misunderstandings
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Identification of workplace
conflicts resolution steps
Find out the cause
Embrace conflict
Talk things out
Carefully listen
Guidance and solution
Identification of strategies for
workplace conflict resolution
Strategies for resolving a conflict
you are involved in
Calm down
Communicate via active
listening
Self-reflect and resolve
conflict
Strategies for resolving a
conflict you are not involved
in
Listen to both side of the
story
Work together with both
parties involved
Watch out for harassment
Work to build a united team
Identification of workplace
challenges brought about by
cultural differences
Colleagues form some
cultures may be less likely to
let their voices be heard
Integration across
multicultural teams can be
difficult in the face of
prejudice or negative cultural
stereotypes
Professional communication
can be misinterpreted or
difficult to understand across
languages and cultures
o Role play
o Group discussion
o Large group discussion
o Individual work
- Reference
books
- Role play
scenario
- Online
materials
- Specialised
materials
Content Learning activities Resources
50 | P a g e
Navigating visa requirements,
employment laws, and the
cost of accommodating
workplace requirements can
be difficult
Different understandings of
professional etiquette
Conflicting working styles
across teams
Identification of conflict
resolution skills
Communication
Emotional intelligence
Empathy
Problem-solving
Formative Assessment 2.2
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Ticking Expose (presentation) Role play
Checklist Score
Yes No
Performance criterion
Adequate consideration of possible cultural differences when difficulties or
misunderstandings occur.
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Indicator: workplace conflicts resolution steps are well identified
Find out the cause
Embrace conflict
Talk things out
Carefully listen
Guidance and solution
Indicator: strategies for workplace conflict resolution are well identified
Strategies for resolving a conflict you are involved in
Calm down
Communicate via active listening
Self-reflect and resolve conflict
Strategies for resolving a conflict you are not involved in
Listen to both side of the story
Work together with both parties involved
Watch out for harassment
Work to build a united team
Indicator: workplace challenges brought about by cultural differences are well identified
Colleagues form some cultures may be less likely to let their voices be heard
Integration across multicultural teams can be difficult in the face of prejudice or negative cultural stereotypes
Professional communication can be misinterpreted or difficult to understand across languages and cultures
Navigating visa requirements, employment laws, and the cost of accommodating workplace requirements can be difficult
Different understandings of professional etiquette
Conflicting working styles across teams
Indicator: conflict resolution skills are well identified
Communication is explained
Emotional intelligence is explained
Empathy is explained
Problem-solving is explained
Observation
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Learning Outcome 2. 3: Refer problems and unresolved issues to the appropriate team leader or
supervisor for follow-up
Identification of roles of the
supervisor in resolving
conflict in the workplace
Establish expectations
Create a reporting
system
Counsel employees
Use disciplinary
measures
Encourage respect
Description of
procedure for solving
problems in the
workplace
Informal procedure of
workplace problems
resolution
Formal procedure of
workplace problems
resolution
Identification of useful tips
to approach supervisors
when conflicts arise
Think about solutions
before you approach the
boss
Calculate the risks
Know your timing
Ask for help
Be prepared
Be professional
Make sure your side of
the street is clean
Admit fault
Be willing to take advice
Description of strategies for
raising issues
Informal communication
o Role play
o Individual task
o Group work
o Large group discussion
- Reference books
- Role play scenario
- Online materials
- Specialised
materials
Content Learning activities Resources
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Informal meeting
Mediation
Formal communication
Formal writing
Formal meetings
Work ethics
Formative Assessment 2.3
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Ticking Observation checklist
Checklist Score
Yes No
Indicator: roles of the supervisor in resolving conflicts in the workplace are well identified
Establish expectations
Create a reporting system
Counsel employees
Use disciplinary measures
Encourage respect
Indicator: procedure for solving problems in the workplace is well described
Performance criterion
Appropriate referring of problems and unresolved issues to the appropriate
team leader or supervisor for follow-up.
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Informal procedure of workplace problems resolution
Formal procedure of workplace problems resolution
Indicator: useful tips to approach supervisors when conflicts arise are well identified
Think about solutions before you approach the boss
Calculate the risks
Know your timing
Ask for help
Be prepared
Be professional
Make sure your side of the street is clean
Admit fault
Be willing to take advice
Indicator: strategies for raising issues are well described
Informal communication
Informal meeting
Mediation
Formal communication
Formal writing
Formal meetings
Work ethics
Observation
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Competence
Reference books:
1. Axtell, R. E., & Parker Pen Company. (1993). Do’s and taboos around the world. New York: Wiley.
2. House, R. J., & Global Leadership and Organizational Behavior Effectiveness Research Program. (2004). Culture, leadership, and organizations: The GLOBE study of 62 societies. Thousand Oaks, CA: Sage Publications.
3. Meyer, E. (2014). The culture map: Breaking through the invisible boundaries of global business. Public Affairs.
4. Schwartz, S. (2006). A theory of cultural value orientations: Explication and applications. Comparative Sociology, 5, 137-182.
C C M B O 5 0 2 - BUSINESS ORGANISATION
CCMBO502 Organize a business
REQF Level: 5 Learning hours
Credits: 3 30
Sector: ALL
Sub-sector: ALL
Issue date: September, 2021
Purpose statement
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This module covers the skills, knowledge and attitude to organize a business which is linked to
organizational strategic outcomes and facilitates the achievement of service delivery. The module will
allow the learner to Identify activities to be accomplished before real business operations, create a
productive working environment, run real business operations and monitor and evaluate the business.
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Learning assumed to be in place
Business plan development
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Identify activities to be accomplished
before real business operations
1.1 Proper verification of business start-up
requirements in line with business entity
1.2 Accurate recruiting of employees in line with task
requirements
1.3 Effective performing purchasing of business
requirements in line with business plan
2. Create a productive working
environment
2.1 Accurate setting of business ethical conduct in
accordance with business industry
2.2 Effective assigning of responsibilities in accordance
with organisation structure
2.3 Permanent matching personal characteristics with
business requirements
2.4 Proper maintaining of good relationship with
customers and suppliers in accordance with business
ethical conduct set.
3. Run real business operations 3.1 Proper setting of short-term business goals in line
with business mission and vision.
3.2 Accurate optimizing the utilization of available
resources in accordance with objective function,
decision variables and business constraints.
3.3 Regular employing targeted promotional and
marketing campaigns in line with marketing
objectives
4. Monitor and evaluate the business 4.1 Clear preparation of a daily report of business
activities
4.2 Regular organization of employee’s meeting in
accordance with customer’s inquiries and needs
4.3 Regular consultation of business plan in accordance
with monitoring and evaluation tools
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Learning unit LU 1:Identify Activities To Be Accomplished For Real Business
1
Learning Outcomes:
1. Verify business start-up requirements in line with business entity
2. Recruit employees in line with task requirements
3. Perform purchasing of business requirements in line with business plan
5 Hours
Learning Outcome1.1: Verify business start-up requirements in line with business entity
Meaning of business requirements
Explaining steps of business requirements estimation
Determining business location requirements: Working place
layout Office equipment Office furniture
Raw materials for initial storage Production
equipment and machinery
Production consumables
Start-up finances Quantity of
financial needs Sources finances
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 ˗ Post note
Content
Learning
activities
Resources
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Allocation of finance resources
Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence Product evidence
Essay& Cases study
True or false question A produced start up plan
Checklist Score
Yes No Indicator 1:Meaning of business requirements are explained
Indicator 2:Steps of business requirements estimation are described
Indicator 3 : Business location requirements are determined
Working place layout Office equipment
Office furniture
Indicator 4: Raw materials for initial storage are identified
Production equipment and machinery are identified Production consumables are identified
Indicator 5: Start-up finances are identified
Quantity of financial needs are identified
Sources finances are identified
Allocation of finance resources are identified
Observation
Performance criterion
Proper verification of business start-up requirements in line with business entity
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Learning Outcome 1.2:Recruit employees in line with task requirements
Meaning of employee recruitment
Explaining Functions of employee’s recruitment Job design and
development Identifying and seeking
candidates Receiving and tracking
applicants Reference and
background checks Testing Interview Evaluation and hiring
Identifying the principles and strategies of employee recruitment
Principles Strategies
Identifying the factors influencing employee’s recruitment Internal factors
Budget constraints Expected or trend of
employee separations Production levels Sales increases or
decreases Global expansion plans
External factors
Changes in technology Changes in laws Unemployment rates Shifts in population Shifts in urban,
suburban, and rural areas
Competition
o Brainstorming o Questions and answers o Story telling o Problem solving
˗ Flipchart ˗ Marker pens ˗ Pens ˗ Internet ˗ Reference books ˗ Case studies ˗ Scenarios ˗ Employee
recruitment template
Content
Learning
activities
Resources
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Explaining the process of recruitment, the employees: Staffing plans and
forecasting Write the job description
and job specifications. Confirm job analysis Have a bidding system to
recruit and review internal candidate qualifications for possible promotions.
Determine the best recruitment strategies for the position.
Implement a recruiting strategy.
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence
Product evidence
Observation checklist Number of employees recruited
Performance criterion
Accurate recruiting of employees in line with task requirements
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Checklist Score
Yes No
Indicator 1: Employees recruitment is explained
Indicator 2: Functions of employees recruitment are explained
Job and development are designed
Candidates are identified and specified ( seeking)
Applicants are received and traced
Reference and background are checked and tested
Interview is done
Evaluation is hired
Indicator 3: Principles and strategies of employee recruitment are explained
Principles are explained
Strategies are explained
Indicator 4: Factors influencing employees recruitment are explained
Internal factors are identified
Budget constraints is identified `
Expected or trend of employee separations is done
Production levels are identified
Sales increases or decreases are analysed
Global expansion plans is done
External factors are identified
Changes in technology are identified
Changes in laws are identified
Unemployment rates is identified
Shifts in population is identified
Shifts in urban, suburban, and rural areas are analysed
Competition is analysed
Indicator 5: Recruitment process are explained
Staffing plans are forecasted
The job description and job specifications are written
Job analysis is confirmed
A bidding system to recruit and review internal candidate qualifications for possible promotions are illustrated
The best recruitment strategies for the position are determined
A recruiting strategy is implemented
Observation
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Learning Outcome 1.3: Perform purchasing of business requirements in line with business plan
Defining purchasing
Determining of purpose of purchasing
Explaining types of purchasing Centralised purchasing Decentralised purchasing
Explaining principles of purchasing Right price Right quality Right quantity Right time Right place
Explaining purchasing procedures Meaning Steps involved in
purchasing procedures
Describing documents used in purchasing procedures. Material requisition form Inquiry Reply Purchase order Advice note Delivery note Invoice Credit status inquiry Debit note Credit note Receipt Statement of account
Meaning of suppliers
Explaining factors influencing choice of effective suppliers
o Brainstorming o Questions and answers o Story telling o Problem solving
˗ Flipchart ˗ Marker pens ˗ Pens ˗ Internet ˗ Reference books ˗ Case studies ˗ Scenarios ˗ Template of
documents used in purchasing process
Formative Assessment 1.3
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
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion
Checklist Score
Yes No
Indicator 1: Purchasing is defined
Indicator 2: Purpose of purchasing is determined
Indicator 3: Types of purchasing are explained
Centralised purchasing
Decentralised purchasing
Indicator 4: Principles of purchasing are explained
Right price
Right quality
Right quantity
Right time
Right place
Indicator 5: Purchasing procedures are explained
Meaning
Steps involved in purchasing procedures
Indicator 6: Documents used in purchasing procedures are explained
Material requisition form
Inquiry
Reply
Purchase order
Advice note
Delivery note
Invoice
Credit status inquiry
Performance criterion
Effectively performing purchasing of business requirements in line with business
plan
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Debit note
Credit note
Receipt
Statement of account
Indicator 7: Meaning of suppliers is explained
Indicator 8: Factors influencing choice of effective suppliers are explained
Observation
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Learning unit LU 2: Create a productive working environment
2
Learning Outcomes:
1. Set business ethical conduct in accordance with industry
2. Assign responsibilities in accordance with organization
structure
3. Match personal characteristics with business requirements
4. Maintain good relationship with customers and suppliers in accordance with business ethical conduct set 7Hours
Learning Outcome 2.1: Set business ethical conduct in accordance with business industry
Defining the term ethical conduct
Explaining the objectives of ethical conduct in a business
Identifying Rules and regulations of the business
Positive attitude required to business members
sanctions proposed by the law in business
o Oral presentation o Brainstorming o Questions and answers o Practical exercise o Large group discussion
˗ Flipchart ˗ Marker pen ˗ Pen ˗ Internet ˗ Reference books ˗ Case studies ˗ Business plan
templateIncluding questions that guiding trainee to write a business plan
Content
Learning
activities
Resources
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Explaining the types of unethical behaviour in a business
Mistreating Employees
Financial Misconduct Misrepresentation Identifying techniques
of encouraging a positive ethical behaviour in business
Rewards Expectations Training Policies
Methods of handling unethical conduct in business set of conventional
principles clear and transparent
policies keep the code updated ethics should be
involved in day to day activities
document the dishonest behaviour
Endow company’s employees
deal with payment fraud
Explaining the ways to address unethical behaviour at the workplace Create a code of
conduct Lead by example Reinforce
consequences for unethical behaviour
Show employees appreciation
Welcome an ethics speaker
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Create checks and balances
Hire for values
Identifying the Importance of positive ethical conduct in the business
Increase the overall morale
Enhance the performance of an organization
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion
Problem solving Observation checklist
Checklist Score
Yes No
Indicator 1: Business ethical conduct is defined Indicator 2: Objectives of ethical conduct in a business are explained
Indicator 3: Rules and regulations of the business are identified
Indicator 4: Positive attitude required to business members are explained
Indicator 5: Sanctions proposed by the law in business are identified
Indicator 6: Types of unethical behaviour in a business are identified
Performance criterion
Accurate setting business ethical conduct in accordance with business industry
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Mistreating Employees
Financial Misconduct
Misrepresentation
Identifying techniques of encouraging a positive ethical behaviour in business
Rewards
Expectations
Training
Policies
Indicator 7: Methods of handling unethical conduct in business are
explained
Conventional principles are set
clear and transparent policies are identified
Updated code of conduct are kept
ethics should be involved in day to day activities
Dishonest behaviours are documented
Company’s employees are endowed Payment fraud is dealt
Indicator 8: The ways to address unethical behaviour at the workplace are
explained
Code of conduct is created
Lead by example
Consequences for unethical behaviour are Reinforce
Show employees appreciation
An ethic speaker is welcomed
Create checks and balances
Hire for values
Indicator 9:Importance of positive ethical conduct in the business are identified
Increase the overall morale
Enhance the performance of an organization
Observation
Learning Outcome 2.2: Assign responsibilities in accordance with organisation structure
Content
Learning
activities
Resources
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Defining responsibilities assignment in business
Explaining attribution of responsibilities Estimation of volume of task Determination of task’s
requirements Allowing time to the volume of
task
Explaining responsibility assignment matrix RAC: Responsible, Accountable, Consulted and Informed.
o Oral presentation o Brainstorming o Questions and answers o Practical exercise
˗ Flipchart ˗ Marker pen ˗ Pen ˗ Internet ˗ Reference
books ˗ Case studies ˗ Business plan
templateIncluding questions that guiding trainee to write a business plan
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist
Checklist Score
Yes No
Indicator 1: Responsibilities assignment in accordance with organisation structure are defined
Performance criterion
Effective assigning of responsibilities in accordance with organization structure
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Indicator 2: Attribution of responsibilities are identified
Volume of task is estimated Task’s requirements are determined
Time to the volume of task is allowed
indicator 3: Responsibility assignment matrix is explained RAC (Responsible, Accountable, Consulted and Informed) are explained
Observation
Learning Outcome 2.3: Match personal characteristics with business requirements
Conducting self-assessment on personal characteristics with business requirements:
Self-assessment of time management practices Defining tool of
assessment Self-Assessment Measuring gap between
personal characteristics
o Oral presentation o Brainstorming o Questions and answers o Practical exercise
˗ Flipchart ˗ Marker pen ˗ Pen ˗ Internet ˗ Reference books ˗ Case studies ˗ Business plan
templateIncluding questions that guiding trainee to write a business plan
Content
Learning
activities
Resources
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and business requirements
Defining strategies to eliminate gaps
Self-assessment in motivating employees practices
Defining tool of assessment
Self-Assessment Measuring gap between
personal characteristics and business requirements
Defining strategies to eliminate gaps
Self-assessment in financial practices Defining tool of
assessment Self-Assessment Measuring gap between
personal characteristics and business requirements
Defining strategies to eliminate gaps
Self -assessment in inventory practices
Defining tool of assessment
Self-Assessment Measuring gap between
personal characteristics and business requirements
Defining strategies to eliminate gaps
Formative Assessment 2.3
Performance criterion
Permanently matching personal characteristics with business requirements
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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 Essay& Cases study
True or false questioning Sentence completion Observation checklist
Checklist Score
Yes No
Indicator 1: Self assessment on personal characteristics with business requirements is conducted.
Self-assessment of time management practices is applied
Tool of assessment is defined
Self-Assessment is done
Gap between personal characteristics and business requirements is measured
Strategies to eliminate gaps are defined
Self-assessment in motivating employees practices are applied
Tool of assessment is defined
Self-Assessment is done
Gap between personal characteristics and business requirements is measured
Strategies to eliminate gaps are defined
Self-assessment on financial practices is conducted
Tool of assessment is defined
Self –Assessment is done
Gap between personal characteristics and business requirements is measured
Strategies to eliminate gaps are defined
Self-assessment in inventory practices is conducted
Tool of assessment is defined
Self-Assessment is done
Gap between personal characteristics and business requirements is measured
Strategies to eliminate gaps are defined
Observation
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Learning Outcome 2.4: Maintain good relationship with customers and suppliers in
accordance with business ethical conduct set
Defining the term relationship with customers and suppliers in a business
Identifying the purpose of maintaining a good relationship with customers and suppliers.
Explaining the methods used to Maintain good relationship with Customers and Suppliers: communicate exceed expectation ask for feedback connect show appreciation
understand the needs of
your suppliers be a great customer communication timely feedback choose suppliers that align
to your values loyalty
Explaining the importance of maintaining good customers and suppliers relationship to the business:
Increase customer
life time value reduce customer
churn improve customer
loyalty
Identifying the ways to address: Customer complaints Suppliers complaints
o Oral presentation o Brainstorming o Questions and answers o Practical exercise
˗ Flipchart ˗ Marker pen ˗ Pen ˗ Internet ˗ Reference books ˗ Case studies ˗ Business plan
templateIncluding questions that guiding trainee to write a business plan
Content
Learning
activities
Resources
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Explaining manual procedures for business operations as tool for maintain customer and suppliers relationship.
Formative Assessment 2.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence
Written evidence
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist
Checklist Score
Yes No
Indictor 1 : Relationship with customers and suppliers in a business is defined
Indictor 2: Purpose of maintaining a good relationship with customers and suppliers is identified
Indictor 3: Methods used to Maintain good relationship are identified
communicate
exceed expectation
ask for feedback
connect
show appreciation
understand the needs of your suppliers
be a great customer
Performance criterion
Proper maintaining of good relationship with customers and suppliers in
accordance with business ethical conduct set
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communication
timely feedback
choose suppliers that align to your values
loyalty
Indictor 4: Importance of maintaining good customers and suppliers relationship are explained
Increase customer life time value
reduce customer churn
improve customer loyalty
Indictor 5: Ways to address Customer and supplier’s complaints are explained
Customer complaints
Suppliers complaints
Indictor6: Manual procedures for business operations as tool for maintain customer and suppliers relationship are explained
Observation
Learning unit LU 3:Run real business operation
3
Learning Outcomes:
1. Set of short-term business goals in line with business mission
and vision
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10Hours 2. Optimize the utilization of available resources in accordance
with objective function, decisions variables and business
constraints
3. Employ targeted promotional and marketing campaigns in line with marketing objectives
Learning Outcome 3.1: Set of short-term business goals in line with business mission and vision
Defining short-term business goals
Categorization of business goals
Long-term goals Medium goals Short-term goals
Setting business goals: Long-term goals Medium goals Short-term goals
o Oral presentation o Brainstorming o Questions and answers o Practical exercise
˗ Flipchart ˗ Marker pen ˗ Pen ˗ Internet ˗ Reference
books ˗ Case studies ˗ Risk analysis
template
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises Essay& Cases study
True or false questioning Sentence completion
Observation checklist
Content
Learning
activities
Resources
Performance criterion
Proper setting of short-term business goals in line with business mission and
vision
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Checklist Score
Yes No
Indicator 1: Business short- term goals are defined
Indicator 2: Business goals are categorized
Long-term goals
Medium goals
Short-term goals
Indicator 3: Business goals are set
Long-term goals
Medium goals
Short-term goals
Observation
Learning Outcome 3.2: Optimize the utilization of available resources in accordance with objective function, decision variables and business constraints
Meaning of business resources
Explaining types of business resources Financial resources Assets Human resources Technological resources
Identifying the purpose of optimizing the utilisation of available resources
Explaining the methods to optimise utilisation of available resources
Explaining the methods used to control utilisation of resources: Procedures of using resources Targeted result Anticipated emergencies in
planning Inventory planed
Describing the importance of optimizing available resources for: Employees Business owners Business stakeholders
o Brainstorming on identifying meaning of key words
o Oral presentation Demonstration of contingency plan samples
o Group discussion o Documentary research o Internet research o Practical exercise on
identifying risk to be covered by a contingency plan
˗ Flipchart ˗ Markers ˗ Pen ˗ Internet ˗ Reference
books ˗ Case studies ˗ Business plan ˗ Computer
Content
Learning
activities
Resources
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Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist
Checklist Score
Yes No
Indicator 1: Business resources are explained
Indicator 2: Types of business resources are explained
Financial resources
Assets
Human resources
Technological resources
Indicator 3: Purpose of optimizing the utilisation of available resources is identified
Indicator 4: Methods to optimise utilisation of available resources are explained
Indicator 5: Methods used to control utilisation of resources are identified
Procedures of using resources
Targeted result
Anticipated emergencies in planning
Inventory planed
Indicator 6:Importance of optimizing available resources is described
Employees
Business owners
Business stakeholders
Observation
Performance criterion
Accurate optimizing the utilization of available resources accordance with
objective function, decision variables and business constraints
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Learning Outcome 3.3:Employ targeted promotional and marketing campaignsin line with
marketing objecives
Explaining product promotional and marketing campaigns Meaning Aspects of product promotion
Advertising product or brand Generating sales Creating brand loyalty
Identify Elements/tools/piece of promotional mi/plan Public relations/publicity Advertising Sales promotion Personal selling Direct marketing
Explaining promotional strategies Get the most out of social
media Generate conversation with
swag Offer incentives with
targeted landing pages Appeal locally and create an
event Boost your brand with
education
Establishing promotional mix/plan
Explaining marketing campaign: Meaning Aspects of marketing campaign
Components of marketing
campaign Marketing Offer Creation Goal Setting
o Brainstorming on identifying meaning of key words
o Oral presentation Demonstration of contingency plan samples
o Group discussion o Documentary research o Internet research o Practical exercise on
defining contingency plan
˗ Flipchart ˗ Markers ˗ Pen ˗ Internet ˗ Reference
books ˗ Case studies ˗ Role play
scenarios ˗ Business plan ˗ Computer
Content
Learning
activities
Resources
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Landing Page Drive Traffic Lead Nurturing End & Analyze Your
Campaign Views Leads Customers
Developing marketing campaign strategies
Clear & concise calls-to-
action. Hyper-target to a niche
Audience. Create a story that speaks to
all Medias. Make it easy to Share. Inspire interaction. Use a memorable and
repeatable Spokesperson.
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises Essay& Cases study True or false questioning
Sentence completion
Observation checklist
Checklist Score
Yes No
Indicator 1: Product promotional and marketing campaigns are explained
Performance criterion
Regular employing targeted promotional and marketing campaigns in line with
marketing objectives
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Meaning
Aspects of product promotion
Advertising product or brand
Generating sales
Creating brand loyalty
Indicator 2: Elements/tools/piece of promotional plan are identified
Public relations/publicity
Advertising
Sales promotion
Personal selling
Direct marketing
Indicator 3: Promotional strategies are explained
Get the most out of social media
Generate conversation with swag
Offer incentives with targeted landing pages
Appeal locally and create an event
Boost your brand with education
Indicator 4: Promotional mix/plan is established
Indicator 5: Marketing campaign is explained
Meaning
Aspects of marketing campaign
Components of marketing campaign
Marketing Offer Creation Goal Setting
Landing Page
Drive Traffic
Lead Nurturing
End & Analyze Your Campaign
Views
Leads
Customers
Indicator 5: Marketing campaign strategies are developed
Clear & concise calls-to-action.
Hyper-target to a niche Audience.
Create a story that speaks to all Medias.
Make it easy to Share.
Inspire interaction.
Use a memorable and repeatable Spokesperson.
Observation
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Learning unit LU 4: Monitor and evaluate the business
4
Learning Outcomes:
1. Prepare a daily report of business activities
2. Organize employee’s meeting in accordance with customer’s
inquiries and needs
3. Consult to business plan in accordance with monitoring and evaluation tools
8Hours
Learning Outcome 4.1: Prepare a daily report of business activities
Preparing daily report of business activities Meaning of business
daily report Purpose of business
daily report format of daily report
of business activities importance of
business daily report to the business
o Brainstorming on present the business plan
o Demonstration on present the business plan
o Practical exercise on present the business plan
˗ Flipchart ˗ Markers ˗ Pen ˗ Internet ˗ Reference books ˗ Case studies ˗ play scenarios ˗ Computer ˗ Format of daily report
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
Content
Learning
activities
Resources
Performance criterion
Clear preparation of a daily report of business activities
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Written evidence
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion
Checklist Score
Yes No
Indicator: A daily report of business activities is prepared
Business daily report is explained
Purpose of business daily report is explained is
Format of daily report of business activities is explained
Importance of business daily report to the business is explained
Observation
Learning Outcome 4.2: Organize employee’s meeting in accordance with customer’s inquiries
and needs
Meaning of effective employees’ meeting
Explaining the purpose of employee’s meeting
Meaning of customer inquiries and needs
Identifying the ways of gathering customer’s inquiries and needs
Explaining steps of effective employee’s meeting
Setting meeting objectives
Preparing meeting requirements
Running employee’s meeting
o Brainstorming on communication of business plan, strategy and outcomes
o Role play on communication of business plan, strategy and outcomes
˗ Flipchart ˗ Markers ˗ Pen ˗ Internet ˗ Reference books ˗ Case studies ˗ scenarios ˗ Computer ˗ Internet
Content
Learning
activities
Resources
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Identifying the ways to make employee meeting more engaging Facilitate
brainstorming session Stand up Set meeting goals
together Offer incentives and
rewards Set a clear framework
in advance
Formative Assessment 4.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion
Observation checklist
Checklist Score
Yes No
Indictor 1 :Effective employees meeting is explained
Indicator 2: The purpose of employee’s meeting is explained
Indictor 3: Meaning of customer inquiries and needs is explained
Indictor 4: Ways of gathering customer’s inquiries and needs are identified
Indictor 5: Steps of effective employee’s meeting are explained
Meeting objectives are met
Meeting requirements are prepared
Performance criterion
Regular organization of employee’s meeting in accordance with customer’s
inquiries and needs
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Running employee’s meeting is done
Indicator 6: ways to make employee meeting more engaging
Brainstorming session is facilitated
Stand up
Set meeting goals together is done
Incentives and rewards are offered
Set a clear framework in advance
Observation
Learning Outcome 4.3: Consult to business plan in accordance with monitoring and evaluation tools
Defining the purpose of business plan for the business
Explaining the purpose of consulting business plan during a business operation:
Create an effective strategy for growth
Determine the future financial needs
Attract investors and leaders
Description of critical parts of the business to be considered while running business: Executive summary Business description Market analysis and
strategy Marketing and sales
plan Competitive analysis
o Brainstorming on importance of presenting business plan.
o Role play on importance of presenting business plan.
˗ Internet ˗ Reference books ˗ Case studies ˗ scenarios ˗ Computer ˗ Internet
Content
Learning
activities
Resources
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Management and organization
Description of product and services description
Operating plan
Identification of what to be consulted in your business plan
Using business plan as tool
Formative Assessment 4.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence
Product evidence
Proposed tools: Observation checklist A produced consultation plan
Checklist Score
Yes No
Indicator1: Purpose of a business plan for the business is defined
Indicator 2:Purpose of consulting business plan during a business operations is explained
An effective strategy for growth is created
The future financial needs is determined
Attract investors and leaders
Indicator3: Critical part of the business to be considered while running business are described.
Executive summary
Business description
Market analysis and strategy
Marketing and sales plan
Competitive analysis Management and organization
Description of product and services description
Operating plan
Performance criterion
Regular consultation of business plan in accordance with monitoring and
evaluation tools
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Competence
Indicator4: what to be consulted in the business plan is identified
Indicator5:Business plan as tool is used
Observation
Reference books:
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
C C M E N 5 0 2 - UPPER INTERMEDIATE WORKPLACE ENGLISH
CCMEN502 Maintain professional communication in upper-intermediate English
REQF Level: 5 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: September,2021
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Purpose statement
This module describes the skills, knowledge and attitudes to be acquired for the Trainees The trainee
will be able to prepare and deliver speeches at different social and professional occasions, adapt speech
messages to a particular audience ask questions to clarify, extend and follow up ideas, Produce medium
compositions on different trade-related subjects, Identify and differentiate different business
documents, Effective writing of different business documents, Identify and use of writing styles, read
different trade-related texts, apply reading techniques to selected trade-related texts, Explain key
terms/words in their context, Answer reading comprehension questions precisely, analyze different
trade-related texts, summarize trade-related texts (in own words), identify differences between
common English accents, listen and respond to users of common English their accents, reporting
information listened to from different common accents, steps of speech preparation and delivery
important tips on speech delivery, requirements to properly articulate information, analyze trade-
related texts and summarize texts.
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Module prerequisites
Pre- intermediate workplace English Intermediate Workplace English
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Communicate orally in social and
professional situations with ease
1.1 Effective preparation of speeches on different social and professional occasions
1.2 Effective delivery of speeches by audible and clear articulation of messages addressed to an audience using pronunciation, segmental and Suprasegmental phonology
1.3 Asking relevant questions to clarify, extend and follow up ideas according to question forms
2. Read correctly a range of
materials
2.1 Adequate reading of different trade-related texts 2.2 Clear analysis of trade-related texts (identification and
description of characters, events and settings, as well as to express preferences by giving reasons)
2.3 Effective summary of key ideas in trade-related texts
3. Listen to audio messages with
different English accents to get
the intended message6
3.1 Active listening and responding to others 3.2 Clear identification of differences between common
English accents 3.3 Accurate reporting of information listened to in different
accents
4. Produce a variety of medium
texts on professional and
general topics
4.1 Clear and detailed writing about a wide range of trade-related subjects.
4.2 Correct differentiation of business documents (inventory, memos, letters, handovers, receipts, minutes)
4.3 Appropriate writing of business documents 4.4 Appropriate use of writing style applicable to each type
of business document
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Learning unit
LU 1: Communicate orally in social and professional situations with ease
1
Learning Outcomes:
1. Prepare speeches for different social and professional occasions
2. Deliver speeches to an audience 3. Ask questions to clarify, extend and follow up ideas according
to question forms 10 Hours
Learning Outcome1.1: Prepare speeches for different social and professional occasions
Steps for speech preparation Step 1: Research and
Preparation Step 2: Speech writing Step 3: Practicing Step 4: Putting Visual
Aids together Step 5: Predicting
questions and answers
Identification of categories of audience Familiar audience Non-familiar audience Adaptation of the
message to the audience
o Brainstorming o Documentary research o Practical exercise o Presentation o Role plays
Flip charts
White/chalk Board
Markers
Microphones
Reference books
Scenarios
Stationeries
Scenarios
Projector
Lesson plan
Trainee manual
Reference books
Formative Assessment 1.1
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
Writing practice
Task: Write a 5 minutes’ speech on a topic of choice to be presented to
the class.
Checklist Score
Yes No
Indicator: Steps for speech preparation are well applied
Background of the topic is given
Speech script is prepared
Practice
Visual Aids are prearranged
Prospective questions and answers are hypothesized
Indicator: Categories of audience are well identified
Familiar audience is identified
Non-familiar audience is identified
Message is adapted to the audience
Observation
Learning Outcome 1.2:Deliver speeches to an audience
Content
Learning
activities
Resources
Performance criterion
Effective preparation of speeches on different social and professional occasions
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Important tips for speech delivery
Dos and Don’ts on speech delivery
Requirements to articulate message Pronunciation Speed Tone
o Brainstorming o Documentary research o Practical exercise o Presentation o Role plays
Flip charts
White/chalk Board
Markers
Microphones
Reference books
Scenarios
Stationeries
Scenarios
Projector
Lesson plan
Trainee manual
Reference books
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence
Performance evidence
Presentation
Task
Deliver a 5 minutes’ speech on a topic of choice to the class.
Checklist Score
Yes No
Indicator 1: Effective speech delivery to an audience
Tips for speech delivery are applicable
Dos and Don’ts on speech delivery are applicable
Indicator 2: Message articulation is effective
Pronunciation is accurate
Speed is considerable
Tone is formal
Observation
Performance criterion
Effective delivery of speeches by audible and clear articulation of messages
addressed to an audience using pronunciation, segmental and suprasegmental
phonology
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Learning Outcome 1.3: Ask questions to clarify, extend and follow up ideas according to
question forms
Question forms Yes/No questions Wh-questions Choice questions Hypothetical questions Embedded questions Leading questions
o Practical exercise o Presentation o Role plays o Group work
Scenarios
White/blackboard
Reference books
Markers
Flip charts
Paper
Stationeries
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence
Performance evidence
Discussions Presentations
Task: Answer at least 3 questions from the audience on your 5-minutes speech.
Checklist Score
Yes No
Indicator: Questions are well formulated
Yes/No questions are well formulated
Wh-questions are well formulated
Choice questions are well stated
Hypothetical questions are well formulated
Embedded questions are well formulated
Leading questions are well formulated
Observation
Content Learning
activities
Resources
Performance criterion
Asking relevant questions to clarify extend and follow up ideas according to
question forms
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Learning Unit
LU 2: Read correctly a range of materials
2
Learning Outcomes:
1. Read different trade-related texts 2. Analyze trade-related texts 3. Summarize key ideas in trade-related texts
5 Hours
Learning Outcome 2.1: Read different trade-related texts
Types of texts Expository Narrative Descriptive Directive Argumentative
Application of reading techniques on selected texts Reading for details Reading for specific
information Explanation of key terms/words
in the text Provision of answers to reading
comprehension Questions of understanding
o Brainstorming o Documentary research o Practical exercise o Group work o Presentation
- Flip charts - White/chalk Board - Markers - Reference books - Stationeries - Projector - Lesson plan - Trainee manual
Formative Assessment 2.1
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 evidence
Reading practice Presentations Matching Multiple choice
Task:
Using an appropriate reading strategy, read the text provided to you and answer its comprehension questions
Checklist Score
Yes No
Indicator: The type of texts is well understood
Expository text is understood
Narrative text is understood
Descriptive text is understood
Directive text is understood
Argumentative text is understood
Indicator: Reading techniques are applied
Reading for details is applied
Reading for specific information is applied
Indicator: Vocabulary and comprehension
Key terms/words are explained
Comprehension questions are answered
Indicator: Provision of answers to reading comprehension questions
Questions of understanding
Observation
Performance criterion Adequate reading of different trade-related texts
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Learning Outcome 2.2:Analyse trade-related texts
Identification and description Text Structure Purpose of the text Style
Technicality Illustration Prose or verse
Writer’s stance
o Practical exercise o Presentation o Role play o Group discussion
Scenarios
White/blackboard
Reference books
Markers
Flip charts
Paper
Stationeries
Lesson plan
Trainee manual
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Reading practice Presentations Multiple choice
Task: Read the text provided by the trainer and explain its purpose
Checklist Score
Yes No
Indicator: The trade related text is accurately identified and described
Text Structure: characters, events and settings are analyzed
Content
Learning
activities
Resources
Performance criterion
Clear analysis of trade-related texts (identification and description of characters, events and settings, as well as to express preferences by giving reasons)
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Purpose of the text is understood
Style is identified
Technicality
Illustration
Prose or verse
Writer’s stance is recognized
Observation
Learning Outcome 2.3:Summarize key ideas in trade-related texts
Steps to summarize: Maintenance of the most
important ideas Elimination of the less
important details Paraphrasing in own words
o Practical exercise o Presentation o Group work
- White/blackboard - Reference books - Markers - Flip charts - Paper - Stationeries - Trainee manual - Lesson plan
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Reading practice Writing practice Presentations
Task: Summarize the text given by the trainer
Checklist Score
Yes No
Indicator: Steps to summarize are followed
The most important ideas are maintained
Less important details are eliminated
Content
Learning
activities
Resources
Performance criterion
Effective summary of key ideas in trade-related texts
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The content is paraphrased in own words
Observation
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Learning unit
LU 3: Listen to audio messages with different English accents to get the intended message
3
Learning Outcomes:
1. Listen and respond to others 2. Identify differences between common English accents 1. Report information listened to in different accents
4 10 Hours
Learning Outcome 3.1: Listen and respond to others
Application of active listening strategies to different accents Listening for General information Listening for Specific information
Types of listening Informative listening Discriminative listening Relationship listening Appreciative listening
Responding to different accents Responding through Interactions
Asking for clarification Expressing satisfaction
o Modelling o Practical exercise o Presentation o Role plays
Flip charts
White/chalk Board
Audiovisual materials
Scenarios
Stationeries
Projector
Computer
Lesson plan
Trainee manual
Recordings
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence
Performance evidence
Listening practice Discussions True or false questions
Task:
Content
Learning
activities
Resources
Performance criterion
Active listening and responding to others
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Following your trainer’s instructions, listen and respond to what you hear.
Checklist Score
Yes No
Indicator: Active listening strategies are applied
Active listening for general information
Active listening for specific information
Indicator: Types of listening are correctly applied
Informative listening
Discriminative listening
Relationship listening
Appreciative listening
Indicator: Exact reactions to different accents are processed
Questions are asked for clarification
Satisfaction testimonial is expressed
Observation
Learning Outcome 3.2: Identify differences between common English accents
Introduction to English accents Defining an English accent Common English accents
Differences between American and British English Vowel Pronunciation Consonant pronunciation Rhotic accent Change of stress Changes in articulation
o Practical exercise o Drilling/ o Modeling o Presentation o Role play
- Scenarios - White/blackboard - Reference books - Markers - Flip charts - Stationeries - Audiovisual material - Recordings - Trainee manual - Lesson plan
Formative Assessment 3.2
Content
Learning
activities
Resources
Performance criterion
Clear identification of differences between common English accents
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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
Oral evidence
Performance evidence
Listening practice Discussions True or false questions Note taking
Task: Listen to two different recordings played by the trainer and
identify
the differences between the accents of both speakers
Checklist Score
Yes No
Indicator 1: Introduction to English accents is understood
English accent is defined
Common English accents are mastered
Indicator 2: American and British English accents are differentiated
Vowel Pronunciation is considered
Consonant pronunciation is considered
Rhotic accent is considered
Change of stress is considered
Changes in articulation are considered
Observation
Learning Outcome 3.3:Report information listened to in different accents accurately
Reporting information General information Specific information
o Practical exercise o Presentation o Drilling/ o Modelling
- Scenarios - White/blackboard - Reference books - Markers - Flip charts - Audiovisual materials - Recordings - Stationeries
Formative Assessment 3.3
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
Oral evidence
Performance evidence
Listening practice
Discussions
Presentations
Task:Listen and report to the information you hear from each recording played to you by the trainer
Checklist Score
Yes No
Indicator: Reporting is done according to types of information
General information
Specific information
Observation
Performance criterion
Accurate reporting of information listened to in different accents
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Learning unit
LU 4: Produce a variety of medium texts on professional and general topics
4
Learning Outcomes:
1. Write about a wide range of trade-related subjects 2. Differentiate business documents 3. Write business documents 4. Use writing style applicable to each type of business document
5 Hours
Learning Outcome 4.1: Write about a wide range of trade-related subjects clearly
Varieties of writing Chronological writing Analytical writing Descriptive writing Compare and contrast
writing Evaluative writing Summary writing
The Writing processes Exploring and planning Drafting Building coherent
paragraphs Editing
o Brainstorming o Documentary research o Practical exercise o Group work
- Flip charts - White/chalk Board - Markers - Reference books - Stationeries - Projector - Lesson plan - Trainee manual
Formative Assessment 4.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance
Writing practice Presentations
Task: Write a short text analysing an important issue affecting your career
Content
Learning
activities
Resources
Performance criterion
Clear and detailed writing about a wide range of trade-related subjects
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Checklist Score
Yes No
Indicator: Varieties of writing are understood
Chronological writing
Analytical writing
Descriptive writing
Compare and contrast writing
Evaluative writing
Summary writing
Indicator: The Writing processes is followed
Exploring and planning is considered
Drafting is done
Coherent paragraphs are built
Editing is done
Observation
Learning Outcome 4.2: Differentiate business documents effectively
Identification and differentiation of business documents Business plans and Goals
Business proposals
Concept notes Accounting Documents
Financial reports Financial
statements Goods received
note Purchase order Goods delivery
note Requisition
Customer service documents
Business reports Annual reports
o Practical exercise o Brainstorming o Presentation o Documentary research o Group work o Role play
- Scenarios - White/blackboard - Reference books - Markers - Flip charts - Stationeries - Lesson plan - Trainee manual
Content
Learning
activities
Resources
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Term reports Quarterly report Activity/Operation
reports Operational documents
Contracts Business letters Memorandum of
Understanding
Formative Assessment 4.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Performance
Writing practice Discussions Presentations Multiple choice Matching
Task: Name at least 4 different types of business documents and specify their differences
Checklist Score
Yes No
Indicator: Business documents are explored
Business plan is explored (characteristics, structure, elements, importance)
Accounting documents are explored (characteristics, structure, elements, importance)
Customer service documents are explored (types, characteristics, structure, elements, importance)
Business reports are explored (characteristics, structure, elements, importance)
Operational documents are explored (types, characteristics, structure, elements, importance)
Observation
Performance criterion
Correct differentiation of business documents (inventory, memos, letters, handovers, receipts, minutes)
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Learning Outcome 4.3: Write business documents
Steps to write business documents Identifying the audience Identifying the document’s
purpose Organizing the writing Proofreading the business
document Editing the business
document
o Practical exercise o Documentary research o Presentation o Group work
- White/blackboard - Reference books - Markers - Flip charts - Paper - Stationeries - Trainee manual - Lesson plan
Formative Assessment 4.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Writing practice Presentation
Task:Write a business of a project you would implements upon graduation
Checklist Score
Yes No
Indicator: Steps to write business documents are followed accurately
The audience is identified
The document’s purpose is identified
The writing is organized
The business document is proofread
The business document is edited
Observation
Content
Learning
activities
Resources
Performance criterion
Appropriate writing of business documents
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Learning Outcome 4.4: Use writing style applicable to each type of business document
Application of principles and techniques of business writing
Formatting a business document
o Practical writing exercises o Group work o Documentary research o Presentation
- White/blackboard - Reference books - Markers - Flip charts - Stationeries - Trainee manual - Lesson plan
Formative Assessment 4.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Writing practice Presentation Matching
Task: Using the appropriate writing style for each business document, write a memo and business letter on a topic of your choice.
Checklist Score
Yes No
Indicator: Content and format are respected
Different principles and techniques of business writing are applied
Accurate business document format is used
Observation
Content
Learning
activities
Resources
Performance criterion
Appropriate use of writing style applicable to each type of business document
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Reference:
1. Barzun, J. M. (1971). On writing, editing, and publishing. University of Chicago Press.
2. Bates, J. D. (1985). Writing with precision. Acropolis Books.
3. Beebe A., S., & Beebe J., S. (2006). Public speaking: An audience-centered approach (6th Ed.).
Allyn and Bacon.
4. Billmeyer, R., & Barton, M. L. (2012). Teaching Reading in the Content Areas : If Not Me, Then
Who? (L. Chambers (ed.); 2nd Ed.). McREL.
https://files.ascd.org/pdfs/publications/books/billmeyer1998_sample_chapters.pdf
5. Buckley, J. (1987). Fit to Print: The Canadian Student’s Guide to Essay Writing. Harcour Brace
Jovanovich. https://books.google.ca/books?id=M45dtQAACAAJ
6. Cy, S. (2020). The Timeless Principles of ALL Writing — Writing That Works by Kenneth Roman &
Joel Raphaelson. https://medium.com/be-a-brilliant-writer/the-timeless-principles-of-all-
writing-writing-that-works-by-kenneth-roman-joel-raphaelson-5d8dc1afd318
7. Dwyer, K. K., & Davidson, M. M. (2012). Is Public Speaking Really More Feared Than Death?
Communication Research Reports, 29(2), 99–107.
https://doi.org/10.1080/08824096.2012.667772
8. Fluharty, G. W., & Ross., H. R. (1981). Public Speaking. Barnes & Noble.
9. Fraleigh, D. M., & Tuman, J. S. (2009). Speak up! An illustrated guide to public speaking.
Bedford/St.Martins.
10. Gilling, D. A. (2013). The Essential Handbook For Business Writing (1rst Ed.). Greenlink
Consulting. https://pdf4pro.com/view/the-essential-handbook-for-business-writing-
1eda5c.html
11. Gimson A. C., & Ramsaran, S. (1989). An Introduction to the Pronunciation of English (4th Ed.). E.
Arnold.
12. Humphrey, J. (1988). Writing Professional Speeches. Vital Speeches of the Day, 54.
13. Kantor, R. N., Bruce, B. C., Green, G. M., Morgan, J. L., Stein, N. L., & Webber, B. L. (1980).
Problems and some techniques of text analysis. In Poetics (No. 168). Educational Progress
Corporation. https://doi.org/10.1016/0304-422X(82)90010-9
14. Neale, T. H., & Ely, D. (2007). Speechwriting in Perspective : A Brief Guide to and Persuasive
Communication. In Congressional Research Service.
15. Nikitina, A. (2011). Arina Nikitina Successful Public Speaking. Academic transfer.
https://www.isbtweb.org/fileadmin/user_upload/successful-public-speaking.pdf
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Ubushobozi
16. Peter, T., & Jean, H. (1985). International English: A guide to varieties of standard English.
Hodder Education.
17. Rackleff, R. A. (1988). The Art of Speechwriting. Vital Speeches of the Day, 54, 311.
18. Roman, K., & Raphaelson, J. (1981). Writing That Works. Harper and Row.
19. Steven H., W., & Stephen, K. (2011). The Speech Accent Archive: towards a typology of English
accents. In Corpus-based Studies in Language Use, Language Learning, and Language
Documentation (pp. 265–281). Brill. https://doi.org/10.1163/9789401206884_014
20. Taylor, P. (2000). Analysis and Synthesis of Intonation using Tilt Model. Journal of the Acoustical
Society of America, 107(3), 1697–1714.
https://www.cstr.ed.ac.uk/downloads/publications/2000/Taylor_2000_b.pdf
21. Wiethoff, W. E. (1994). Writing the Speech (Alistair Press (IN) (ed.)). Alistair Press.
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C C M K N 5 0 2 - IKINYARWANDA CY’INTYOZA
CCMKN502 Gukoresha Ikinyarwanda Cy’intyoza
Icyiciro : 5 Learning hours
Indengo y’ amasaha: 3 30
Ishami: Yose
Agashami: Twose
Igihe yateguriwe: Nzeri, 2021
Intego Nyamukuru
Iyi mbumbanyigisho irasobanura ubumenyi n’ubushobozi bukenewe kugira ngo uwiga ashobore:
Kumva, kuvuga, gusoma no kwandika Ikinyarwanda cy’intyoza mu bikorwa bijyanye n’umwuga
we.
Gukoresha ubuvanganzo nyandiko mu gushyikirana n’abandi abagezaho ibitekerezo bye kandi
agaragaza uko yakira ibyabo.
Kugaragaza imyumvire n’imyifatire ikwiye agenda avoma mu myandiko, inkurushusho
n’ikinamico binyuranye.
Kugereranya ingeri zinyuranye z’ubuvanganzo nyarwanda.
Guhanga imyandiko rurimi rw'Ikinyarwanda afatiye ku ngeri zinyuranye z’imyandiko.
Gukoresha neza ibinyazina bitandukanye.
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Ubushobozi fatizo.
Ubushobozi mu Kinyarwanda cy'umunyamwuga.
Ingingo n’ibipimo by’ubushobozi.
Ingingo z’ubushobozi zisobanura umusaruro w’ibanze ugomba kugerwaho.
Ibipimo by’ubushobozi bisobanura ubushobozi busabwa mu kugaragaza ko intego zikubiye mu
mbumbe zagezweho.
Ingingo z’Ubushobozi Ibipimo by’Ubushobozi
1. Gukoresha ubuvanganzo nyandiko ashyikirana n’abandi.
1.1 Gukoresha neza Ikinyarwanda cy'intyoza, uwiga agaragaza ko yumva inkurushusho
1.2 Gusoma no gusesengura neza inkurushusho yubahiriza uturango n’isesekaza.
1.3 Guhimba no kwandika neza inkurushusho akurikiranya ingingo.
2. Gukoresha Ikinyarwanda k'intyoza uwiga agaragaza uburyo bunyuranye bwo gukoresha ibinyazina binyuranye.
2.1. Gukoresha neza Ikinyarwanda cy'intyoza, uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko yo gukemura amakimbirane.
2.2. Gusoma no gusesengura neza umwandiko atanga intego n’amaategeko y’igenamajwi mu nshinga.
2.3. Gusubiza ibibazo ku mwandiko mu mvugo ikwiye. 2.4. Gukoresha neza ibinyazina binyuranye ku buryo bukwiye.
3. Gukangurira abandi akamaro k’isuku n’isukura
3.1. Gukoresha neza Ikinyarwanda cy' intyoza, uwiga agaragaza ko yumva umwandiko ku kamaro k’isuku n’isukura.
3.2. Gusoma no gusesengura neza umwandiko yubahiriza utwatuzo n’isesekaza.
3.3. Gusubiza neza ibibazo no kugaragaza isomo riri mu mwandiko mu mvugo iboneye.
4. Gukoresha Ikinyarwanda cy'intyoza agaragaza uburyo bunyuranye bwo gutunganya ubutaka n’ihimbamwandiko
4.1. Gukoresha neza Ikinyarwanda cy'intyoza agaragaza ko yumva umwandiko ku mitunganyirize y’ubutaka.
4.2. Gusoma no gusesengura neza umwandiko yubahiriza utwatuzo n’isesekaza
4.3. Gusubiza ibibazo neza ku mwandiko mu mvugo iboneye. 4.4. Guhimba umwandiko akurikiranya neza ingingo.
5. Gukoresha neza uburyo bunyuranye bw’ ubwumvane m’ugutegura no gukina ikinamico
5.1. Gukoresha neza Ikinyarwanda cy'intyoza, agaragaza ko yumva ikinamico ku nsanganyamatsiko yerekeye ubwumvane.
5.2. Gusoma neza ikinamico yubahiriza uturango twayo. 5.3. Gusubiza ibibazo ku ikinamico mu mvugo iboneye. 5.4. Guhimba no gukina ikinamico ahuza imvugo n’ingiro.
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Imbumbe LU 1: Gukoresha ubuvanganzo nyandiko ashyikirana n’abandi
1
Umusaruro w’inyigisho:
1. Gukoresha neza Ikinyarwanda cy'intyoza, uwiga agaragaza ko yumva inkurushusho
2. Gusoma no gusessengura neza inkurushusho yubahiriza uturango n’isesekaza.
3. Guhimba no kwandika inkurushusho akurikiranya neza ingingo. 6 Amasaha
Umusaruro w’inyigisho 1.1: Gukoresha neza Ikinyarwanda cy'intyoza uwiga agaragaza ko
yumva inkurushusho.
Inshoza y’inkurushusho
Ubwumvane mu matsinda
uturango tw’inkurushusho
Akazu Urukiramende Urivugiro Igipande Amashusho
aherekejwe n’amagambo
Akarangandoto Agatoki, Umukinankuru, …
o Kwereka neza abanyeshuri amashusho ku nkurushusho
o Gusoma neza inkurushusho mu matsinda bashaka:
o Gusaba abanyeshuri gushakira hamwe ibisobanuro by’amagambo mashya;
o Gusoma neza inkurushusho uwiga aranguruye ;
o Gusoma neza inkurushusho bakuranwa ;
o Gusanisha ingeso zivugwa mu nkurushusho n’imyitwarire y’abantu;
o Gukoresha Ikinyarwanda cy'intyoza agaragaza insanganyamatsiko z’ingenzi;
o Gusobanura ingingo z’umuco n’amateka;
o Gusaba abanyeshuri gutahura neza isomo ry’ingenzi;
˗ Ibitabo by’ubuvanganzo (inkurushusho) ;
˗ Ibinyamakuru bikoresha inkurushusho ;
˗ Mudasobwa ˗ Furashi disiki ˗ Porojegiteri ˗ Ikibaho ; ˗ Marikeri ; ˗ Murandasi ; ˗ Inkoranyamagambo.
Ibyigwa
Imbonezamasomo
Imfashanyigisho
117 | P a g e
Isuzuma Mbonezanyigisho 1.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Inyandiko Ibibazo ku nshoza n’uturango tw’inkurushusho nkurushusho
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Inkurushusho yasobanuwe neza
Ubwumvane mu matsinda bwagaragajwe
Ikitabwaho 2: Uturango tw’inkurushusho twasobanuwe neza
Akazu
Urukiramende
Uruvugiro
Igipande
Igipande
Amashusho aherekejwe n’amagambo
Akarangandoto
Agatoki
Umukinankuru
Umwanzuro
Umusaruro w’inyigisho 1.2: Gusoma no gusesengura neza inkurushusho yubahiriza
uturango n’isesekaza.
Ubushobozi busuzumwa
Uwiga yakoresheje ikinyarwanda cy’ intyoza, atanga inshoza n’ uturango
tw’inkurushusho.
118 | P a g e
Inshoza y’inkurushusho ku kamaro k'imyuga n'ubumenyingiro mu muryango (nyarwanda)
Gusoma umwandiko ku nkuru ishushanyije
o Gusoma inkurushusho bucece. o Gusoma neza inkurushusho
mu matsinda o Gusoma inkurushusho uwiga
aranguruye ; o Gusoma neza inkurushusho
bakuranwa o Gusesengura neza mu
matsinda insanganyamatsiko y’inkurushusho
˗ Ibitabo by’ubuvanganzo (inkurushusho) ;
˗ Ibinyamakuru bikoresha inkurushusho ;
˗ Mudasobwa ˗ Furashi disiki ˗ Porojegiteri ; ˗ Ikibaho ; ˗ Marikeri ; ˗ Murandasi ; ˗ Inkoranyamagambo.
Isuzuma Mbonezanyigisho 1.2
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Gusesengura inkurushusho asobanura amagambo mashya
Umukoro mu matsinda
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Inkurushusho yasesenguwe neza
Ikitabwaho 2 : Umwandiko w’ inkurushusho wasomwe hubahirizwa utazuzo
Umwandiko w’inkurushusho wasomwe hubahirizwa isesekaza
Umwanzuro
Umusaruro w’inyigisho 1.3: Guhimba no kwandika neza inkurushusho akurikiranya ingingo.
Ibyigwa
imbonezamasomo
Imfashanyigisho
Ubushobozi busuzumwa
Yasomye anasesengura neza inkurushusho yubahiriza uturango n’isesekaza.
119 | P a g e
Akamaro k’imyuga n’ubumenyingiro mu muryango nyarwanda.
Kwihangira umurimo
Kugabanya ubushomeri
Iterambere
Guhimba inkurushusho Ibice by’ingenzi bigize inkurushusho:
Umutwe Igihimba umusozo
o Gusomesha abanyshuri umandiko
o Kubasaba gutanga akamaro k’imyuga n’ubumenyingiro
o Gukoresha Ikinyarwanda cy'intyoza agaragaza insanganyamatsiko z’ingenzi;
o Gusaba abanyeshuri guhimba umwandiko mu nyandiko ikwiye
o Gusaba abanyeshuri kumurika umwandiko
˗ Ibitabo by’ubuvanganzo (inkurushusho) ;
˗ Ibinyamakuru bikoresha inkurushusho ;
˗ Mudasobwa ˗ Furashi disiki ˗ Porojegiteri ˗ Ikibaho ; ˗ Marikeri ; ˗ Murandasi ; ˗ Inkoranyamagambo.
Isuzuma Mbonezanyigisho 1.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Guhimba no kwandika neza akamaro k’inkurushusho ku myuga
n’ubumenyingiro mu muryango
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: akamaro k’imyuga n’ubumenyingiro kagaragajwe mu nkurushusho
Ingingo yo kwihangira umurimo yayigaragaje neza
Ingingo yo kugabanya ubushomeri yayigaragaje neza
Ingingo y’ Iterambere yayigaragaje neza
Ikitabwaho 2: inkurushuho ku kamaro k’imyuga n’ubumenyingiro yahimbwe neza
Umutwe w’umwandiko wubakitse neza
Igihimba cy’umwandiko cyubakitse neza
Ibyigwa
Imbonezamasomo
Imfashanyigisho
Ubushobozi busuzumwa:
Yahimbye anandika neza inkurushusho akurikiranya ingingo.
120 | P a g e
Umwanzuro w’umwandiko wubakitse neza
Ibika n’inyangingo byubakitse neza
Umwanzuro
121 | P a g e
Imbumbe LU 2: Gukoresha Ikinyarwanda k'intyoza agaragaza uburyo
bunyuranye bwo gukemura amakimbirane no gukoresha ibinyazina binyuranye.
2
Umusaruro w’inyigisho:
1. Gukoresha neza Ikinyarwanda cy'intyoza, uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko yo gukemura amakimbirane.
2. Gusoma no gusesengura neza umwandiko atanga intego n’amategeko y’igenamajwi mu nshinga
3. Gusubiza ibibazo ku mwandiko mu mvugo ikwiye 4.Gukoresha neza ibinyazina binyuranye ku buryo bukwiye.
6 Amasaha
Umusaruro w’inyigisho 2.1: Gukoresha neza Ikinyarwanda k'intyoza, uwiga agaragaza ko
yumva umwandiko ku nsanganyamatsiko yo gukemura amakimbirane.
Umwandiko ku nsanganyamatsiko yo gukemura amakimbirane;
Ingero zifatika zigaragaza uburyo bwo gukemura amakimbirane mu muryango nka: Indangagaciro
y’ubworoherane Gusasa inzobe Kugaragaza ukuri no
kunenga ibitagenda
o Gukoresaha neza ibikorwa biganisha ku kumva umwandiko.
o Kubwira abanyeshuri kuvuga icyo amakimbirne aricyo.
o Gusoma mu matsinda bashaka:
o Kumurika mu ruhame ibyavuye mu matsinda.
o Gusomesha abanyeshuri neza baranguruye agaragaza isesekaza.
o Gukusanyiriza mu matsinda ibitekerezo no kumurika uburyo bwo gukemura amakimbirane.
˗ Ibitabo bikubiyemo imyandiko yerekeye gukemura amakimbirane; ibitabo by’ikibonezamvugo;
˗ Mudasobwa ˗ Furashi disiki ˗ Porojegiteri ; ˗ Ikibaho ; ˗ Marikeri ; ˗ Murandasi ; ˗ Inkoranyamagambo.
Isuzuma Mbonezanyigisho 2.1
Ibyigwa
Imbonezamasomo
activities
Imfashanyigisho
122 | P a g e
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Gusoma neza umwandiko ku nsanganyamatsiko yo gukemura
amakimbirane
Umukoro
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Umwandiko wasomwe neza
Ubwumvane mu matsinda bwubahirijwe
Umwandiko watezwe amatwi usomwa
Ikitabwaho 2: Uburyo bwo gukemura amakimbikimbirane bwagaragajwe
Indangagaciro y’ubworoherane yagaragajwe neza
Ijambo gukemura ryasobanuwe neza
Ijambo amakimbirane ryasobanuwe neza
Indangagaciro yo gusasa inzobe yagaragajwe neza
Indagagaciro yo kugaragaza ukuri no kunenga ibitagenda neza yagaragajwe neza
Umwanzuro
Ubushobozi busuzumwa
Yakoresheje Ikinyarwanda k'intyoza, agaragaza ko yumva umwandiko ku
nsanganyamatsiko yo gukemura amakimbirane.
.
123 | P a g e
Umusaruro w’inyigisho 2.2: Gusoma no gusesengura neza umwandiko atanga intego
n’amategeko y’igenamajwi mu nshinga.
Itondaguranshinga:
Indomo
Inshoza y’inshinga
Uturemajambo tw’ inshinga itondaguye
Indomo (D)
Indangasaano (RS)
Igicumbi (C)
Umusozo (SZ)
Amategeko y’igenamajwi Agenga inyajwi Agenga
ingombajwi
o Gusomesha umwandiko bucece.
o Gusomesha umwandiko mu matsinda
o Kubwira abanyeshuri kwerekana inshinga zakoreshejwe
o Gusaba abanyeshuri gutanga intego z’inshinga
o Gushaka uturemajambo n’amategeko y’igenamajwi y’inshinga
˗ Ibitabo bikubiyemo imyandiko yerekeye gukemura amakimbirane; ibitabo by’ikibonezamvugo;
˗ Mudasobwa ˗ Furashi disiki ˗ Porojegiteri ; ˗ Ikibaho ; ˗ Marikeri ; ˗ Murandasi ; ˗ Inkoranyamagambo.
Isuzuma Mbonezanyigisho 2.2
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Inyandiko
Gutanga intego n’amategeko y’igenamaajwi mu
nshinga
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Intego z’inshinga zagaragajwe neza
Inshoza y’inshinga yatanzwe neza
Indomo
Ibyigwa
Imbonezamasomo
activities
Imfashanyigisho
Ubushobozi busuzumwa
Yasomye kandi asesengura neza umwandiko atanga intego n’amategeko
y’igenamajwi mu nshinga.
124 | P a g e
Indangasano
Igicumbi
Umusozo
Ikitabwaho 2: Uturemajambo tw’ inshinga itondaguye twagaragajwe
Indomo ( D)
Indangasaano (RS)
Igicumbi (C )
Umusozo ( SZ)
Ikitabwaho 3: Itondaguranshinga ryagaragajwe neza
Amategeko y’igenamajwi yakoreshejwe agenga inyajwi yagaragajwe neza
Amategeko y’igenamajwi agenga ingombajwi yagaragajwe neza
Umwanzuro
Umusaruro w’inyigisho 2.3: Gusubiza ibibazo ku mwandiko mu mvugo ikwiye.
Ibibazo k’umwandiko ku nsanganyamatsiko yo gukemura amakimbirane;
Ingingo z’umuco:
Ubupfura ubunyangamugayo Ingingo z’amateka
(gusasa inzobe, Gacaca, Imimaro,..);
Indangagaciro y’ubworoherane;
Ibintu by’ ingenzi
biranga ubworoherane:
Guca bugufi
o Gukora amatsinda asubiza ibibazo byabajijwe k’ umwandiko ujyanye no gukemura amakimbirane.
o Gusoma bucece
o Gusoma mu matsinda bashaka:
o -Ibisobanuro by’amagambo akomeye.
o Kumurika mu ruhame ibintu by ‘ingezi byahosha amakimbirane byavuye mu matsinda.
˗ Ibitabo bikubiyemo imyandiko yerekeye gukemura amakimbirane; ibitabo by’ikibonezamvugo;
˗ Mudasobwa ˗ Furashi disiki ˗ porojegiteri; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
Ibyigwa
imbonezamasomo
Imfashanyigisho
125 | P a g e
kubabarira
Isuzuma Mbonezanyigisho 2.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Gusubiza neza ibibazo ku mwandiko ku nsanganyamatsiko yo
gukemura amakimbirane
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Ibibazo ku mwandiko wo gukemura amakimbirane byumvishwe neza
Ikitabwaho 2: Ibibazo ku mwandiko wo gukemura amakimbirane byasubijwe neza
Ingingo y’ ubupfura yumvikanyemo
Ingingo y’ubworoherane yumvikanyemo
Kubabarira byumvikanyemo
Ikitabwaho 3: Ingingo z’ingenzi ziranga ubworoherane zagaragajwe neza
Ingingo yo guca bugufi yagaragajwe
Ingingo yo gusasa inzobe yagaragajwe
Umwanzuro
Ubushobozi busuzumwa
Yashubije ibibazo ku mwandiko mu mvugo ikwiye.
126 | P a g e
Umusaruro w’inyigisho 2.4: Gukoresha neza ibinyazina byose mu buryo bukwiye.
Inshoza y’ ibinyazina
Intego y’ibinyazina ˗ Indangasano(RS) ˗ Igicumbi (c) Ikinyazina nyereka Ikinyazina
mbanziriza Ikinyazina ndafutura Ikinyazina kibaza
Ikinyazina
nyamubaro Ikinyazina ngenga
Ikinyazina ngenera-
ngenga
o Gusomesha abanyeshuri no gusesengura neza umwandiko
o Kubasaba gutanga neza inshoza n’intego y’ibinyazina
o Kurebera hamwe mu matsinda ibinyazina biri mu mwandiko
o Kumurika neza ibyavuye mu matsinda
˗ Ibitabo bikubiyemo imyandiko yerekeye gukemura amakimbirane; ibitabo by’ikibonezamvugo;
˗ Mudasobwa ˗ Furashi disiki ˗ Porojegiteri ; ˗ Ikibaho ; ˗ Marikeri ; ˗ Murandasi ; ˗ Inkoranyamagambo.
Isuzuma Mbonezanyigisho 2.4
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Kugaragaza inshoza, intego n’amategeko y’igenamajwi
by’ibinyazina
Umukoro mu matsinda
Aramurika ibyavuye mu matsinda
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ibyigwa
Imbonezamasomo
activities
Imfashanyigisho
Ubushobozi busuzumwa
Yagaragaje neza intego n’amategeko y’igenamajwi y’ ibinyazina.
127 | P a g e
Ikitabwaho 1: : Inshoza,intego by’ibinyazina byagaragajwe neza
Ikitabwaho 2: intego by’ibinyazina byagaragajwe neza
Indangasano yagaragajwe neza
Igicumbi cyagaragajwe neza
Yagaragaje neza intego n’amategeko y’igenamajwi mu binyazina
Ikinyazina nyereka cyakoreshejwe neza
Ikinyazina mbanziriza cyakoreshejwe neza
Ikinyazina ngenga cyakoreshejwe neza
Ikinyazina ngenera cyakoreshejwe neza
Ikinyazina ngenera ngenga cyakoreshejwe neza
Ikinyazina mbaza cyakoreshejwe neza
Ikinyazina nyamubaro cyakoreshejwe neza
Umwanzuro
128 | P a g e
Imbumbe LU 3: Gukangurira abandi akamaro k’isuku n’isukura no
gukoresha ibinyazina binyuranye.
3
Umusaruro w’inyigisho:
1. Gukoresha Ikinyarwanda cy' intyoza, uwiga agaragaza ko yumva umwandiko ku kamaro k’isuku n’isukura.
2. Gusoma no gusesengura umwandiko yubahiriza utwatuzo n’isesekaza.
3. Gusubiza ibibazo no kugaragaza neza isomo riri mu mwandiko.
6 Amasaha
Umusaruro w’inyigisho 3.1: Gukoresha neza Ikinyarwanda k'intyoza uwiga agaragaza ko
yumva umwandiko ku kamaro k’isuku n’isukura.
Umwandiko ku nsanganyamatsiko ku isuku n’isukura
Inshoza y’isuku n’isukura Inshoza y’isuku
n’isukura Insanganyamatsik
o y’umwandiko;
Indangagaciro zo kubaha ubuzima; Kutiyandarika Kutishora mu
kunwa ibiyobyabwenge
o Gutega amatwi neza umwandiko ku isuku n’isukura.
o Kutarogoya ufite ijambo nta mpamvu.
o Kuvumbura neza insanganyamatsiko ivugwa mu mwandiko.
o Gukoresha neza Ikinyarwanda k'intyoza agaragaza indangagaciro yo kubaha ubuzima (Kubaha uburenganzira bwa muntu, kwirinda ihohotera iryo ari ryo ryose, kwiyitaho).
˗ Ibitabo bikubiyemo imyandiko yerekeye isuku n’isukura;
˗ Ibitabo by’ikibonezamvugo ;
˗ Ikibaho ; ˗ Marikeri ; ˗ Furashi disiki ˗ Murandasi ; ˗ Inkoranyamagambo ; ˗ Itangazo Mpuzamahanga
ry’uburenganzira bwa Muntu,
˗ Itegeko Nshinga rya Repubulika y’u Rwanda;
Ibyigwa
Imbonezamasomo
Imfashanyigisho
129 | P a g e
Ingero zifatika zihamya akamaro k’isuku n’isukura; Kugira ubuzima
buzira umuze Gutura heza
o Gusoma neza mu matsinda bashaka:
o -Ibisobanuro by’amagambo akomeye;
o -Ibisubizo by’ibibazo byo kumva umwandiko;
o Gusoma aranguruye agaragaza isesekaza.
o Gukusanyiriza mu matsinda, ibinyazina byagaragaye mu mwandiko isuku n’isukura.
o Kumurika mu ruhame ibyavuye mu matsinda
˗ Amafoto ku bikorwa by’isuku n’isukura.
Isuzuma Mbonezanyigisho 3.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Gusubiza ibibazo ku mwandiko ku kamaro k’isuku n’isukur
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Umwandiko ku nsanganyamatsiko ku isuku n’isukura
watezwe amatwi
Ikitabwaho 2: Inshoza y’ isuku n’isukura yasobanuwe neza
Inshoza y’isuku n’isukura
Insanganyamatsiko y’umwandiko;
Ikitabwaho 3: Indangagaciro zo kubaha ubuzima zasobanuwe
Kutiyandarika
Kutishora mu kunwa ibiyobyabwenge
Ikitabwaho 4: ingero zifatika zihamya akamaro k’isuku n’isukura zatanzwe
Kugira ubuzima buzira umuze
Gutura heza
Ubushobozi busuzumwa
Uwiga yakoresheje Ikinyarwanda k’intyoza agaragaza ko yumva umwandiko ku
kamaro k’isuku n’isukura.
130 | P a g e
Umwanzuro
Umusaruro w’inyigisho 3.2: Gusoma no gusesengura neza umwandiko yubahiriza
utwatuzo n’isesekaza.
Umwandiko ku nsanganyamatsiko y' isuku n’isukura;
Inyunguramagambo, Amagambo mashya
Utwatuzo twungirije Utwugarizo
n’utwuguruzo Akanyerezo Utubago tubiri Uturegeka Akabago n’
akitso Udukubo Udusodeko
o Gutega amatwi neza umwandiko ku isuku n’isukura.
o Gusoma bucece. o Gusoma mu matsinda o Gusoma aranguruye
agaragaza utwatuzo isesekaza.
˗ Ibitabo bikubiyemo imyandiko yerekeye isuku n’isukura;
˗ Mudasobwa ˗ Furashi disiki ˗ Porojegiteri ; ˗ Ikibaho ; ˗ Murandasi;
Isuzuma Mbonezanyigisho 3.2
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Ibibazo ku mwandiko ku kamaro k’isuku n’isukura
Umukoro mu matsinda
Ibyigwa
Imbonezamasom
o
by’uwigaactivities
Imfashanyigisho
Ubushobozi busuzumwa
Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza.
131 | P a g e
Umusaruro w’inyigisho 3.3: Gusubiza ibibazo no kugaragaza neza isomo riri mu mwandiko
.
Umwandiko ku nsanganyamatsiko ku isuku n’isukura;
Inshoza y’ isuku
n’isukura Insanganyamatsiko
y’umwandiko;
Ingingo z’umuco n’amateka;
Indangagaciro zo kubaha ubuzima;
o Gutega amatwi neza umwandiko ku isuku n’isukura.
o Kutarogoya ufite ijambo nta mpamvu.
o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.
o Gukoresha Ikinyarwanda k'intyoza agaragaza indangagaciro yo kubaha ubuzima (kwiyitaho).
o Gusoma mu matsinda bashaka:
o -Ibisobanuro by’amagambo akomeye;
o -Ibisubizo by’ibibazo byo kumva umwandiko;
o Kumurika mu ruhame ibyavuye mu matsinda ;
o Gusoma aranguruye agaragaza isesekaza.
˗ Ibitabo bikubiyemo imyandiko yerekeye isuku n’isukura;
˗ Ibitabo by’ikibonezamvugo ;
˗ Mudasobwa ˗ Furashi disiki ˗ Porojegiteri ; ˗ Ikibaho ; ˗ Marikeri ; ˗ Murandasi ; ˗ Inkoranyamagambo ; ˗ Itangazo Mpuzamahanga
ry’uburenganzira bwa Muntu,
˗ Itegeko Nshinga rya Repubulika y’u Rwanda;
˗ Amafoto ku bikorwa by’isuku n’isukura.
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Umwandiko wasomwe neza hubahirizwa utwatuzo twungirije
Ikitabwaho 2: inyunguramagambo (amagambo mashya) yakoreshejwe neza
Ikitabwaho 3: Utwatuze twingirije twakoreshejwe neza
Utwugarizo twakoreshejwe neza
Utwuguruzo twakoreshejwe neza
Akanyerezo twakoreshejwe neza
Utubago tubiri twakoreshejwe neza
Uturegeka twakoreshejwe neza
Akabago n’akitso
Udukubo
Udusodeko
Umwanzuro
Ibyigwa
Imbonezamasomo
activities
Imfashanyigisho
132 | P a g e
o Gukusanyiriza mu matsinda, ibitekerezo ku isuku n’isukura.
o Gukora inshamake y’umwandiko mu mvugo.
o Kujya impaka ku ngaruka z’umwanda.
Isuzuma Mbonezanyigisho 3.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga asubiza neza ibibazo ku mwandiko ku kamaro k’isuku
n’isukura
Umukoro mu matsinda
Ibisubizo ku bibazo byanditse
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1:Yasomye neza umwandiko ku isuku n’isukura
Inshoza y’ isuku n’isukura
Insanganyamatsiko y’umwandiko;
Ikitabwaho 2: Amagambo mashya yasobanuwe neza
Yasobanuye neza amagambo akomeye
Insanganyamatsiko y’umwandiko yagaragajwe neza
Isomo nyamukuru yakuye mu mwandiko ryagaragajwe neza
Ikitabwaho 3: Ingingo z’umuco n’amateka zasobanuwe
Indangagaciro zo kubaha ubuzima
Umwanzuro
Ubushobozi busuzumwa
Yashubije neza ibibazo mu mvugo iboneye ku mwandiko.
133 | P a g e
Learning unit LU 4: Gukoresha Ikinyarwanda k'intyoza agaragaza uburyo
bunyuranye bwo gutunganya ubutaka no gukoresha ibinyazina binyuranye
4
Umusaruro w’inyigisho:
1. Gukoresha neza Ikinyarwanda cy'intyoza agaragaza ko yumva umwandiko ku mitunganyirize y’ubutaka.
2. Gusoma no gusesengura neza umwandiko yubahiriza utwatuzo n’isesekaza
3. Gusubiza ibibazo neza ku mwandiko mu mvugo iboneye. 4. Guhimba umwandiko akurikiranya neza ingingo.
6 Amasaha
Umusaruro w’inyigisho 4.1: Gukoresha neza Ikinyarwanda k'intyoza uwiga
agaragaza ko yumva umwandiko ku mitunganyirize y’ubutaka.
Umwandiko ku nsanganyamatsiko
o Gusaba abanyeshuri: gutega amatwi neza umwandiko ku mitunganyirize y’ubutaka.
˗ Igitabo gikubiyemo imyandiko ku
Ibyigwa
Imbonezamasomo
Imfashanyigisho
134 | P a g e
yerekeye imitunganyirize y’ubutaka;
Inshoza y’imitunganyirize y’ubutaka
Ingero zifatika zihamya imitunganyirize:
Kurwanya isuri hacibwa amaterasi y’indinganire
Gukoresha ifumbire y’imborera n’iyatunganyirijwe mu nganda
Gutera imirwanyasuri no gucukura ibyobo bifata amazi.
Gukumira ba rutwitsi
Kumurika ibyavuye mu bushakashatsi ku mitunganyirize y’ubutaka
o Kutarogoya ufite ijambo nta mpamvu.
o Kuvumbura neza insanganyamatsiko ivugwa mu mwandiko.
o Gukoresha neza Ikinyarwanda k'intyoza agaragaza indangagaciro yo gukorera mu mucyo.
o Gusoma bitonze mu matsinda bashaka:
o -Ibisobanuro by’amagambo akomeye;
o -Ibisubizo by’ibibazo byo kumva umwandiko;
o Gusoma neza aranguruye agaragaza isesekaza.
o Gukusanyiriza mu matsinda, bimwe mu bitekerezo by’ingenzi ku mitunganyirize y’ubutaka.
o Gukora ubushakshatsi ku bivugwa mu mwandiko;
o Kujya impaka ku ngaruka zo kudacunga neza ubutaka.
o Kumurika mu ruhame ibyavuye mu matsinda.
nsanganyamatsiko yo gutunganya ubutaka;
˗ Ibitabo by’ikibonezamvugo ;
˗ Mudasobwa ˗ Furashi disiki ˗ Porojegiteri ; ˗ Ikibaho ; ˗ Marikeri ; ˗ Murandasi ; ˗ Inkoranyamagambo ; ˗ Itangazo Mpuzamahanga
ry’uburenganzira bwa Muntu ;
˗ Itegeko Nshinga rya Repubulika y’u Rwanda;
˗ Amafoto ku bikorwa by’imitunganyirizwe y’ubutaka.
Isuzuma Mbonezanyigisho 4.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga ateze amatwi umwandiko ku gufata neza ubutaka
Umukoro mu matsinda
Ibisubizo ku bibazo byanditse
Urutonde rw’ibisuzumwa Arabishoboye
Ubushobozi busuzumwa
Uwiga yakoresheje Ikinyarwanda k'intyoza agaragaza ko yumva umwandiko ku
mitunganyirize y’ubutaka abinyujije mu ngiro zitandukanye
135 | P a g e
Yego Oya
Ikitabwaho 1: yateze amatwi anakurikira neza umwandiko
Inshoza y’imitunganyirize y’ubutaka yasobanuwe neza
Yagaragaje neza ubwumvane mu matsinda;
Yateze amatwi neza atarogoya;
Yasomye neza yubahiriza utwatuzo n’isesekaza.
Ikitabwaho 2: Kugaragaza ko yumva neza umwandiko:
Ingingo yo kurwanya isuri hacibwa amaterasi yagaragajwe
Ingingo yo gucukura ibyobo bifata amazi yagaragajwe
Ingingo yo gutera imirwanyasuri yagaragajwe
Ingingo yo gukoresha ifumbire mvaruganda yagaragajwe
Ingingo yo gukumira ba rutwitsi yagaragajwe
Yagushije neza ku nsanganyamatsiko
Ikitabwaho 4: yamumuritse ibyavuye mu bushakashatsi ku mitunganyirize y’ubutaka
Umwanzuro
Umusaruro w’inyigisho 4.2: Gusoma no gusesengura neza umwandiko yubahiriza utwatuzo
n’isesekaza.
Umwandiko ku nsanganyamatsiko yerekeye imitunganyirize y’ubutaka;
Isesenguramwandiko Inshoberamahang
a zakoreshejwe Imigani migufi
yakoreshejwe
Kumurika ibyasesenguwe mu matsinda mu buryo bw’isoma
o Gusoma neza bucece. o Gusoma naza bitonze mu
matsinda. o Gusoma neza bakuranwa. o Gusoma neza aranguruye
agaragaza isesekaza. o Gutega amatwi neza
umwandiko k’ugufata neza ubutaka.
o Kutarogoya ufite ijambo nta mpamvu.
˗ Igitabo gikubiyemo imyandiko ku nsanganyamatsiko yo gutunganya ubutaka;
˗ Ibitabo by’ikibonezamvugo ;
˗ Mudasobwa ˗ Furashi disiki ˗ Porojegiteri ; ˗ Ikibaho ; ˗ Marikeri ; ˗ Murandasi ; ˗ Inkoranyamagambo ; ˗ Itangazo Mpuzamahanga
ry’uburenganzira bwa Muntu ;
Ibyigwa
Imbonezamasomo
by’uactivities
Imfashanyigisho
136 | P a g e
˗ Itegeko Nshinga rya Repubulika y’u Rwanda;
˗ Amafoto ku bikorwa by’imitunganyirizwe y’ubutaka.
Isuzuma Mbonezanyigisho 4.2
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Gusoma umwandiko ku gufata neza ubutaka
Umukoro mu matsinda
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho1: Yasomye neza umwandiko
Ibyiyumviro by’uteze amatwi byubahirijwe;
ubwumvane mu matsinda bwubahirijwe
Inshoberamahanga yasobanuwe neza
Inshoberamahanga yasobanuwe neza
Ikitabwaho 2: isesenguramwandiko ryakozwe
Inshoberamahanga zakoreshejwe
Imigani migufi yakoreshejwe
Ikitabwaho:3 yamuritse neza ibyasesenguwe mu matsinda mu buryo bw’isoma
Umwanzuro
Umusaruro w’inyigisho 4.3: Gusubiza ibibazo ku mwandiko mu mvugo iboneye
Ibyigwa
Imbonezamasomo
by’uwiactivities
Imfashanyigisho
Ubushobozi busuzumwa
Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza.
137 | P a g e
Umwandiko ku nsanganyamatsiko yerekeye imitunganyirize y’ubutaka;
Kubaza ibibazo k’umwandiko ku nsanganyamatsiko yerekeye imitunganyirize y’ubutaka
Gusubiza ibibazo by’umwandiko ku nsanganyamatsiko yerekeye imitunganyirize y’ ubutaka
o Gusaba abanyeshuri: gutega amatwi neza umwandiko ku mitunganyirize y’ubutaka.
o Kutarogoya ufite ijambo nta mpamvu.
o Gusoma neza mu matsinda bashaka:
o -Gutanga neza ibisubizo by’ibibazo byo kumva umwandiko;
o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.
o Gukora ubushakashatsi ku bindi bivugwa kuri iyi ngingo;
o Gusoma neza aranguruye agaragaza isesekaza.
o Gukusanyiriza mu matsinda, ibitekerezo ku mitunganyirize y’ubutaka.
o Kujya impaka ku ngaruka zo kudacunga neza ubutaka.
o Kumurika neza mu ruhame ibisubizo byavuye mu matsinda.
˗ Igitabo gikubiyemo imyandiko ku nsanganyamatsiko yo gutunganya ubutaka;
˗ Ibitabo by’ikibonezamvugo ;
˗ Mudasobwa ˗ Furashi disiki ˗ Porojegiteri ; ˗ Ikibaho ; ˗ Marikeri ; ˗ Murandasi ; ˗ Inkoranyamagambo ; ˗ Itangazo Mpuzamahanga
ry’uburenganzira bwa Muntu ;
˗ Itegeko Nshinga rya Repubulika y’u Rwanda;
˗ Amafoto ku bikorwa by’imitunganyirizwe y’ubutaka.
Isuzuma Mbonezanyigisho 4.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga asubiza neza ibibazo ku mwandiko ku gufata neza
ubutaka
Umukoro mu matsinda
Ibisubizo ku bibazo byanditse ku gufata neza ubutaka
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ubushobozi busuzumwa
Yashubije neza ibibazo ku mwandiko mu mvugo ikwiye.
138 | P a g e
Ikitabwaho 1:Yateze neza amatwi anumva neza umwandiko
Umwandiko wumvikanye neza
Utwatuzo n'isesekaza byubahirijwe
Ikitabwaho 2:Yasubije neza ibibazo ku mwandiko
Yasubije neza ibibazo byabajijwe
InsanganyamatsiKO yagaragayemo
Ingingo z’umuco n’amateka byagaragajwe
Indangagaciro na kirazira byagaragajwe
Umwanzuro
Umusaruro w’inyigisho 4.4: Guhimba umwandiko akurikiranya neza ingingo.
Inshoza y’ihimbamwandiko:
Umutwe Igihimba Umwanzuro
(umusozo)
Kumurika umwandiko wahimbwe
o Gusaba abanyeshuri: Gusoma no gusesengura umwandiko;
o Kujya impaka ku ngaruka zo kudacunga neza ubutaka.
o Gukora inshamake y’umwandiko.
o Guhimba umwandiko ku mitunganyirize ikwiye y'ubutaka.
o Kumurika neza umwe umwe umwandiko wahimbwe
˗ Igitabo gikubiyemo imyandiko ku nsanganyamatsiko yo gutunganya ubutaka;
˗ Ibitabo by’ikibonezamvugo ;
˗ Mudasobwa ˗ Furashi disiki ˗ Porojegiteri ; ˗ Ikibaho ; ˗ Marikeri ; ˗ Murandasi ; ˗ Inkoranyamagambo ; ˗ Itangazo Mpuzamahanga
ry’uburenganzira bwa Muntu ;
˗ Itegeko Nshinga rya Repubulika y’u Rwanda;
Ibyigwa
Imbonezamasomo
activities
Imfashanyigisho
139 | P a g e
˗ Amafoto ku bikorwa by’imitunganyirizwe y’ubutaka.
Isuzuma Mbonezanyigisho 4.4
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga ahina, ahimba umwandiko ku gufata neza ubutaka
Umukoro mu matsinda
Ihangamwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Yahimbye neza umwandiko
Yakoze neza umutwe w’umwandiko
Yakoze neza igihimba
Yanzuye neza
Yibanze ku nsanganyamatsiko
Ikitabwaho 2: Yamuritse neza umwandiko yahimbye
Ubushobozi busuzumwa
Yahinnye anahimba umwandiko akurikiranya neza ingingo
140 | P a g e
Umwanzuro
Imbumbe LU 5: Gukoresha neza uburyo bunyuranye bw ’ ubwumvane
m’ugutegura no gukina ikinamico
141 | P a g e
5
Umusaruro w’inyigisho:
1. Gukoresha Ikinyarwanda cy'intyoza, uwiga agaragaza ko yumva ikinamico ku nsanganyamatsiko yerekeye ubwumvane mu ngiro zitandukanye.
2. Gusoma neza ikinamico yubahiriza uturango twayo. 3. Gusubiza ibibazo ku ikinamico mu mvugo iboneye. 4. Guhimba no gukina ikinamico ahuza imvugo n’ingiro.
6 Amasaha
Umusaruro w’inyigisho 5.1: Gukoresha neza Ikinyarwanda k'intyoza, agaragaza ko yumva
ikinamico ku nsanganyamatsiko yerekeye ubwumvane.
Inshoza y’ikinamico ku nsanganyamatsiko yerekeye ubwumvane;
Ururimi n’ubwumvane matsinda
Amafatizo y’ubwumvane
Nyakuvuga Nyakubwirwa
Amoko y’ikinamico Ikimamico ya
kera Ikinamico
nshyashya
Guhimba udukino ku nsanganyamatsiko ishingiye ku bwumvane mu kinamico
o Gutega amatwi neza ikinamico ku nsanganyamatsiko yerekeye ubwumvane.
o Kutarogoya ufite ijambo nta mpamvu. o Gusubiza ibibazo byo kumva ikinamico
n’inyunguramagambo. o Kuvumbura insanganyamatsiko ivugwa
mu ikinamico. o Gusoma bucece ikinamico. o Gusoma bakuramwa, baranguruye
bigana, abakinankuru. o Gukorera mu matsinda, bungurana
ibitekerezo ku nsanganyamatsiko ivugwa mu ikinamico.
o Guhimba no gukina udukino ku nsanganyamatsiko ishingiye ku bwumvane.
o Kujya impaka ku kamaro k' imvugo ziboneye.
˗ Ibitabo bikubiyemo imyandiko yerekeyeubwumvane ;
˗ Ibitabo by’ikibonezamvugo ;
˗ Mudasobwa ˗ Furashi disiki ˗ Porojegiteri ; ˗ Ikibaho ; ˗ Marikeri ; ˗ Murandasi ; ˗ Inkoranyamagambo ; ˗ Amabwiriza ya Minisitiri
N0 001/2014 yo ku wa 08/10/2014 agenga imyandikire y’Ikinyarwanda nk’uko yasohotse mu Igazeti ya Leta N0 41 bis yo ku wa 13/10/2014.
Isuzuma Mbonezanyigisho 5.1
Ibyigwa
Imbonezamasomo
by’uwactivities
Imfashanyigisho
142 | P a g e
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho Inyandiko
Kubaza ibibazo ku nshoza y’ikinamico, gusobanura amagambo
mashya, no ku moko y’ikinamico
Umukino ku ikinamico
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Yateze amatwi anakurikira neza ikinamico
Ikitabwaho 2: Yagaragaje neza ubwumvane
Amafatizo y’ubwumvane
Nyakuvuga
Nyakubwirwa
Ikitabwaho 2: Ibibazo ku kinamico byumvikanye
Yibanze ku nsanganyamatsiko
Yasobanuye amagambo akomeye
Yagaragaje ingingo z’umuco n’amateka;
Inshoza n’uturango by’ ikinamico;
Yagaragaje isomo ry’ingenzi yakuye mu kinamico
Umwanzuro
Ubushobozi busuzumwa
Uwiga yakoresheje Ikinyarwanda k'intyoza agaragaza ko yumva, ikinamico ku
nsanganyamatsiko yerekeye ubwumvane
143 | P a g e
Umusaruro w’inyigisho 5.2: Gusoma neza ikinamico yubahiriza uturango twayo
Uturango tw’ikinamico ku nsanganyamatsiko yerekeye ubwumvane
Umunyarubuga Udukinokino (scene) Abakinnyi
b’ikinamico Abakinirwa
Inyunguramagambo Amagambo mashya Imigani migufi Inshoberanamahang
a
Gusoma ikinamico hubahirizwa: utwatuzo isesekaza
o Gutega amatwi ikinamico ku
nsanganyamatsiko yerekeye ubwumvane.
o Kutarogoya ufite ijambo nta mpamvu.
o Gusoma bucece ikinamico. o Gusoma bakuramwa,
baranguruye bigana, abakinankuru
˗ Ibitabo bikubiyemo imyandiko yerekeye ubwumvane ;
˗ Ibitabo by’ikibonezamvugo ;
˗ Mudasobwa ˗ Furashi disiki ˗ Porojegiteri ; ˗ Ikibaho ; ˗ Marikeri ; ˗ Murandasi ; ˗ Inkoranyamagambo ; ˗ Amabwiriza ya Minisitiri
N0 001/2014 yo ku wa 08/10/2014 agenga imyandikire y’Ikinyarwanda nk’uko yasohotse mu Igazeti ya Leta N0 41 bis yo ku wa 13/10/2014.
Isuzuma Mbonezanyigisho 5.2
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Gusoma ikinamico yanditse mu gitabo cy’ubuvanganzo
gakondo
Ibyigwa
Imbonezamasomo
by’activities
Imfashanyigisho
Ubushobozi busuzumwa
Yasomye neza ikinamico yubahiriza uturango twayo
144 | P a g e
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Uturango tw’ikinamico yerekeye ubwumvane bwagarajwe
Umunyarubuga
Udukinokino (scene)
Abakinnyi b’ikinamico
Abakinirwa
Ikitabwaho 2: yakoresheje neza
Amagambo mashya
Imigani migufi
Inshoberanamahanga
Ikitabwaho 3: yasomye neza ikinamico yubahiriza
utwatuzo
isesekaza
Umwanzuro
Umusaruro w’inyigisho 5.3: Gusubiza ibibazo ku kinamico mu mvugo iboneye
Ibibazo ku kinamico ku nsanganyamatsiko yerekeye ubwumvane
Kugaragaza ko umunyarubuga ari umukinnyi mwiza
Ibisonuro by’umunyarubuga
Kumurika udukino ku nsanganyamatsiko ishingiye ku bwumvane. Agakino ku kinamico
nshyashya
o Gutega amatwi neza ikinamico ku nsanganyamatsiko yerekeye ubwumvane.
o Kutarogoya ufite ijambo nta mpamvu.
o Gusubiza ibibazo byo kumva ikinamico n’inyunguramagambo.
o Kuvumbura insanganyamatsiko ivugwa mu ikinamico.
o Gusoma bucece ikinamico. o Gusoma bakuramwa,
baranguruye bigana, abakinankuru.
o Gukorera mu matsinda, bungurana ibitekerezo ku
˗ Ibitabo bikubiyemo imyandiko yerekeye ubwumvane ;
˗ Ibitabo by’ikibonezamvugo ;
˗ Mudasobwa ˗ Furashi disiki ˗ Porojegiteri ; ˗ 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
Ibyigwa
Imbonezamasomo
by’uwiactivities
Imfashanyigisho
145 | P a g e
nsanganyamatsiko ivugwa mu ikinamico.
Leta N0 41 bis yo ku wa 13/10/2014.
Isuzuma Mbonezanyigisho 5.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Inyandiko Kubaza ibibazo byanditse ku kinamico ku nsanganyamatsiko y’
ubwumvane
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1:Yasubije neza ibibazo ku kinamico nsanganyamatsiko y’ubwumvane
yagaragaje ko umunyarubuga ari umukinnyi mwiza
yagaragaje Ibisonuro by’umunyarubuga
Ikitabwaho 2: yamuritse udukino ku nsanganyamatsiko ishingiye ku bwumvane
Yahimbye akakino gashya ku ikinamico
Umwanzuro
Umusaruro w’inyigisho 5.4: Guhimba no gukina ikinamico ahuza imvugo n’ingiro
Guhimba ikinamico ku nsanganyamatsiko yerekeye ubwumvane;
Ubwoko bw’ikinamico Ikinamico
nshyashya
o Gutega amatwi ikinamico ku nsanganyamatsiko yerekeye ubwumvane.
o Kutarogoya ufite ijambo nta mpamvu.
˗ Ibitabo bikubiyemo imyandiko yerekeyeubwumvane ;
˗ Ibitabo by’ikibonezamvugo ;
˗ Mudasobwa ˗ Furashi disiki
Ibyigwa
Imbonezamasomo
activities
Imfashanyigisho
Ubushobozi busuzumwa
Yashubije neza ibibazo yabajijwe mu mvugo ikwiye ku ikinamico
146 | P a g e
Ikinamico ya kera
Udukino ku nsanganyamatsiko ishingiye ku bwumvane;
o Gusubiza ibibazo byo kumva ikinamico n’inyunguramagambo.
o Kuvumbura insanganyamatsiko ivugwa mu ikinamico.
o Gusoma bucece ikinamico. o Gusoma bakuramwa,
baranguruye bigana, abakinankuru.
o Gukorera mu matsinda, bungurana ibitekerezo ku nsanganyamatsiko ivugwa mu ikinamico.
o Guhimba no gukina udukino ku nsanganyamatsiko ishingiye ku bwumvane.
˗ Porojegiteri ; ˗ 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 No 41 bis yo ku wa 13/10/2014.
Isuzuma Mbonezanyigisho 5.4
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga ahimba, akina neza ikinamico ku nsanganyamatsiko
y'ubwumvane
Umukoro mu matsinda
Ikinamico yanditswe
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Yahimbye neza ikinamico
Ikitabwaho 2: yagaragaje ubwoko bw’ikinamico
Ikinamico nshyashya
Ikinamico ya kera
Ikitabwaho 3: Yakinnye neza udukino ku nsanganyamatsiko ishingiye ku bwumvane
Umwanzuro
Ubushobozi busuzumwa
Yahimbye anakina ikinamico ahuza imvugo n’ingiro.
147 | P a g e
Ibitabo n’inyandiko byifashishijwe:
1. BIZIMANA S, KAYUMBA C., (2011), Inkoranya y’Ikinyarwanda mu Kinyarwanda, IRST, 2ème, Edition
2. BIZIMANA, S., RWABUKUMBA, G., (2011), Inkoranya y’Ikinyarwanda mu Kinyarwanda, IRST, 1ère Edition
3. CHARMEAUX, E., (1975), La lecture à l’école, Cédix, Paris. 4. CONFÉRENCE DES MINISTRES DE L’EDUCATION DES ETATS D’EXPRESSION FRANÇAISE, (1986),
Promotion et intégration des langues nationales dans les systèmes éducatifs, Librairie Honoré Champion, Paris.
5. COUPEZ A. (1961) Grammaire Rwanda Simplifiée, Usumbura 6. Dictionnaire Rwandais-Français, Edition abrégée et adaptée par Irénée JACOB. 7. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umunyeshuri, Umwaka wa 4, Fountain
Publishers, Kigali 8. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umwarimu, Umwaka wa 5, Fountain
Publishers, Kigali 9. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umwarimu, Umwaka wa 6, Fountain
Publishers, Kigali 10. GAGNÉ, G., PAGÉ, M. na ARRAB, E, (2002), Didactique des langues maternelles. Questions
actuelles dans différentes régions du monde, De Boeck Universitégions du monde, De Boeck Université, Bruxelles.
11. GASIMBA F.X (2004), Inganzo y’Ubwanditsi, Prix Kadima 12. INTEKO NYARWANDA Y’URURIMI N’UMUCO (RALC), (2013), Indangagaciro z’Umuco w’u Rwanda,
Imfashanyigisho ibanza, Kigali Rwanda 13. KAGIRANEZA Z. (1989), Igitaramo ku mateka y’u Rwanda, MINESUPRESS 14. MINISTERI Y’AMASHURI ABANZA N’AYISUMBUYE (1986) Ikinyarwanda : Ikibonezamvugo cyo mu
Cyiciro cya Gatatu, Kigali 15. UNIVERSITY OF RWANDA/COLLEGE OF EDUCATION (2014), Umusogongero ku Buvanganzo
Nyarwanda, Kigali. 16. VANHOVE J. (1941), Essai de Droit Coutumier du Ruanda, Bruxelles, Librairie Falk fils.
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Competence
C C M P E 5 0 2 - PROFESSIONAL ETHICS
CCMPE502 Apply professional ethics
REQF Level: 5 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: September, 2021
Purpose statement
This particular module describes the skills, knowledge and attitude required for the trainee to apply
professional conduct at workplace.
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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. Apply human values 1.1. Adequate valuation of human right. 1.2. Adequate promotion of integrity 1.3. Convenient valuation of time 1.4. Careful variety of moral issues
2. Respect engineering ethics 2.1. Appropriate application of rules and regulations of the work.
2.2. Adequate application of credible management of the work.
2.3. Adequate team spirit at the work.
3. Apply safety 3.1. Proper risk analysis 3.2. Convenient personal safety precautions 3.3. Adequate respect of hygienic rules
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Learning unit
LU 1: Apply human values
1
Learning Outcomes:
1. Valuate clearly human rights and human rights issues 2. Promote adequately integrity 3. Valuate specifically the time 4. Analyze carefully variety of moral issues
7 Hours
Learning Outcome1.1:Valuate clearly human rights and human rights issues
Human Rights Privacy Independence Security Right to vote Medication Education Employment Promotion Leave( Holidays)
Human rights issues Terrorism Human trafficking Land grabbing Corruption Climate change and
displacement Racism and
discrimination Forced labor
o Brainstorming on Human rights issues, intellectual property rights and confidentiality
o Group discussion on human rights issues, intellectual property rights and confidentiality
o Demonstration by video/ picture of human right issues
- Books - World Health
Organization Reports - Notebook - Pen - Workshop - Whiteboard/ Black
board - Marker pen - Chalks - Projector - Pictures - Computer
Content Learning activities Resources
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Armed conflicts and violence
Infanticide Child abuse
Intellectual Property Rights Definition Importance Main areas of
intellectual property Copyright
and rights related to copyright
Industrial property
Confidentiality Definition of
confidentiality Importance and
examples
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
Multiple choice exercises
Essay
Matching exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Performance criterion
Adequate valuation of human rights.
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Human rights
Privacy is adequately explained
Independence is adequately explained
Security is adequately explained
Right to vote is adequately explained
Medication is adequately explained
Education is adequately explained
Employment is adequately explained
Promotion is adequately explained
Leave( Holidays) is adequately explained
Human rights issues
Terrorism is adequately explained
Human trafficking is adequately explained
Land grabbing is adequately explained
Corruption is adequately explained
Climate change and displacement are adequately explained
Racism and discrimination are adequately explained
Forced labor is adequately explained
Armed conflicts and violence are adequately explained
Infanticide is adequately explained
Child abuse is adequately explained
Intellectual property rights
Intellectual property is well defined
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Purposes of intellectual property rights are well discussed
Main areas of intellectual property are accurately identified
Confidentiality
Confidentiality is correctly explained
Importance and examples of confidentiality are well discussed
Observation
Learning Outcome 1.2:Promote adequately integrity
Civic virtues Tax compliance Environmental
protection Self reliance Contribution Self sacrifice Cooperation Fairness Integrity Respect for others Self governance Responsibility Humility
o Brainstorming on civic virtues o Group discussion on civic virtues o Role play on civic virtues o Sketches on civic virtues o Site visit on environmentally
protected areas
- Books - Environmental reports
( National and International)
- Notebook - Pen - Workshop - Whiteboard/ Black
board - Marker pen - Chalks - Projector - Pictures - Computers
Formative Assessment 1.2
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
Oral evidence
Multiple choice exercises
Essay
Merging exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Tax compliance is adequately explained
Environmental protection is adequately explained
Self-reliance is adequately explained
Contribution is adequately explained
Self-sacrifice is adequately explained
Cooperation is adequately explained
Fairness is adequately explained
Integrity is adequately explained
Respect for others is adequately explained
Self-governance is adequately explained
Responsibility is adequately explained
Humility is adequately explained
Performance criterion
Adequate promotion of integrity
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Observation
Learning Outcome 1.3: Valuate specifically the time
Preparation of Agenda Definition of agenda Agenda of Meeting Personal Agenda
o Brainstorming on preparation of agenda
o Group Discussion on preparation of agenda
o Practical exercise on preparation of agenda
- Books - Agenda of some meetings - Personal agenda - Notebook - Pen / Pencil - Workshop - Whiteboard/ Black board - Marker pen - Chalks - Projector - Pictures - Computer
Formative Assessment 1.3
Content Learning activities Resources
Performance criterion
Convenient valuation of time
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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
Essay
Merging exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Agenda of meeting is adequately explained
Personal agenda is adequately explained
Observation
Learning Outcome 1.4: Analyse sufficiently variety of moral issues
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Reason of Behaving Unethically
Resource crunch Opportunity Attitude Impact of peer
influence Greed Mental illness Poor upbringing
o Brainstorming on reason of behaving unethically
o Group discussion on reason of behaving unethically
- Books - Chocks - Blackboard
Formative Assessment 1.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Resource crunch is carefully explained
Opportunity is carefully explained
Attitude is carefully explained
Content Learning activities Resources
Performance criterion
Careful analysis of variety of moral issues
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Impact of peer influence is carefully explained
Greed is carefully explained
Mental illness is carefully explained
Poor upbringing is carefully explained
Observation
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Learning unit
LU 2:Respect engineering ethics
2
Learning Outcomes:
1. Apply rules and regulations of the work. 2. Apply credible management of the work. 3. Work with team spirit
15 Hours
Learning Outcome 2.1: Apply rules and regulations of the work.
Different Professional rules and regulations Basic workplace rules Public Building
regulations Human Settlement
Policies
Labour Code National International
o Brainstorming on professional rules and regulations and Labour Code
o Group Discussion on Professional rules and regulations and Labour Code
o Demonstration by video/ on Professional rules and regulations and Labour Code
- Books - Notebook - Pen - Workshop - Whiteboard/ Black board - Marker pen - Chalks - Projector - Pictures - Computers
Formative Assessment 2.1
Content Learning activities Resources
Performance criterion
Appropriate application of rules and regulations of the work.
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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
Essay
Merging exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Basic workplace rules are appropriately identified
Public building regulations are appropriately identified
Human settlement policies are appropriately identified
Observation
Learning Outcome 2.2: Apply credible management of the work.
Ethical theories about Right Action Utilitarian Theory Duty Ethics The virtue Theory Self- realization ethics Justice (Fairness) theory
o Brainstorming on ethical theories about Right Action
o Group Discussion on ethical theories about Right Action
- Books - Notebook - Pen - Workshop - Whiteboard/ Black
board - Marker pen - Chalks
Content Learning activities Resources
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- Projector - Computer
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises
Essay
Merging exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Utilitarian Theory is well discussed
Duty Ethics is well discussed
The virtue theory is well discussed
Self- realization Ethics is well discussed
Justice (Fairness) theory is well discussed
Observation
Performance criterion
Adequate application of credible management of the work
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Learning Outcome 2.3: Work with team spirit
Cooperation Definition Types of cooperation Roles of cooperation
Empathy and its elements Definition Understanding others Service orientation Uplift others Leveraging diversity Political awareness
Types of empathy Cognitive empathy Emotional empathy Compassionate empathy
o Brainstorming on cooperation and empathy
o Group discussion on cooperation and empathy
o Group discussions on types of empathy
- Books - Notebook - Pen - Workshop - Whiteboard/
Black board - Marker pen - Chalks - Projector - Computers
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises
Essay
Merging exercises
True or false questioning
Sentence completion
Content Learning activities Resources
Performance criterion
Adequate team spirit at the work.
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Checklist Score
Yes No
Cooperation
Definition of cooperation and its types are adequately explained
Roles of cooperation are adequately discussed
Empathy and its elements
Understanding others is adequately explained
Service orientation is adequately explained
Uplift others is adequately explained
Leveraging diversity is adequately explained
Political awareness is adequately explained
Types of empathy
Cognitive empathy is adequately explained
Emotional empathy is adequately explained
Compassionate empathy is adequately explained
Observation
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Learning unit
LU 3:Apply safety
3
Learning Outcomes:
1. Analyze risks 2. Apply personal safety precautions 3. Respect hygienic rules
8 Hours
Learning Outcome 3.1: Analyse risk
Analytical Methods for Risk Analysis Scenario Analysis Failure Mode and Effect
Analysis Fault-tree Analysis Event-tree Analysis Human Error
o Brainstorming on analytical Methods for Risk Analysis
o Group Discussion on analytical Methods for Risk Analysis
- Books - Notebook - Pen - Workshop - Whiteboard/ Black
board - Marker pen - Chalks - Projector - Computer
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning activities Resources
Performance criterion
Proper risk analysis
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Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises
Essay
Merging exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Scenario is well analyzed
Failure mode and effect are well analyzed
Fault-tree is well analyzed
Event-tree is well analyzed
Human error is well analyzed
Observation
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Learning Outcome 3.2:Apply personal safety precautions
Safety and Risk
Saving endangered lives ( Occupational hazards)
Safe Exit
Methods of safe exit
o Brainstorming on application of personal safety precautions
o Group discussion on application of personal safety precautions
o Group discussions on methods of safe exit
- Books - Notebook - Pen - Workshop - Whiteboard/
Black board - Marker pen - Chalks - Projector - Computer
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
Merging exercises
True or false questioning
Sentence completion
Content Learning activities Resources
Performance criterion
Convenient personal safety precautions
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Checklist Score
Yes No
Personal safety is well identified
Occupational hazards are well discussed
Definition of safe exit is well explained and discussed
Methods of safe exit are well explained
Observation
Learning Outcome 3.3:Respect hygienic rules
Maintenance of hygiene
Importance of PPE
o Brainstorming on Maintenance of hygiene and importance of PPE
o Group discussion on Maintenance of hygiene and importance of PPE
- Books - Notebook - Pen - Workshop - Whiteboard/
Black board - Marker pen - Chalks - Projector - Computer
Formative Assessment 3.3
Content Learning activities Resources
Performance criterion
Adequate respect of hygienic rules
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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
Essay
Merging exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Maintenance of hygiene is well respected
Importance of PPE is well discussed
Observation
Reference books:
1. R.S.Naagarazan 2006, Professional Ethics and Human Values, New Age International Publishers,
India
2. GordanaDodig-Crnkovic 2004, Professional Ethics in Science and Engineering, Department of
Computer Science and Emälardalen University
3. Vee, C. and Skit more, R.M. (2003) Professional ethics in the construction industry. Engineering
Construction and Architectural Management 10(2):pp. 117-127. Copyright 2003 Emerald.
4. AAT Code of Professional Ethics – Version 2.0 January 2014
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Competence
C C M I W 5 0 2 - ICT AT WORKPLACE
CCMIW502 Use ICT at workplace
REQF Level: 5 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: October, 2017
Purpose statement
This course focuses on providing skills, experience and confidence for those learners who struggle to make
the most of technology to demonstrate creative thinking, problem solving and knowledge construction. It
focuses on completing workplace tasks, such as researching and creating documents with text, graphics
and numerical information using commonly used tools such as: Microsoft Office – (Word, Excel) and the
Internet
Learners gain ability to appropriately select and responsibly use ICT to be able to: Problem-solve,
Communicate and collaborate, Locate, use and synthesize information found using technology and
Develop skills necessary to function in this century.
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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. Prepare document Layout 1.1 Proper set up of a document 1.2 Proper working with the pictures/images within the
document 1.3 Proper creation of references within the document
2. Apply basic computer operations 2.1 Appropriate Conversion files 2.2 Appropriate use of storage media 2.3 Proper connection of computer to the network
3. Manage data in MS Excel 3.1 Proper management of data types 3.2 Adequate application of Excel functions 3.3 Adequate performance of data analysis 3.4 Proper application of data protection
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10 Hours
Learning Outcome1.1:Set up the document
● Paper size and layout Paper size Paper orientation Margins Columns
● Divide document into sections Section breaks Hyphenation
● Advanced formatting Font/color/effects Border and shading Format painter Indenting paragraph Spacing paragraph Line spacing
o Group discussion on paper size and layout
o Practical exercises on dividing document into sections
o Practical exercises on advanced formatting
- Computer lab - Computers with
Microsoft office word installed
- Projector - Whiteboard - Markers - Dusters ˗ Internet
Formative Assessment 1.1
Learning unit LU 1: Prepare document Layout
1
Learning Outcomes:
1. Set up the document 2. Work with pictures 3. Create references within the document
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/ Ticking ▪ True or false questions ▪ Matching ▪ Sentence completion ▪ Open ended questions ▪ Performance checklist
Checklist Score
Yes No
Indicator: Paper size and layout is identified
Paper size
Paper orientation
Margins
Columns
Indicator: Document is divided into sections
Section break
Hyphenation
Indicator: Document is formatted
Font/colour/effects
Border and shading
Format painter
Indenting paragraph
Spacing paragraph
Line spacing
Performance criterion
Proper set up of the document
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Learning Outcome 1.2: Work with pictures
● Insert a picture Change size of a
picture Compress a picture Position of picture Increase the Contrast Use a Transparent
Overlay Drop Shadow
● Picture styles Picture border Picture effects Picture layout
● Overlaying text on an image for readability Wrap text around a
picture
o Practical exercise on inserting a picture
o Practical exercise on use of picture styles
o Practical exercise on overlaying text on an image for readability
- Computer lab - Computers with
Microsoft office word installed
- Projector - Pictures/ images - Whiteboard - Markers - Dusters - Internet
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
● Written evidence
● Performance evidence
▪ Multiple choice/ Ticking ▪ True or false question ▪ Matching ▪ Sentence completion ▪ Open ended questions ▪ Performance checklist
Observation
Content Learning activities Resources
Performance criterion
Proper working with pictures/ images within the document
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Checklist Score
Yes No
Indicator: Pictures are inserted
Change size of a picture
Compress a picture
Position of picture
Increase the Contrast
Use a Transparent Overlay
Drop Shadow
Indicator: Picture styles are identified
Picture border
Picture effect
Picture layout
Indicator: Overlaying text on a picture for readability is done
Wrap text around a picture
Observation
Learning Outcome 1.3: Create references within the document
Content Learning activities Resources
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● Pagination
Page number
Header
Footer ● Footnotes
Insert footnotes
/endnotes
Set format
Choose location
● Citations and Bibliography
Insert citation
Manage sources
Bibliography/citation
styles
Insert bibliography
● Table of contents
Identify text styles
(headings)
Insert hyperlink
Create the table of
contents
Customize table of
contents
Update table of
contents
Remove table of
content
o Practical exercise on pagination
o Practical exercise on adding footnotes
o Practical exercise on creating citations and bibliography
o Practical exercise on creation of table of contents
- Computer lab - Computers with Microsoft
office word installed - Projector - Whiteboard - Markers - Dusters - Internet
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
● Written evidence
● Performance evidence
▪ Multiple choice/ Ticking ▪ True or false question ▪ Matching ▪ Sentence completion ▪ Open ended questions ▪ Performance checklist
Performance criterion
Proper creation of references within the document
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Checklist Score
Yes No
Indicator: Document is paginated
Page number
Header
Footer
Indicator: Footnotes are inserted
Insert footnotes /endnotes
Set format
Choose location
Indicator: Citations and Bibliography are created
Insert citation
Manage sources
Bibliography/citation styles
Insert bibliography
Indicator: Table of contents is created
Identify text styles (headings) Insert hyperlink
Create the table of contents
Customize table of contents
Update table of contents
Remove table of contents
Observation
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Learning Outcome 2.1: Convert Data Files
● Different file formats Formats Typical file Extension
● File Conversion Export
File to pdf Pdf to word, excel
and ppt (online conversion)
● Compress file Definition Importance Steps
o Group discussion on file formats
o Practical exercises on file Conversion
o Practical exercises on compressing file
˗ Computer Lab ˗ Internet connection ˗ Projector ˗ White Board ˗ Marker ˗ Duster
Formative Assessment 2.1
Learning unit LU 2: Apply basic computer operations
2 Learning Outcomes:
1. Convert Data Files
2. Use storage media
3. Connect computer to the network
10Hours
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/ Ticking ▪ True or false question ▪ Matching ▪ Sentence completion ▪ Open ended questions ▪ Performance checklist
Checklist Score
Yes No
Indicator:Different file formats are identified
Formats
Typical file extension
Indicator: File is converted
File to pdf
Pdf to word, excel and ppt (online conversion)
Indicator:File compression is done
Definition
Importance
Steps
Observation
Performance criterion
Appropriate conversion of data files
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Learning Outcome 2.2:Use of storage media
● Storage media capacity Definition Units of data storage
● Different types of storage (off-line/On-line storage)
External/Removable Hard Drive
Solid State Drive (SSD) Network Attached Storage
(NAS) USB Thumb Drive or Flash
Drive Optical Drive (CD/ DVD discs) Cloud Storage.
● Disk formatting Partitioning Disk part Erase data
o Brainstorming on storage media
o Group discussion on different types of storage
o Practical exercises on disk formatting
˗ Computer Lab ˗ Projector ˗ White Board ˗ Markers ˗ Duster ˗ Storage devices
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/ Ticking ▪ True or false question ▪ Matching
Content Learning
activities
Resources
Performance criterion
Appropriate use of storage media
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▪ Sentence completion ▪ Open ended questions ▪ Performance checklist
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Checklist Score
Yes No
Indicator: Storage capacity is described
Definition
Unit of data
Indicator: Different types of storage are identified
External removable hard drive
Solid state drive
Network attached storage
USB thumb drive
Cloud storage
Optical drive
Indicator: Disk formatting is done
Partitioning
Disk part
Erase data
Observation
Learning Outcome 2.3: Connect computer to the network
● Introduction to computer network
Definition of computer network
Advantages Disadvantages
o Group discussion on computer network
o Practical exercises on connect computer to the network
˗ Computer Lab with Internet
˗ Projector ˗ White board ˗ Marker ˗ Duster
Content Learning activities Resources
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● Common types of networks based on size
Personal area network (PAN)
Local area network (LAN)
Metropolitan area network (MAN)
Wide area network (WAN )
Wireless Local Area Network (WLAN)
● Common types of networks based on main purpose
Storage area network (SAN)
Enterprise private network (EPN)
Virtual private network (VPN)
● Connect computer to the internet
Fixed internet Mobile internet
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
● Performance evidence
▪ Multiple choice/ Ticking ▪ True or false question ▪ Matching ▪ Sentence completion ▪ Open ended questions ▪ Performance checklist
Performance criterion
Proper connection of computer to the network
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Checklist Score
Yes No
Indicator: Computer network is introduced
Definition of computer network
Advantages of computer network
Disadvantage of computer network
Indicator: Common types of networks based on size are identified
Personal area network, or PAN
Local area network, or LAN
Metropolitan area network
Wide area network, or WAN
Wireless Local Area Network or WLAN
Indicator: Common types of networks based on main purpose are identified
Storage area network, or SAN
Enterprise private network, or EPN
Virtual private network, or VPN
Indicator: Computer is connected to the network
Fixed internet
Mobile internet
Observation
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Learning unit LU 3: Manage Data in MS Excel
3
Learning Outcomes:
1. Manage data types
2. Apply Excel functions
3. Analyze data
4. Apply data protection
10Hours
Learning Outcome 3.1: Manage data types
● Description of data types Data type (integer,
decimal, string, date) Length
● Entering data types in cells and their default formats
● Create data validation rules Settings input message error alert
o Brainstorming on data types o Practical exercises on
entering data types in a cell o Practical exercises on data
validation
˗ Computer Lab ˗ Computers with MS
Excel installed ˗ Projector
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
Proper management of data types
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Types of evidence Portfolio assessment tools
● Written evidence
● Performance evidence
▪ Multiple choice/ Ticking ▪ True or false question ▪ Matching ▪ Sentence completion ▪ Open ended questions ▪ Performance checklist
Checklist Score
Yes No
Indicator: data types are identified
Data type
Length
Indicator: Entering data types is applied
Data types in cell
Default formats
Indicator: Data validation are created
settings
input message
error alert
Observation
Learning Outcome 3.2:Apply Excel functions
● Formulas to perform calculations
● Logical functions AND
o Practical exercises on use of formula to perform calculations
- Computer Lab - Projector - Whiteboard - Markers
Content
Learning activities
Resources
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OR XOR NOT IF function
o Practical exercises on use of logical functions
- duster
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
▪ Multiple choice/ Ticking ▪ True or false question ▪ Matching ▪ Sentence completion ▪ Open ended questions ▪ Performance checklist
Checklist
Yes
No
Indicator: Formulas to perform calculations are identified
Indicator: Logical function are identified
AND
OR
NOT
XOR
IF function
Observation
Performance criterion
Proper application of Excel functions
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Learning Outcome 3.3:Analyse data
● Charts Definition Importance Types of charts
Line and column chart Pie chart Miniature graphs bar
Steps of creating chart ● Table style
Conditional formatting Format as table Cell style
● Duplication removal
o Perform practical exercises on data analysis
o Perform practical exercises on table style
o Perform practical exercises on duplication removal
˗ Computer lab ˗ Projector ˗ Whiteboard ˗ Markers ˗ duster
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
▪ Multiple choice/ Ticking ▪ True or false question ▪ Matching ▪ Sentence completion ▪ Open ended questions ▪ Performance checklist
Content Learning activities Resources
Performance criterion
Adequate performance of data analysis
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Checklist Score
Yes No
Indicator: Different types of charts are well identified
Definition
Importance
Types of chart Column chart Pie chart Miniature graphs Bar
Steps of creating chart
Indicator: Table style is performed
Conditional formatting
Format as table
Cell style
Indicator: Duplication removal are described
Observation
Learning Outcome 3.4:Apply data protection
Content
Learning activities
Resources
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● Data protection principles Fair and lawful Purposes Adequacy Accuracy Retention Rights Security
● Ways of protecting excel data protect a cell protect worksheet protect workbook
o Group discussion on data protection principles
o Practical exercises on protecting excel data
˗ Computer lab ˗ Projector
Formative Assessment 3.4
Assessor may collect among the following evidences and make judgements on whether the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
● Written evidence
● Performance evidence
▪ Multiple choice/ Ticking ▪ True or false question ▪ Matching ▪ Sentence completion ▪ Open ended questions ▪ Performance checklist
Checklist Score
Yes No
Indicator: Data protection principles are identified
Fair and lawful
Purposes
Adequacy
Accuracy
Retention
Rights
Performance criterion
Proper application of data protection
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Competence
Security
Indicator: Ways of protecting excel data are applied
Protect cell
Protect worksheet
Protect workbook
Observation
Reference books:
1. https://www.oreilly.com/library/view/word-2007-for/0596528302/ch04.html 2. https://edu.gcfglobal.org/en/word2013/page-layout/1/ 3. https://edu.gcfglobal.org/en/computerbasics/connecting-to-the-internet/1/ 4. https://www.ablebits.com/office-addins-blog/2014/12/17/excel-and-or-xor-not-functions/ 5. https://corporatefinanceinstitute.com/resources/knowledge/modeling/protecting-excel-data/
C C M I A 5 0 2 - INDUSTRIAL ATTACHMENT PROGRAM (IAP)
CCMIA502 Integrate the workplace
REQF Level: 5 Learning hours
Credits: 30 300
Sector: ALL
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Sub-sector: ALL
Issue date: September, 2021
Purpose statement
This module describes the skills, knowledge and attitudes required to integrate learners in workplace for
an industrial attachment program to gain work-based experience for future employment. The module
will allow the learner to Analyze own professional gaps in line with industry demands for better
Enhancement innovation during IAP and be able to promote professional skills transfer.
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Learning assumed to be in place
All specific, general and complementary modules
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate the achievement of the
learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Demonstrate supervisory
skills 1.1. Correct identification of labor contracts based on
labor market
1.2. Proper identification of supervisor’s roles and responsibilities based on organisation structure
1.3. Proper selection of relevant placement based on learning field
1.4. Appropriate filing of work related document
2. Enhance innovation during
IAP program 2.1. Proper explanation of innovation based on core
values related to IA
2.2. Proper description of innovation strategies
during IAP based on industry assigned duties.
2.3. Effective integration of innovation process
during IAP program based on industry assigned
duties
3. Promote professional skills
transfer 3.1. Proper elaboration of the implementation plan of
competences acquired during IAP in accordance
with labor market needs.
3.2. Effective application of skills, knowledge and
attitudes acquired during IAP based on developed
implementation plan
3.3. Effective impact assessment of applied Skills
3.4. Proper perform IAP report Presention
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Learning unit LU 1: Demonstrate supervisory skills
1
Learning Outcomes:
1. Identify labor contracts 2. Identify supervisor’s roles and responsibilities. 3. Selection of relevant placement 4. File work related document
40 Hours
Learning Outcome 1.1: Identify labor contracts
Key terms
Labor
Contract
Labor market
Main components of
labor contract
Client
Contractor
duration
Types of labor contract
permanent labor
contracts
fixed-term
contracts
casual labor
contracts
o Discussion on key terms
o Discussion on Labor contract
o Practical work on contract
o Brainstorming
o Gig saw method
- Reference books
- Handout notes
- White/chalkBoard
- Markers/Chalks
- Computer
- Projector
- Flip Chart
- Index cards
- Stickers
- Paper scotche
- Papers
- Pens / Pencil
- Posters
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 or not.
Types of evidence Portfolio assessment tools
Written evidence
oral evidence
Multiple choice questions
True-False questions
Matching
Essay questions
Task: Identification of labor contracts
Checklist Score
Yes No
Indicator1: Key terms are well defined
Labor
Contract
Labor market
Indicator2: Main components of labor contract
Client
Contractor
Duration
Indicator3: Types of labor contracts are well described
Permanent labor contracts
Fixed-term contracts
Casual labor contracts
Observation
Performance criterion
Correct identification of labor contracts
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Learning Outcome1.2: Identify supervisor’s roles and responsibilities
Supervisor’s roles.
Coaching
Mentorship
Advocy
Supervisor’s responsibilities to communicate
organizational needs, oversee employees'
performance, provide guidance, support, identify development
needs, and manage the reciprocal relationship between staff and the organization so that each is successful.
Quality of good supervisor Interactive
Communication Skills. Empathy and
Compassion. Ability to Delegate. Being Flexible. Maintaining a Positive.
Attitude.
o Group discussion o group work o Individual work o Asking questions
- Reference books
- Handout notes
- White/chalkBoard
- Markers/Chalks
- Computer
- Projector
- Flip Chart
- Index cards
- Stickers
- Paper scotches
- Papers
- Pens / Pencil
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the performance
criterion has been achieved or not.
Types of evidence Portfolio assessment tools
Written evidence
Multiple choice questions
True-False questions
Matching
Essay questions
Content Learning activities Resources
Performance criterion
Proper Identification of supervisor’s roles and responsibilities.
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Open ended questions
Task: Identification supervisor’s roles and responsibilities
0781266864
Checklist Score
Yes No
Indicator1: Supervisor’s roles are well defined.
Coachor’s roles are listed
Mentorship is delivered
Advocy is performed
Indicator2: Supervisor’s responsibilities
to communicate organizational needs,
oversee employees' performance,
provide guidance,
support,
identify development needs, and manage the reciprocal relationship between staff and the organization so that each is successful.
Indicator3: Quality of good supervisor
Interactive Communication Skills.
Empathy and Compassion.
Ability to Delegate.
Being Flexible.
Maintaining a Positive. Attitude.
Observation
Learning Outcome 1.3: Selection of relevant placement
Identifying IAP stakeholders Relevant
workplaces
Responsibilities of the industrial attachment’s stakeholders Responsibilities of
trainer Responsibilities of
learner
o Mandmaping stakeholders
o Practical work on selecting IAP placement
o Group discussion on AP placement
o Site visit
- Reference books
- Handout notes
- White/chalkBoard
- Markers/Chalks
- Computer
- Projector
- Flip Chart
Content Learning activities Resources
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Responsibilities of host Industry
IAP placement process Select Relevant
workplaces Making requests
- Index cards
- Stickers
- Paper scotches
- Papers
- Pens / Pencil
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the performance
criterion has been achieved or not.
Types of evidence Portfolio assessment tools
Written evidence
Multiple choice questions
True-False questions
Matching
Essay questions
Task: Select at least 3 relevant placement of IAP
Checklist Score
Yes No
Indicator1: IAP stakeholders are well identified
Relevant workplaces are well identified
Indicator2: Responsibilities of the industrial attachment’s stakeholders are well identified
Trainer responsibilities are identified
Learner responsibilities are identified
Host Industry responsibilities are identified
Indicator3: IAP placement process is well respected
Relevant workplaces are selected
Placement requests are made
Observation
Performance criterion
Proper selection of relevant placement based on identified gaps
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Learning Outcome 1.3: File work related documents
Key terms Filing File document
Different ways to file documents in a filing cabinet Alphabetical Category o Date Numerical Combination
Considerations in filing technics
o Group work on different ways to file documents
o Individual work
o Group discussion
o o Asking questions
- Reference books
- Handout notes
- White/chalkBoard
- Markers/Chalks
- Computer
- Projector
- Flip Chart
- Index cards
- Stickers
- Paper scotche
- Papers
- Pens / Pencil
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the performance
criterion has been achieved or not.
Types of evidence Portfolio assessment tools
Written evidence
Multiple choice questions
True-False questions
Matching
Essay questions
Task: Arranging documents by using Filing technics
Content Learning activities Resources
Performance criterion
Proper Filing work related documents
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Checklist Score
Yes No
Indicator1: Key terms are well defined
Filing
File
document
Indicator2: Different ways to file documents in a filing cabinet are proper respected
Alphabetical
Category o Date
Numerical
Combination
Indicator3: Considerations in filing technics are well done
Observation
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Learning unit LU 2: Enhance innovation during IAP program
2
Learning Outcomes:
1. Explanation of innovation 2. Description of innovation strategies during IAP 3. Integration of innovation process during IAP program
10Hours
Learning Outcome 2.1: Explanation of innovation
Description of Innovation Definition
Types of innovation Radical Incremental Disruptive Architecture
Core values related to IAP Competences
acquired Innovation process Skills transfer
o Discussion on Innovation
o Brainstorming on types of innovation
o Discussion on IAP Core values
o Group presentation
- Reference books
- Handout notes
- White/chalkBoard
- Markers/Chalks
- Computer
- Projector
- Flip Chart
- Index cards
- Stickers
- Papers
- Pens / Pencil
Formative Assessment 2.1
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 or not.
Types of evidence Portfolio assessment tools
Written evidence
Multiple choice questions
True-False questions
Matching
Essay questions
Task: proper identification of innovation types
Checklist Score
Yes No
Indicator1: Innovation is well described
Innovation is defined
Indicator 2: Types of innovation are described
Radical
Incremental
Disruptive
Architecture
Indicator3: IAP Core values are well explained
Competences acquired are explained
Skills transfer is explained
Process of Innovation is described
Observation
Performance criterion
Proper explanation of innovation based on core values related to IAP
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Learning Outcome 2.2: Description of innovation strategies during IAP
Key term
Innovation strategies
Types of innovation
strategies
Proactive
Active
Reactive
Passive
Examples of Innovation
strategies
o Discussion on Innovation strategies
o Research and presentation on Examples of Innovation strategies
- Reference books
- Handout
- White/ChalkBoard
- Markers/Chalks
- Computer
- Projector
- Flip Chart
- Index cards
- Stickers
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the performance
criterion has been achieved or not.
Types of evidence Portfolio assessment tools
Written evidence
Multiple choice questions
True-False questions
Matching
Essay questions
Task: Proper description of innovation strategies during IAP
Checklist Score
Yes No
Indicator1:Key term is well explained
Innovation strategies
Indicator2: Types of Innovation strategies are described
Proactive strategy is described
Content Learning activities Resources
Performance criterion
Proper description of innovation strategies during IAP based on industry
assigned duties.
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Actives trategy is described
Reactive strategy is described
Passives trategy is described
Indicator3: Examples of Innovation strategies are given
Observation
Learning Outcome 2.3: Integration of innovation process during IAP program
Definition of integration of
innovation
Purpose of integration of
innovation
taking a holistic approach to innovation
establishing strong channels of communication
fostering a culture of innovation
Integration of Innovation
process
Idea Generation and
Mobilization
Advocacy and
Screening
Experimentation
Commercialization
Diffusion and
Implementation
o Discussion on Integration of innovation process
o Group presentation
o Group discussion
- Reference books
- Handout
- White/ChalkBoard
- Markers/Chalks
- Computer
- Projector
- Flip Chart
- Index cards
- Stickers
- Paper scotche
- Papers
- Pens / Pencil
Formative Assessment 2.3
Content Learning activities Resources
Performance criterion
Effective integration of innovation process during IAP program based on industry
assigned duties
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Assessor may collect among the following evidences and make judgements on whether the performance
criterion has been achieved or not.
Types of evidence Portfolio assessment tools
Written evidence
Multiple choice questions
True-False questions
Matching
Essay questions
Task : proper integrate innovation process at the workplace
Checklist Score
Yes No
Indicator1: Definition of integration of innovation is well defined
Indicator2: Purpose of integration of innovation is well described
taking a holistic approach to innovation
establishing strong channels of communication
fostering a culture of innovation
Indicator3: Innovation process is well respected
Idea Generation and Mobilization is done
Advocacy and Screening is done
Experimentation is done
Commercialization is done
Diffusion and Implementation is done
Observation
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Learning unit LU 3: Implement professional skills transfer
3
Learning Outcomes:
1. Elaborate the implementation plan of competences in-school
training
2. Apply skills, knowledge and attitudes acquired in-school
training
3. Assess the impact assessment of applied competences
4. Present the IAP report
270 Hours
Learning Outcome 3.1: Elaborate the implementation plan of competences in-school
training
Definition of
implementation plan
Description of
components of
implementation plan
Task to be performed
Steps required
Ressources needed
Risks identification
Schedules
Task Verification
Importence of
implementation plan of
IAP
o Group discussion on implementation plan
o Practical Exercises on preparation of implementation plan
o Individual research and presentation on implementation plan samples
-Handout
-White/ChalkBoard
-Markers/Chalks
-Computer
-Projector
-Stickers
-Papers
-Pens / Pencil
Formative Assessment3.1
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 or not.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice questions
True-False questions
Matching
Essay questions
Observation checklist
Task: Elaborate implementation plan
Checklist Score
Yes No
Indicator1: Implementation plan is well defined
Indicator2: Components of implementation plan are properly described
Task to be performed is described
Steps required are described
Ressources needed are identified
Risks are identified
Schedule is designed
Tasks are verified
Indicator3: Importance of implementation plan of IAP is well defined
Observation
Learning Outcome 3.2: Apply skills, knowledge and attitudes acquired in-school training
Content Learning activities Resources
Performance criterion
Proper elaboration of the implementation plan of competences acquired during
IAP in accordance with labor market needs
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Execution of implementation plan
Performance test of the task carried out
Preparation of report on the work done
o Tutorials on preparation of work report
o Individual exercise on task implementation plan
o Research based Internet
-Handout
-White/ChalkBoard
-Markers/Chalks
-Computer
-Projector
-Papers
-Pens / Pencil
-Video Aid
-Internet
-Books
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the performance
criterion has been achieved or not.
Types of evidence Portfolio assessment tools
Written evidence
Performance
evidence
Multiple choice questions
True-False questions
Matching
Essay questions
Observation checklist
Task: Execute your implementation plan
Checklist Score
Yes No
Indicator 1: Implementation plan is well excuted
Test of the task carried out is performed
Report on the work done is prepared
Indicator 2: Performance test of the task carried out is well done
Indicator 3: Preparation of report on the work done is well prepared
Observation
Learning Outcome 3.3: Assess the impact assessment of applied competences
Content Learning activities Resources
Performance criterion
Effective application of skills, knowledge and attitudes acquired during IAP
based on developed implementation plan
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Definition of impact assessment
Description of impact assessment components
Social impacts assesment Environmental
impact assessment
Policy impact assesment
Financial impacts
Management of impact assessment
o Personal research o Brainstorming o Internet research
-Handout
-White/ChalkBoard
-Markers/Chalks
-Computer
-Projector
-Stickers
-Papers
-Pens / Pencil
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the performance
criterion has been achieved or not.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice questions
True-False questions
Matching
Essay questions
Task: Describe the impact assessment components
Checklist Score
Yes No
Indicator 1: Impact assessment is defined
Indicator 2: Impact assessment components are described
Social impacts is assessed
Environmental impact is assessed
Policy impact is assessed
Financial impacts is assessed
Indicator 3: Management of impacts assessment are well managed
Observation
Performance criterion
Effective impact assessment of applied competences acquired during the
continuous professional development programs
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Learning Outcome 3.4: Present the IAP report.
Key terms
Report
Presention
Jury ( panel
members)
Written report
Part of report
Introduction(
host company
background)
Body
Challenges
Recommendation
Conlusion
Power point presentation
Tools used in power
point presentation
Dressing code
o Group discussion on the part of report
o Brain storming
o Individual work on Writting report
-Handout
-White/ChalkBoard
-Markers/Chalks
-Computer
-Projector
-Stickers
-Papers
-Pens / Pencil
- VGA cable
-HDMI cable
Formative Assessment 3.4
Assessor may collect among the following evidences and make judgements on whether the performance
criterion has been achieved or not.
Types of evidence Portfolio assessment tools
-Written evidence
Performance
evidence
Multiple choice questions
Matching
Essay questions
Task: write an IAP report
Checklist Score
Yes No
Indicator1 :Key terms are well defined
Content Learning activities Resources
Performance criterion
Proper presentation of report based on the work done
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Competence
Report is defined
Presention is defined
Jury is defined
Indicator2: Written report are well prepared
Parts of report are described
Indicator3: Power point presentation is well performed
Tools used in power point presentation are well used
Dressing code is respected
Observation
Reference books: 1. Dodgson, Mark, Gann, David and Salter, Ammon. 2008. The Management of Technological Innovation:
Strategy and Practice. Completely rev. and updated. Oxford: Oxford University Press
2. AFL-CIO. “Training and Apprenticeships.” http://www.aflcio.org/Learn-About-Unions/Training-and-
Apprenticeships.
3. Central Intelligence Agency. “The World Factbook.” https://www.cia.gov/library/publications/the-
world-factbook/index.html.
4. Clark, John Bates. Essentials of Economic Theory: As Applied to Modern Problems of Industry and
Public Policy. New York: A. M. Kelley, 1907, 501
G E N A M 5 0 1 - MATHEMATICAL ANALYSIS, STATISTICS AND PROBABILITY
GENAM502 Apply Mathematical Analysis, Statistics and Probability
REQF Level: 5 Learning hours
Credits: 10 100
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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: September, 2021
Purpose statement
This general module describes the knowledge, skills and attitude required to apply mathematical
analysis, statistics and probability. The ability to apply mathematical analysis, statistics and probability in
appropriate sectors is absolutely vital to successfully passing any field. At the end of this module, the
trainee of Level Five will be able to apply integration, collect data, interpret critically data and infer
conclusion in terms of solving systematically problems in appropriate workplace. He/she will also be
able to conduct mathematical analysis and probability cases. As mathematical analysis, statistics and
probability are tools of different field. Therefore, this module will be useful to trainees as a means of
analysis and show concern on how to use the counting techniques and he/she will be prepared to
perform well in any fields that require some knowledge of mathematics especially mathematical
analysis, statistics and probability as well as working in daily mathematical analysis and problem solving,
financial and economics in appropriate sector for an effective performance in critical thinking, data
analysis with interpretation, and so on.
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 the achievement of the
learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
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1. Apply fundamentals of
integrals 1.1. Proper determination of primitive functions
based on definition.
1.2. Proper calculation of definite integrals based
on definition.
1.3. Proper application of definite integrals through
sketching and calculations
2. Identify measures of
dispersion and interpret
bivariate data
2.1. Proper determination of measures of
dispersion according to definitions and
calculations.
2.2. Appropriate identification of bivariate data
measures based on definitions and calculations.
2.3. Appropriate determination of regression line
based on calculations and plotting.
3. Apply fundamentals of
probabilities 3.1. Appropriate application of counting techniques
based on a given experiment
3.2. Proper computation of probabilities based on
definition and counting techniques
3.3. Correct calculating conditional probability in
line with given experiment.
Learning unit LU 1: Apply fundamentals of integrals
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1
Learning Outcomes:
1. Calculate the primitive functions 2. Calculate definite integrals 3. Apply definite integrals
40 Hours
Learning Outcome 1.1: Calculate the primitive functions
Definition of primitive function
Application of properties The derivative of the
indefinite integral The integral of
differential of a function Factor out constant
function from integral sign
The indefinite integral of the algebraic sum of two functions
Immediate primitive
Techniques of integration Integration by change of
variable Integration by simple
fractions/ irreducible Integration by parts
o Brainstorming o Group discussion on
primitive function o Practical exercises o Individual exercises o Homework o Documentary Research
- Hand-out notes - Reference books - Didactic materials such as
manila paper
- Projector - Chalkboard - Marker pen - Internet
Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the performance
criterion has been achieved or not.
Types of evidence Portfolio assessment tools
Written evidence Short questions
Content
Learning activities
Resources
Performance criterion
Proper determination of primitive functions based on definition
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Open questions
Checklist Score
Yes No
Indicator 1:Definition of primitive function is well given
Definition of primitive function is given
Indicator 2: Properties of primitive functions are correctly applied
The derivative of the indefinite integral is done
The differential of integral function is done
Factor out constant function from integral sign is done
The indefinite integral of the algebraic sum of two functions is done
Indicator 3: Tecniques of integration are appropriately applied
Integration by change of variable is done
Integration by simple fractions/ irreducible is done
Integration by parts
Observation
Learning Outcome 1.2: Calculate definite integrals
Definition of definite integrals
Methods of integration Integration of definite
integrals by change of variable
Integration of definite integrals by decomposition
Integration of definite integrals by parts
o Group discussion on definite integral
o Practical exercises o Individual works o Documentary Research
- Hand-out notes - Reference books - Didactic materials such as
manila paper - Projector
- Internet
Formative Assessment 1.2
Content Learning activities Resources
Performance criterion
Proper calculation of definite integrals based on definition
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Assessor may collect among the following evidences and make judgements on whether the performance
criterion has been achieved or not.
Types of evidence Portfolio assessment tools
Written evidence
Short questions
Open questions
Checklist Score
Yes No
Indicator 1: Definite integral is correctly defined
Definition of definite integral is given
Indicator 2: Methods of integration is appropriately applied
Integration of definite integrals by immediate primitive is applied
Integration of definite integrals by decomposition is applied
Integration of definite integrals by decomposition is applied
Integration of definite integrals by parts is applied
Observation
Learning Outcome 1.3: Apply definite integrals
Application of definite integrals
Calculation of area Calculation of
volume Calculation of the
length of curved surface
o Group discussion on definite integral and its application
o Practical exercises o Individual exercises o Homework o Documentary Research
- Hand-out notes - Reference books - Didactic materials such as
manila paper - Marker pen - Projector
- Internet
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the performance
criterion has been achieved or not.
Types of evidence Portfolio assessment tools
Written evidence
Short questions Open questions
Content Learning activities Resources
Performance criterion
Proper application of definite integrals through sketching and calculations
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Sketching graph
Learning unit LU 2: Identify measures of dispersion and interpret bivariate data
Checklist Score
Yes No
Indicator: Application of definite integrals is appropriatly applied
Calculation of area is done
Calculation of volume is done
Calculation of length of curved surface is done
Observation
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2
Learning Outcomes:
1. Identify the measures of dispersion
2. Describe the measures of the bivariate data
3. Determine the regression line
30Hours
Learning Outcome 2.1: Identifythe measures of dispersion
Deffinition of measures of dispersion
Variance Standard
deviation Coefficient of
variation
Calculation of measures of dispersion
Variance Standard
deviation Coefficient of
variation
o Group discussion on measures of dispersion
o Practical exercises standard deviation and coefficient of variation
o Individual exercises
o Documentary Research
- Hand-out notes - Reference books - Didactic materials such as
manila paper - Projector
- Internet
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the performance
criterion has been achieved or not.
Types of evidence Portfolio assessment tools
Written evidence
Short questions Open questions
Checklist Score
Content Learning activities Resources
Performance criterion
Accurate determination of measures of dispersion according to definitions and
calculations
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Yes No
Indicator 1 : Measures of dispersion are well defined
Variance is defined
Standard deviation is defined
Coefficient of variation is defined
Indicator 2: Measures of dispersion are correctly calculated
Variance is calculated
Standard deviation is calculated
Coefficient of variation is calculated
Observation
Learning Outcome 2.2: Describe the linear correlation of the bivariate data
Description of linear correlation of bivariate data Correlation Covariance Coefficient of
correlation
Calculation of the linear correlation of the bivariate data Correlation Covariance Coefficient of
correlation
o Group discussion on correlation
o Practical exercises on covariance and coefficient of correlation
o Individual exercises o Homework o Documentary Research
- Hand-out notes - Reference books - Didactic materials such as
manila paper
- Internet
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the performance
criterion has been achieved or not.
Types of evidence Portfolio assessment tools
Written evidence
Short questions Open questions
Content Learning activities Resources
Performance criterion
Appropriate identification of bivariate data measures based on definitions and
calculations
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Checklist Score
Yes No
Indicator 1 : Linear correlation of bivariate data is correctly described
Correlation is defined
Covariance is defined
Coefficient of correlation is defined
Indicator 2 : linear correlation of bivarriate data is correctly calculated
Covariance is calculated
Coefficient of correlation is calculated
Coefficient of correlation is calculated
Observation
Learning Outcome 2.3: Determine the regression line
Definitions of terminologies Scatter diagram Regression lines
Calculations of regression line parameters
coefficients of regression line
Regression line equation of y on x
Regression line equation of x on y
Graph plotting Scatter diagram Regression lines
o Group discussion on scatter diagram
o Practical exercises on equation of regression line
o Individual exercises o homework o Documentary Research
- Hand-out notes - Reference books - Geometric instruments
(Ruler, T-square) - Didactic materials such as
manila paper - Marker pen - projector
- Internet
Formative Assessment 2.3
Content Learning activities Resources
Performance criterion
Appropriate determination of regression line based on calculations and
plotting
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Assessor may collect among the following evidences and make judgements on whether the performance
criterion has been achieved or not.
Types of evidence Portfolio assessment tools
Written evidence
Short question Open questions Scatter diagram and plotted regression lines
Checklist Score
Yes No
Indicator1 : Terminologies are well defined
Scatter diagram is defined
Regression line is defined
Indicator 2 : Regression lines equation parameters are correctly computed
Coefficient of regression line equation of y on x is computed
Regression line equation of y on x is computed
Coefficient of regression line of x on y is computed
Regression line of x on y is computed
Indicator 3: Graph is correctly plotted
Scatter diagram is plotted
Regression line equation of y on x is plotted
Regression line equation of x on y is plotted
Observation
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Learning unit LU 3: Apply fundamentals of probabilities
3
Learning Outcomes:
1. Apply the techniques of counting
2. Compute the probabilities
3. Calculate the conditional probability
30Hours
Learning Outcome 3.1: Apply techniques of counting
Application of counting techniques
Venn diagram Tree diagram Multiplication principle Permutations Combination
Application of counting techniques Properties
Permutations Combination
o Group discussion on different types of counting techniques
o Practical exercises on different types of counting techniques
o Individual work on different types of counting techniques
o Documentary Research
- Hand-out notes - Reference books - Internet
Formative Assessment3.1
Assessor may collect among the following evidences and make judgements on whether the performance
criterion has been achieved or not.
Types of evidence Portfolio assessment tools
Written evidence Short questions
Open questions
Content Learning activities Resources
Performance criterion
Appropriate application of counting techniques based on a given experiment
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Checklist Score
Yes No
Indicator 1: Counting techniques are appropriately applied
Venn diagram is applied
Tree diagram is applied
Multiplication principle is applied
Permutations is applied
Combination is applied
Indicator 2: Properties are correctly applied
Permutations are applied
Combination are applied
Observation
Learning Outcome 3.2: Compute probabilities
Definition of terminologies Random experiment Sample space Events
Simple event Certain event Impossible event
Probability of event under an equally likely event
Inclusive events Mutually exclusive events
Calculations of probabilities Probability of simple event Probability of event under
an equally likely event Probability of inclusive
events Probability of mutually
exclusive events
o Group discussion on computation of probabilities
o Practical exercises on probabilities computation
o Individual work on probabilities computation
o Documentary Research
- Hand-out notes - Reference books - Internet
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 or not.
Types of evidence Portfolio assessment tools
Written evidence Short questions
Open questions
Checklist Score
Yes No
Indicator 1: Terminologies are properly defined
Random experiment is defined
Sample space is defined
Simple event is defined
Certain event is defined
Impossible event is defined
Inclusive events are defined
Mutually exclusive events are defined
Indicator 2: The probabilities are correctly calculated
Probability of simple event is calculated
Probability of event under an equally likely event is calculated
Probability of inclusive events is calculated
Probability of mutually exclusive events is calculated
Observation
Learning Outcome 3.3: Calculate the conditional probability
Definition of terminologies Conditional
probability Independent events
Calculations of probabilities
o Group discussion on conditional probability
o Practical exercises on conditional probability
o Individual exercises on conditional probability
- Hand-out notes - Reference books - Didactic materials
- Internet
Content Learning activities Resources
Performance criterion
Proper determination of probability based on definition and counting
techniques
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Conditional probability
Independent events Probability by tree
diagram
o Documentary Research
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the performance
criterion has been achieved or not.
Types of evidence Portfolio assessment tools
Written evidence Short questions
Open questions
Checklist Score
Yes No
Indicator 1: Terminologies are correctly defined
Conditional probability is defined
Independent events is defined
Indicator 2: Probabilities are correctly calculated
Conditional probability is calculated
Probability of independent events is calculated
Probability by tree diagram is calculated
Observation
Performance criterion
Correct calculating conditional probability in line with given experiment
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Reference books: 1. A. J. Sadler, D. W. S. Thorning (1987). Understanding Pure Mathematics, Oxford University Press.
2. Arthur Adam, Freddy Goossens and Francis Lousberg (1991). Mathematisons 65, DeBoeck, 3rd
edition.
3. David Rayner (2000). Higher GCSE Mathematics, Oxford University Press.
4. DPES- RWANDA (1990). Complexes 5th, Livre de l’élève. IMPRISCO-Kigali.
5. Frank Ebos, Dennis Hamaguchi, Barbana Morrison & John Klassen (1990), Mathematics
Principles & Process, Nelson Canada A Division of International Thomson Limited.
6. George B. Thomas, Maurice D. Weir & Joel R. Hass (2010), Thomas’ Calculus Twelfth Edition,
Pearson Education.
7. J CRAWSHAW, J CHAMBERS (1984). A concise course in A-Level statistics with worked examples,
Stanley Thornes (Publishers) LTD.
8. Ngezahayo, E. P. (2017). Advanced Mathematics for Rwanda Secondary Schools. Learners’ Book
Senior Six. Kigali: Fountain.
9. Ngezahayo, E. P. (2017). Advanced Mathematics for Rwanda Secondary Schools. Learners’ Book
Senior Five. Kigali: Fountain.
10. Ngezahayo, E. P. (2016). Advanced Mathematics for Rwanda Secondary Schools. Learners’ Book
Senior Four. Kigali: Fountain.
11. Peter Smythe (2005). Mathematics HL & SL with HL options, Revised Edition, Mathematics
Publishing Pty. Limited.
12. Shampiona, A. (2005). Mathématiques 6. Kigali: Rwanda Education Board
226 | P a g e
Competence
PHYDW501 - DYNAMICS AND WAVES
PHYDW502 Apply dynamics and waves
REQF Level: 5 Learning hours
Credits: 5 50
Sector: Agriculture and food processing, Arts and crafts, Construction and
building services, ICT, Energy, Technical services, Media and Farm Making
Sub-sector: Forest, Music, Interior design, and Land surveying, Software
Engineering, 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 to aapply concepts of dynamics
and waves. At the end of this module, the trainee will be able to describe motion in orbits, describe
vibrations and waves, semiconductor materials, examine effects of magnetism, and apply the concept
of electromagnetic field.
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.
227 | P a g e
Learning assumed to be in place N/A
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Describe motion in
orbits
1.1 Clear description of universal Gravitation in orbits based on
Kepler’ laws
1.2 Proper application of Kepler’s laws in motion of celestial
objects
1.3 Clear description of energy considerations in planetary ,rocket
and satellite motion
2. Examine effects of
magnetism
2.1 Correct description of the concepts of magnetism based on
fundamental laws of magnetism
2.2 .Accurate determination of the magnetic field created by electric
current based on Ampere’s law and Biot-Savart law.
2.3 Clear determination of the magnetic force based on Lorentz law.
3. Describe vibrations and
waves
3.1 Clear description of the concept of waves based on the
vibrations
3.2 Clear description of Sound based on the wave nature
3.3 Clear description of the Light based on the wave nature
4. Apply the concept of
electromagnetic field
4.1 Clear classification of magnetic materials based on magnetic
properties
4.2 Correct determination of the induced emf in a circuit based on
Faraday’s law
4.3 Effective application of the equation of propagation of
electromagnetic waves
4.4 Efficient categorization of mobile phone and radio
communication in line with telecommunication systems.
5. Describe semiconductor
materials
5.1 Clear description of the properties of semiconductor materials
based on electron mobility
5.2 Clear description of the principles of semiconductor devices
based on PN-junction
5.3 Clear description of the principles of operational amplifiers
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Learning Outcome 1.1: Describe universal Gravitation motion in orbits
Universal Gravitation
Definition of orbital motion
and universal gravitation
State of Newton’s law of
universal Gravitation.
Measurement of
Gravitational constant
Determination of
Gravitational force of bodies
moving in orbits
Free-fall acceleration and the
Gravitational force
Variation of g with altitude, h
The density of the earth
o Brainstorming on : orbital
motion and universal
gravitation
o Group discussion on:
Newton’s law of
universal Gravitation.
Measurement of
Gravitational constant
o Individually, trainee
describe the variation of g
above and below the
surface.
- Whiteboard and
markers
- Chalkboard and chalks
- Computer
- Projector
- Scientific calculator
- Textbooks
- PhET simulations of
universal Gravitation
Formative Assessment 1.1
Learning unit
LU 1:Apply motion in orbits
1
Learning Outcomes:
1. Describe universal Gravitation in orbits 2. Apply Kepler’s laws in motion of celestial objects 3. Describe energy considerations in planetary, rocket and satellite
motion
10 Hours
Content Learning activities Resources
Performance criterion
Clear description of universal Gravitation based in orbits on Kepler’s laws
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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
Task: State Newton’s law of universal Gravitation motion.
Checklist Score
Yes No
Indicator: Newton’s law of universal Gravitation is well described
Orbital motion and universal gravitation is defined
Gravitational constant is measured
Gravitational force of bodies moving in orbits is determined
Indicator: Free-fall acceleration and the Gravitational force are well described
Variation of g with altitude, h is described
The density of the earth is described
Observation
Learning Outcome 1.2: Apply Kepler’s laws in motion of celestial objects
The motion of celestial objects in orbits Definition of Planetary
motion
Movement of the planets,
stars and other celestial
objects
Kepler’s conclusion about
Brahe’s data.
Kepler’s laws Kepler’s first law Kepler’s second law Kepler’s third law Application of Kepler ‘s
laws.
o Use simulators to
demonstrate Kepler’s
laws of planetary motion
and present
o working in small groups
,discuss Kepler’s laws of
planetary motion and
present summary
o Individually, perform
some calculations in
planetary motion
applying Kepler’s laws
- Whiteboard and
markers
- Chalkboard and
chalks
- Computer
- Projector
- Scientific calculator
- Textbooks
- PhET simulations of
planetary motion and
Kepler’s laws
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
Performance evidence
- Multiple choice questions
- True or False questions
- Essay questions
- Perform an experimental work
Task: Problem solving on Kepler’s laws
Checklist Score
Yes No
Indicator: The motion of celestial objects in orbits is well described
Planetary motion is defined
Movement of the planets, stars and other celestial objects are explained
Kepler’s conclusion about Brahe’s data is explained
Indicator: Kepler’s laws is well applied
Kepler’s first law is described.
Kepler’s second law is described
Kepler’s third law is described
Kepler ‘s laws are applied .
Observation
Performance criterion
Proper application of Kepler’s laws in motion of celestial objects
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Learning Outcome 1.3: Describe energy considerations in planetary ,rocket and satellite
motion
Planetary motion
Definition of Planetary
motion
Gravitational field
Meaning of gravitational
field
Mathematical treatment
of gravitational field
Gravitational potential
energy
Meaning of gravitational
potential energy
Expression of
gravitational potential
energy associated with
any pair of particles of
masses, m1 and m2 .
Change in potential energy
Expression of total
mechanical energy of two
object system
Motion of rocket ,satellite and
spacecrafts
Meaning of a rocket
,satellite and spacecraft
Classification of satellites
orbits and spacecrafts
Movement of satellites in
orbits
Escape speed of a rocket
and satellite
Description of three Cosmic
velocities
First cosmic velocity
o In small groups, trainees discuss
on the energies involved in
planetary motion.
o In small groups, trainees discuss
the classification of satellites and
spacecrafts
o Discuss in groups cosmic
velocities and present findings.
o Work in groups to compute
problems related to planetary
motion and cosmic velocities.
- Whiteboard and
markers
- Chalkboard and
chalks
- Computer
- Projector
- Scientific
calculator
- Textbooks
- PhET simulations
of planetary
motion
Content Learning activities Resources
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Second cosmic velocity
Third cosmic velocity.
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
Practical evidence
Multiple choice questions
True or False questions
Essay questions
Task: Problem solving on cosmic velocities
Checklist Score
Yes No
Indicator: Planetary motion is well described
Planetary motion is defined
Gravitational field is described
Gravitational potential energy is described
Change in potential energy is done
Expression of total mechanical energy of two object system is demonstrated
Indicator: Motion of rocket ,satellite and spacecrafts are described
Meaning of a rocket ,satellite and spacecraft are defined
Classification of satellites orbits and spacecrafts is identified.
Movement of satellites in orbits is described
Escape speed of a rocket and satellite are identified
Indicator: Three Cosmic velocities are described
First cosmic velocity is described
Second cosmic velocity is described
Third cosmic velocity is described
Observation
Performance criterion
Clear description of energy considerations in planetary, rocket and satellite
motion
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Learning unit
LU 2: Examine the effects of magnetism
2
Learning Outcomes:
1. Describe the concepts of magnetism 2. Determine the magnetic field created by electric current 3. Determine magnetic force
10Hours
Learning Outcome 2.1: Describe the concepts of magnetism
Concept of a magnet Definition of magnet
Types of magnets
Fundamental laws of magnetism Law of attraction
Law of repulsion
Law of distance
Magnetic field Definition
Magnetic field of
magnets
Magnetic field of Earth
Magnetic field lines
Magnetic flux
Magnetic permeability
Magnetization
methods
o Group discussion on key
concepts of magnets
o Group work on application of
fundamental laws of
magnetism
o Experimental demonstration on
fundamental laws of
magnetism
o Individual exercise on
illustration of magnetic field
lines pattern
o Homework on calculation of
magnetic field and magnetic
flux
o Research on magnetization
methods and magnetic
permeability
- Bar magnets
- Iron fillings
- PhET simulation
- Video on magnetic forces
- Images of magnetic field
pattern
- White /chalkboard
- Marker pen/chalk
- Scientific calculators
- Computer
- Projector
Formative Assessment 2.1
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
Matching type questions
Multiple choice questions
True or False questions
Essay questions
Observation checklist
Task: Determine magnetic field
Checklist Score
Yes No
Indicator: Concept of a magnet is well explained
Magnet is defined
Types of magnets are identified
Indicator: Fundamental laws of magnetism are explained
Law of attraction is properly explained
Law of repulsion is properly explained
Law of distance is properly explained
Indicator 3: Magnetic field is well described
Magnetic field is defined
Magnetic field of magnets is illustrated
Magnetic field of earth is described
Magnetic permeability is defined
Magnetic flux is calculated
Magnetization methods are identified
Observation
Performance criterion
Describe correctly the concepts of magnetism based on fundamental laws of
magnetism
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Learning Outcome 2.2: Determine the magnetic field created by electric current
Laws of magnetic field of
current-carrying conductor
Oersted’s law
Statement of Ampere’s
law
Statement of Biot-Savart
law
Determination of magnetic
field of currents
Curl right hand rule
Circular coil
Toroidal coil
Long Solenoid
Straight conductor
Electromagnets
Definition
Application
Measuring instruments of
magnetic field
Magnetic needle
Tesla meter
Magnetometer
o Group exercises on
application of Oersted law
o Group discussion on
discussion about Ampere’s
law and Biot-Savart law
o Calculation of magnetic field
of currents from Ampere’s
law
o Calculation of magnetic field
of currents from Biot-
Savart’s law
o Derivation of magnetic field
intensity using Biot-Savart
law
o Practical exercise on
measurement of magnetic
field using measuring
instruments
- Computer-
simulated tools
- Scientific
calculators
- White
/chalkboard
- Marker pen/chalk
- Computer
- Projector
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
Accurate determination of the magnetic field created by electric current based on Ampere’s law and Biot-Savart law.
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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
Task: Determine the magnitude and direction of magnetic field created by current carrying conductor
Checklist Score
Yes No
Indicator : Laws of magnetic field of current carrying conductor are well stated
Oersted’s law is stated
Ampere’s law is stated
Biot-Savart’s law is stated
Indicator : Magnetic field of current elements is well calculated
Curl right hand rule is used
Magnetic field of a circular coil is calculated
Magnetic field of a Toroidal coil is calculated
Magnetic field of a long solenoid coil is calculated
Magnetic field of a straight conductor coil is calculated
Indicator: Electromagnets are well described
Electromagnet is defined
Applications of electromagnet are explained
Indicator: The magnetic field is accurately measured
The magnetic needle is used
Teslameter is used
Magnetometer is used
Observation
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Learning Outcome 2.3: Determine magnetic force
Lorentz force law Statement
Interpretation
Fleming’s left-hand rule
Magnetic force on a conductor From Lorentz to Laplace
Magnetic force on a coil
Magnetic torque on a coil
Ampere’s force two current-carrying conductors Attraction Repulsion
Application of magnetic forces Electric motor
Loudspeaker
Moving-coil meters
Charge deflecting systems
o Group discussion on Lorentz force law
o Individual work to calculate the magnetic force on a charged particle
o Group work about calculation of magnetic torque on coils
o Group work on calculation of force between two current conductors
o Research on internet about applications of magnetic forces
o Workshop visit to observe the working principle
- PhET Simulations
- White /chalkboard
- Marker pen /chalk
- Scientific calculator
- Computer
- Projector
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence Matching type questions
Multiple choice questions
True or False questions
Essay questions
Problem solving
Task: Describe the working of deflecting plate in the CRO
Content Learning
activities
Resources
Performance criterion
Clear determination of the magnetic force based on Lorentz law
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Checklist Score
Yes No
Indicator: Lorentz force law is well determined
Lorentz force law stated
Lorentz force law determined
Fleming’s left-hand rule
Direction of Lorentz force is indicated
Indicator : Laplace magnetic force is well determined
Laplace’s force is deduced from Lorentz force
Magnetic force on a coil is determined
Magnetic torque on a coil is determined
Indicator: Ampere’s force between two currents is well determined
Attraction force is calculated
Repulsion force is calculated
Indicator: Application of magnetic forces are described
Motors are described
Loudspeaker is described
Moving-coil meters are described
Charge deflecting systems are described
Observation
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Learning Outcome 3.1: Describe the concept of waves
Wave terminologies Sine wave
Crests and trough
Wavelength
Amplitude
Period
Frequency
Wave speed
Waves classifications
Mechanical waves versus
electromagnetic waves
Transverse versus
longitudinal waves
Properties of waves
Reflection
Refraction
Interference
Diffraction
Polarization
o Brainstorming on wave terminologies
o Discussion on wave speed o Simulation on the difference
between transverse and longitudinal waves
o Group discussion on wave reflection and refraction
o Group discussion on wave interference
o Group research on diffraction o Group research on polarization
- Tables
- Computer
- White /chalkboard
- Marker pen /chalk
- Projector
- Mirrors and lenses
- PhET simulator
Formative Assessment 3.1
Learning unit
LU 3: Describe vibrations and waves
3
Learning Outcomes:
1. Describe the concept of waves
2. Describe the Nature of Sound
3. Describe the Nature of Light
10 Hours
Content Learning activities Resources
Performance criterion
Clear description of the concept of waves based on the vibrations
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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
Checklist Score
Yes No
Indicator: Wave terminologies are well explained
Sine wave is defined
Crests and trough are defined
Wavelength
Frequency is defined
Amplitude is defined
Period is defined
Wave speed is defined
Indicator: Waves are well classified
Mechanical and Electromagnetic waves are differentiated
Transverse and longitudinal waves are differentiated
Indicator: Wave properties are well described
Reflection is described
Refraction is described
Interference is described
Diffraction is described
Polarization is described
Observation
Learning Outcome 3.2: Describe the Nature of Sound
Sound characteristics Origin of sound
Categories of a sound wave
Sound pulse compression &
rarefaction
o Discussion on the origin of sound
o Discussion on the categories of sound and their application
- Computer
- Whiteboard and
markers
Content Learning activities Resources
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Natural frequency
Resonance
Pitch
Sound intensity and loudness
Sound waves interference
Interference of constructive
and destructive waves in
longitudinal waves
Interference of constructive
and destructive waves in
transverse waves
Standing waves
Doppler effect
Bow waves
Shock waves
Sound Instruments
Turning fork
Radio broadcasts
Noise and Music
Anti-noise technology
Musical instruments
o Research on compression and rarefaction of transverse and longitudinal wave
o Research on pitch, sound timbre and loudness
o Simulation on constructive and destructive waves interference
o Group discussion on the difference between noise and music
o Research on the Doppler effect
o Research on the anti-noise technology based on the interference
o Group discussion on the types of music instruments
- Chalkboard and
chalk
- Projector
- PhET simulator
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
Problem solving
Observation checklist on experiments
Task: Classify musical instruments
Performance criterion
Clear description of Sound based on the wave nature
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Checklist Score
Yes No
Indicator 1: Sound characteristics are well described
Origin of sound is well explained
Categories of a sound wave are clearly differentiated
Sound pulse compression & rarefaction are clearly illustrated
Natural frequency is explained
Resonance is explained
Sound loudness is defined
Sound pitch is defined
Sound timbre is defined
Indicator 2: Sound interference are well explained
Interference of constructive and destructive waves in longitudinal waves is
explained
Interference of constructive and destructive waves in transverse waves is
explained
Standing waves are explained
Doppler effect are explained
Bow waves are explained
Shock waves are explained
Indicator 3: Musical sound is well explain
Turning fork is explained
Radio broadcasts is explained
Noise and Music is explained
Anti-noise technology is explained
Musical instruments is explained
Observation
Learning Outcome 3.3: Describe the Nature of Light
Electromagnetic waves Electromagnetic
spectrum Electromagnetic
velocity Reflection
o Brainstorming on electromagnetic wave
o Discussion on the electromagnetic spectrum
o Simulation on diffraction
- Optical bench
- Candles
- Screens
- Optical slides
- Water in glass
Content Learning activities Resources
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refraction Interference Diffraction polarization
Nature of color
Dispersion and prisms
Selective reflection
Selective transmission
Color theory
Light emission
Atomic excitation
Emission and
absorption spectra
Incandescence
Fluorescence
Phosphorescence
Lamps
Lasers
o Experiment on double slit experiment
o Simulation on polarization
o Experiment on dispersion and light splitting by a prism
o Experiment on mixing colors pigments
o Research on color theory
o Simulation on atomic excitation
o Discussion on the difference between emission and absorption
o Individual research on incandescence
o Group discussion on the difference between lamp and lasers
- Plastic straws
- Prism
- Thin lenses
- PhET Simulation on
Fluorescence and
phosphorescence
- Video on thin lenses
- Pictures on refraction
- Computer
- Whiteboard and
markers
- Chalkboard and
chalks
- Meter rule
- Projector
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Matching type questions
Multiple choice questions
True or False questions
Essay questions
Problem solving
Observation checklist on experiments
Performance criterion
Clear description of the light based on the wave nature
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Checklist Score
Yes No
Indicator 1 : Electromagnetic wave is well described
Electromagnetic spectrum is defined
Electromagnetic velocity is defined
Reflection is defined
Refraction is defined
Interference is defined
Diffraction is defined
Polarization is defined
Indicator 2: Nature of color is well described
Dispersion is explained
Selective reflection is explained
Selective transmission is explained
Color theory is described
Indicator 3: Light emission is described
Atomic excitation is explained
Emission and absorption spectra are differentiated
Incandescence is explained
Phosphorescence is explained
Lamps types are identified
Lasers are described
Observation
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Learning Outcome 4.1: Classify magnetic materials
Magnetization Definition
Magnetization process
Magnetization Methods
Magnetizing field
Magnetic susceptibility
Magnetic flux leakage
Magnetic dipole moment
Magnetic domain
Magnetic Hysteresis Loop Definition
Coercivity
Retentivity
Saturation
Classification of magnetic materials Ferromagnetic materials
Paramagnetic materials
Diamagnetic materials
Ferrimagnetic materials
Anti-Ferromagnetic materials
o Group discussion and presentation on magnetization
o Homework on interpretation of Hysteresis loop diagram
o Identification of use of magnetic materials based on their hysteresis loop
o Individual research on classification of magnetic materials
- Bar magnets
- Iron fillings
- Simulation software
- Video on magnetic
forces
- Pictures on key
concepts
- White board and
markers
- Scientific
calculators
- Computer
- Projector
- Search engine
Learning unit
LU 4: Apply the concept of electromagnetic field
4
Learning Outcomes:
1. Classify of magnetic materials
2. Determine of the induced emf in a circuit
3. Apply the equation of propagation of electromagnetic
waves
4. Categorize mobile phone and radio 10 Hours
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
Matching questions
Multiple choice questions
True or False questions
Essay
Problem solving
Task: 1. Classify materials according to their magnetic properties
2. Classify materials using their hysteresis loop
Checklist Score
Yes No
Indicator: Magnetization is well described
Magnetization is defined
Magnetization process is defined
Magnetization methods are explained
Magnetizing field is described
Magnetic susceptibility is explained
Magnetic flux leakage is defined
Magnetic dipole moment is described
Indicator: Magnetic Hysteresis loop is well interpreted
Coercivity is explained
Retentivity is explained
Saturation is explained
Indicator: Magnetic materials are well classified
Ferromagnetic materials are identified
Paramagnetic materials are identified
Diamagnetic materials are identified
Ferrimagnetic materials are identified
Anti-Ferromagnetic materials are identified
Observation
Performance criterion
Clear classification of magnetic materials based on magnetic
properties
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Learning Outcome 4.2: Determine the induced emf in a circuit
Concept of electromagnetic induction (EMI) Definition
Faraday’s law
Lenz’s law of EMI
Fleming’s right-hand rule
Induced emf and induced current EMI in a coil
Self-Induction
Self-Inductance
EMI in a transformer
Mutual-Induction
Mutual-Inductance
Motional induced emf
Applications of EMI Transformers
Generators
Induction motors
o Brainstorming on key concepts
o Group discussion on electromagnetic induction
o Brainstorming on induced emf
o Individually, a trainee calculates self-inductance and mutual-inductance
o Individually, read and write on application of electromagnetic induction
o Problem solving on determination of the induced emf in a circuit
- Bar magnets
- Iron fillings
o PhET Simulation
of induced emf
- Search engine
- Video on
magnetic forces
- White board and
markers
- Scientific
calculators
- Computer
- Projector
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
Problem solving
Observation checklist for experiments
Task: 1. Determine the magnitude of induced emf in a circuit
2. Indicate the direction of induced emf in a circuit
Content Learning
activities
Resources
Performance criterion
Correct determination of the induced emf in a circuit based on Faraday’s
law
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Checklist Score
Yes No
Indicator: Electromagnetic induction is well explained
Electromagnetic induction is well defined
Faraday’s law is well stated
Lenz’ law is well stated
Fleming’s right-hand rule is used
Indicator: Induced emf and induced current are well determined
Faraday’s law is clearly applied
Lenz’ law is clearly applied
Induced voltage in a circuit is well determined
The direction of induced emf is clearly indicated
Self-induction well explained
Self-Inductance is well defined
Mutual-induction well explained
Mutual-Inductance is well defined
Indicator 3: Applications of electromagnetic induction are well described
EMI in generator is well explained
EMI in a transformer is well explained
EMI in induction motor is well explained
Observation
Learning Outcome 4.3: Apply the equation of propagation of electromagnetic waves
Properties of electromagnetic waves Definition of EM waves
Speed of EM waves in free
space
EM waves wavelength
EM waves frequency
EM waves amplitude
Electromagnetic spectrum
EM Wave Equation Wave equation Electric field equation Magnetic field equation
o Group discussion on properties of electromagnetic waves
o In small groups, brainstorm on electromagnetic spectrum
o Individual work on identification of EM waves direction and amplitude
o Problem solving using the equation EM waves
o Group work of illustration mechanism of electromagnetic waves
- PhET Simulations
- Video
- White board
- Markers
- Scientific
calculators
- Computer
- Projector
- Search engine
Content Learning
activities
Resources
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Mechanism of propagation of electromagnetic waves Production of EM waves
Direction of propagation
EM waves energy
EM waves energy loss in
media
o Individual research and presentation on EM wave energy loss in different media
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 choice questions
True or False questions
Essay
Problem solving
Task: 1. Use the EM waves equation to determine Amplitude,
frequency and wavelength.
Checklist Score
Yes No
Indicator: Properties of electromagnetic waves are well described
EM waves are defined
Speed of EM waves in free space is explained
EM waves wavelength is described
EM waves frequency is described
Electromagnetic spectrum is described
Indicator: EM Wave Equation is correctly used
Wave equation is used
Electric field equation is used
Magnetic field equation is used
Direction of vibration is determined
Direction of propagation is determined
Amplitude of the EM wave is determined
Performance criterion
Effective application of the equation of propagation of electromagnetic
waves
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Indicator: Mechanism of propagation of electromagnetic waves is well described
Production of EM waves is described
Direction of vibration is determined
Direction of propagation is determined
EM waves energy is described
EM waves energy loss in media is described
Observation
Learning Outcome 4.4: Categorize Mobile phone and radio communication
Interpretation of concepts in
transmission
Transmission system.
Terms used in transmission
system:
Transmitter
Channel
Receiver
Digital
communication
Analog
communication
Description principle of cellular
radio and Structure of cellular
network.
Principle of cellular radio
Structure of cellular
network.
Identification of types of
modulations (AM, FM, and PM).
Definition of modulation.
Types of modulation:
Frequency
modulation
o Group discussion and
presentation about
different terms used in
telecommunication
o Individual research on
principle of cellular radio
o Work in groups and
assemble simple cellular
radio.
o Role play in groups about types of modulation
o Group discussion on difference in telephone and radio systems.
- Textbooks
- Search
engine
- Picture
- Projector
- video
Content Learning
activities
Resources
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Amplitude
modulation
Phase modulation
Description of Post, telegraph and
telephone (PTT)
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
Multiple choice exercises Matching Exercises True or false questioning Problem solving
Checklist Score
Yes No
Indicator: Concepts in telecommunication are well interpreted
Transmission system is explained
Transmitter is explained
Channel is explained
Receiver is explained
Digital communication is explained
Analog communication is explained
Indicator: Principle of cellular radio and Structure of cellular network are well described
Principle of cellular radio is described
Structure of cellular network is described
Indicator: Types of modulations are well identified
FM is identified
AM is identified
Phase modulation is identified
Indicator: Post, telegraph and telephone (PTT) are well described
Posts are described
Performance criterion
Efficient categorization of mobile phone and radio communication in line
with telecommunication systems.
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Telegram is described
Telephone is described
Observation
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Learning Outcome 5.1: Describe the fundamental properties of semiconductor materials
Conductivity Conductor materials Insulator materials Semiconductors
materials
Basics of semiconductors Valence electrons
Free electrons
Holes
Electron mobility
Holes mobility
Current in semiconductors Current in
semiconductors
Intrinsic semiconductors
Extrinsic semiconductors
PN junction
o Group discussion and present on difference between conductor, insulator and semiconductors materials.
o Brainstorming on: Valence
Free electrons
Holes
Electron mobility
Holes mobility
o Group discussion and present on Conduction in semiconductors
o Group discussion and present on current flow in semiconductors
o Group discussion and present on types of semiconductors
o Group discussion on formation of the PN junction
- Video on
semiconductors
materials
- generator
- Computer
- White /chalkboard
- Marker pen /chalk
- projector
Learning unit
LU5: Describe Semiconducting materials
5
Learning Outcomes:
1. Describe the fundamental properties of semiconductor materials 2. Describe the principles of semiconductor devices
3. Describe the principles of operational amplifiers
10 Hours
Content Learning activities Resources
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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
Task: Conduct an experiment on PN junction conduction
Checklist Score
Yes No
Indicator 1: conductivity is well explained
Conductor materials are explained
Insulator materials are explained
Semiconductor materials are explained
Indicator : Basics of semiconductors are well explained
Valence electrons is defined
Free electrons is described
Holes are described
Electron mobility is described
Holes mobility are described
Indicator 2: Current in semiconductors is explained
Current in semiconductors is defined
Intrinsic semiconductors are described
Extrinsic semiconductors are described
PN junction is described
Observation
Performance criterion
Clear description of the properties of semiconductors materials based on
electron mobility
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Learning Outcome 5.2: Describe the principles of semiconductor devices
N-type and P-type materials
Definition of N-type material
Definition of P-type material
Definition of PN-junction
Diode
Examples of diodes
Zener diode
Laser diode
Light emitting-diode
Photodiode
Tunnel diode
Junction diode as rectifier
Full wave rectifier
bridge circuit
Transistor Examples of transistor
Bipolar transistor
Unijunction transistor
Field-effect transistor
Current flow in a transistor Common-Emitter (C-E)
characteristic Current amplifier in C-E mode Voltage amplification power gain
o Group discussion and present on difference between N-type and P-type materials
o Group discussion and present on examples of diodes
o Group discussion and present on junction diode as rectifier, Full wave rectifier and bridge circuit
o Group discussion and present on current flow in transistor
o Group discussion and present on transistor polarities
o Experiment on transistor characteristics curves
- Video on
semiconductors
materials
- diode
- transistor
- generator
- Tables
- Computer
- White /chalkboard
- Marker pen /chalk
- projector
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
Matching type questions
Multiple choice questions
True or False questions
Essay questions
Content Learning
activities
Resources
Performance criterion
Clear description of the principles of semiconductors devices based on PN-
junction
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Checklist Score
Yes No
Indicator 1: N-P type and P-type materials are well differentiated
N-type material is explained
P-type material is explained
PN junction is explained
Indicator 2: Diode is well described
Examples of diode are explained
Junction diode as rectifier is described
Full wave rectifier is explained
Bridge circuit is described
Indicator 3: The transistor is well described
Examples of transistor are explained
Current flow in a transistor is described
Common-Emitter (C-E) characteristic is described
Current amplifier in C-E mode is described
Voltage amplification is explained
Power gain is explained
Observation
Learning Outcome 5.3: Describe the principles of operational amplifiers
Introduction on integrated circuit Definition
integrated circuits types
The operational amplifier Feedback
The operational amplifier as
amplifier
The non-inverting voltage
amplifier
The inverting operational
amplifier
Voltage comparator
o Brainstorming on key terms
o Group discussion and Present on operational amplifier
o Experiment on oscillator characteristics curves
o Group discussion and present on various applications of the operational amplifier
- Video on
semiconductors
materials
- diode
- transistor
- op amp
- generator
- Tables
- Computer
- White /chalkboard
- Marker pen /chalk
Content Learning activities Resources
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The operational amplifier applications Flame sensor
Heat sensor
Ramp generator
The summing amplifier
Oscillator
Inverting amplifier with a varying
input voltage
A delayed switch off system
- projector
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
Matching type questions
Multiple choice questions
True or False questions
Essay questions
Performance criterion
Clear description of the principles of operational amplifiers
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Checklist Score
Yes No
Indicator 1: Introduction on integrated circuit is well done
Definition is done
Integrated circuits types is described
Indicator 2 : The operational amplifier is well described
Feedback is described
The operational amplifier as amplifier is described
The non-inverting voltage amplifier is described
The inverting operational amplifier is explained
Indicator 3: The operational amplifier applications is well described
Flame sensor is described
Heat sensor is described
Ramp generator is described
The summing amplifier is described
Oscillator is described
Inverting amplifier with a varying input voltage is described
A delayed switch off system is described
Observation
Reference books:
1. E school today. (2008-2018). Retrieved February 19, 2018, from natural disasters: http
2. Avison, J. (1989). The world of PHYSICS. Cheltenham: Thomas Nelson and Sons Ltd.
3. Chand, S., & S.N., G. S. (2003). Atomic Physics (Modern Physics) (1 ed.). India.
4. CPMD. (2015). Advanced Level Physics Syllabus. Kigali: REB.
5. Cunningham, & William, P. (2000). Environmental science (6 ed.). Mc Graw-Hill.
6. Cutnell, J. D., & Johnson, K. W. (2006). Essentials of Physics. USA: John Wlley &Sons, Inc.
7. Cutnell, J. D., & Johnson, K. W. (2007). Physics. (7 ed.). USA: John Wiley; Sons, Inc
8. Cuttnell, J. D., & kennety, W. J. (2007). Physics (7 ed.). United State of America: John Willey &
Sons . Inc
9. Douglass, C. G. (2014). PHYSICS, Principles with applications. (7 ed.). Pearson Education
10. Douglass, C. G. (2014). PHYSICS, Principles with applications. (8 ed.). Pearson Education.
11. Duncan, T., & Kennett, H. (2000). Advanced Physics (5 ed.). London, UK: Holder Education.
12. Giancoli, D. (2005). PHYSICS: Principles with applications. New Jersey: Pearson Education, Inc.
13. Giancoli, D. C. (2005). Physics principals with application. Upper Saddle River, NJ 07458: Pearson
Education, Inc.
14. Giancoli, D. C. (2005). Physics: principals with application. Upper Saddle River, NJ 07458:
Pearson Education, Inc.
259 | P a g e
15. MIDIMAR. (2012). Disaster High Risk Zones on Floods and Landslide. Kigali: MIDMAR
16. Office, U. M. (2011). Warming: A guide to climate change. U.K.: Met Office Hadley Centre.
17. Randall, D., & Knight. (2004). Physics for scientists and engineers: Strategic approach (Vol. 2).
San Francisco: Pearson Education.
18. Randall, D., & Knight. (2004). Physics for scientists and engineers: Strategic approach. (Vol. 3).
San Fransisco: Pearson Education, Inc.
19. Randall, D., & Knight. (2008). Physics for scientists and engineers: Strategic approach. (2 ed., Vol.
3). San Francisco: Pearson Education, Inc.
20. REMA. (n.d.). Rwanda Second National Communication under the UNFCCC. KIGALI: MINISTRY OF
NATURAL RESOURCES, RWANDA
21. Science, G. (2006). Florida Physical Science with Earth Science. USA: Mc Graw Hill Glencoe
Companies, Inc.
22. Serway, R. A. (1986). Physics for Scientists and Engineers (2 ed.). Saunders College Publishing.
23. IPCC. (1996). Economics of Greenhouse Gas limitation, Main report “Methodological Guidelines.
24. John, M. (2009). Optical Fiber Communications, Principals and Practice (3rd Ed.). London:
Pearsnon Prentice Hall.
25. Tipler, P. A. (1991). Physics for Scientists and Enginners. (3 ed., Vol. 1). USA: Worth Publishers,
Inc
260 | P a g e
M M D 2 D 5 0 1 - 2D DRAWINGS CONCEPTION
MMD2D501 Conceive 2D drawings
REQF Level: 5 Learning hours
Credits: 10 100
Sector: ICT
Sub-sector: Multimedia
Issue date:January 2019
Purpose statement
This module is intended to the learner pursuing TVET certificate V in Multimedia. At the end of
this module the learner will be able to create basic drawings, make point perspectives,make
digital painting and apply textures and patterns; he or she will be able to work competitively in
the ICT world under non-directive supervision.
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Learning assumed to be in place
Computer fundamentals
Color theory
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 competence Performance criteria
1. Create basic drawings 1.1 Correct application of line drawing techniques 1.2 Proper creation of forms and shapes 1.3 Right application of drawing values 1.4 Correct application of space making techniques 1.5 Proper making of proportions and compositions
2. Make 1-point perspective and 2-point perspectives
2.1 Right application of 1-point and 2-point perspective techniques
2.2 Right application of one focal point technique 2.3 Proper application of geometry principles
3. Make digital painting 1.1 Appropriate application of block values method 1.2 Convenient application of under painting technique 1.3 Proper application of painting features
4. Apply textures and patterns 4.1 Proper use of textures and patterns to create movement and rhythm composition
4.2 Proper creation of patterns and textures interaction with lights and colors
4.3 Appropriate unification of 2D composition
262 | P a g e
LU 1:Create Basic Drawings
1
Learning Outcomes:
1. Apply line drawing techniques
2. Create basic shapes and forms
3. Apply drawing values
4. Apply space making techniques
5. Make proportions and compositions 30 Hours
Learning Outcome1.1:Apply line drawing techniques
Identification of types of line thick
thin
horizontal
vertical
zigzag
diagonal
curly
curved
spiral
Application of line drawing techniques Small dashes
Hatching
Cross-hatching
Stippling
Scribbles
Small crosses
Small circles
o Brainstorming on drawing in
general
o Group discussion on types of
lines
o Demonstration on drawing
lines
o Watch video tutorials
- Books
- Internet
- Handout notes
- Pencils
- Papers
- Erasers
- Ruler
- Computer
- Drawing software
- Electronic drawing
gadget
Content Learning activities Resources
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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
Oral
Performance
Multiple choice/ Ticking
True or false questions
Matching
Sentence completion
Open ended questions
Observation checklist
Checklist Score
Yes No
Indicator: Types of lines are identified
Thick
Thin
Horizontal
Vertical
Zigzag
Diagonal
Curly
Curved
Spiral
Indicator: Line drawing techniques are applied
Small dashes
Hatching
Cross-hatching
Stippling
Scribbles
Small crosses
Small circles
Observation
Learning Outcome 1.2: Createshapes and forms
Performance criterion
Correct application of line drawing techniques
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Drawing of the silhouette and line Choice of the perspective
of the silhouette
Drawing ofthe silhouette
Creation of basic 2D shapes Creation of 2D drawings
with squares
Creation of 2D drawings
with circles
Creation of 2D drawings
with triangles
Creation of basic 3D forms Creation of3D drawings
with sphere
Creation of3D drawings
with cone
Creation of3D drawings
with cylinder
Creation of3D drawings
with torus
Creation of3D drawings
with cube
o Brainstorming on drawing
forms
o Brainstorming on difference
between forms and shapes
o Brainstorming on the
difference between 2D and
3D drawings
o Group discussion on
silhouettes, lines, shapes and
forms
o Demonstration on shapes and
forms
o Watch video tutorials
o Practical exercises on creation
ofbasic shapes and forms
- Books
- Internet
- Handout notes
- Pencils
- Papers
- Erasers
- Ruler
- Computer
- Drawing
software
- Electronic
drawing gadget
Formative Assessment 1.2
Assessor may collectamong the following evidences and make judgements on whether the performance
criterion has been achieved.
Content Learning activities Resources
Performance criterion
Proper creation of forms and shapes
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Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation/checklist
Checklist Score
Yes No
Indicator:The silhouette and linedrawings are done
Choice of the perspective of the silhouette
Drawing of the silhouette
Indicator:2D shapes are created
2D drawings with squarescreation
2D drawings with circlescreation
2D drawings with trianglescreation
Indicator:3D forms arecreated
3D drawings with spherecreation
3D drawings with conecreation
3D drawings with cylindercreation
3D drawings with toruscreation
3D drawings with cubecreation
Observation
Learning Outcome 1.3:Apply drawing values
Applicationof lighting techniques in drawing Lights Setting
Highlights Reflected light
Darkness Setting
Shadows Core of shadow Cast shadow
o Brainstorming on lighting
techniques in drawing
o Demonstration on lighting
techniques in drawing
o Watch video tutorials
o Practical exercises on
Application of drawing values
- Books
- Internet
- Handout notes
- Pencils
- Papers
- Erasers
- Ruler
- Computer
- Drawing software
Content Learning activities Resources
266 | P a g e
- Electronic
drawing
gadget
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
Performance
Multiple choice/Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation checklist
Checklist Score
Yes No
Indicator: Lighting techniques in drawing are applied
Set lights
Set darkness
Observation
Performance criterion
Right application of drawing values
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Learning Outcome 1.4:Apply space making techniques
The drawings management Specify size
Apply overlap
Specify placement
Indicate details
Choose and apply
color
o Brainstorming on arranging drawings
o Demonstration on arranging drawings
o Watch video tutorials o Practical exercises on applying
space making techniques
- Books
- Internet
- Handout notes
- Pencils
- Papers
- Erasers
- Ruler
- Computer
- Drawing software - Electronic
drawing
gadget
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
Oral
Performance
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation checklist
Content Learning activities Resources
Performance criterion
Correct application of space making techniques
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Checklist Score
Yes No
Indicator: Drawingsare managed
Specify size
Apply overlap
Specify placement
Indicate details
Choose and apply color
Observation
Learning Outcome1.5:Makeproportions and compositions
Application of golden mean techniques Golden rectangle
technique
Fibonacci sequence
theory
Golden spiral
Rule of thirds
techniques
Selection of angles Profile
Straight on
Up
Up three-quarters
Down
Three-quarters
Down three-quarters
Rear three-quarters
Composition of shots
o Brainstorming on proportions
and composition
o Group discussion on shots
composition and angles
o Demonstration on golden mean
techniques, shots composition
and angles
o Watch video tutorials
- Books
- Internet
- Handout notes
- Pencils
- Papers
- Erasers
- Ruler
- Computer
- Drawing
software
- Electronic
drawing gadget
Content Learning activities Resources
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Balance
Leading lines
Framing
Canter dominance
Patterns and
repetitions
Symmetry
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
Oral
Performance
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Observation checklist
Checklist Score
Yes No
Indicator: Golden mean techniques are applied
Golden rectangle technique
Fibonacci sequence theory
Golden spiral
Rule of thirds techniques
Indicator: Angles are selected
Profile
Straight on
Up
Up three-quarters
Down
Three-quarters
Performance criterion
Proper making of proportions and compositions
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Down three-quarters
Rear three-quarters
Indicator: Shots are composed
Balance
Leading lines
Framing
Centre dominance
Patterns and repetitions
Symmetry
Observation
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U 2:Make 1-point perspective and 2-point perspective
2
Learning Outcomes:
1. Apply 1-point and 2-point perspective techniques
2. Apply one focal point techniques
3. Apply geometry principles
25 Hours
Learning Outcome 2.1: Apply1-point and 2-point perspective techniques
1-point perspective and the cube technique Horizon line
Vanishing point
Orthogonal lines
Two-point perspective and the cube technique Horizon line
Vanishing points
Station point
Picture plane
Top and side views
Manipulation of 3D drawings using 1-point and 2-point Perspectives
o Brainstorming on 1-point
and 2-point perspective
techniques
o Demonstration on 1-point
and 2-point perspective
techniques
o Demonstration on
manipulation of 3D
drawings using 2-Point
Perspective
o Watch video tutorials
- Books
- Internet
- Handout notes
- Pencils
- Papers
- Erasers
- Ruler
- Computer
- Drawing software
- Electronic drawing
gadget
Formative Assessment 2.1
Content Learning activities Resources
Performance criterion
Right application of 1-point and 2-point perspective techniques
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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
Performance
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation checklist
Checklist Score
Yes No
Indicator: 1-point perspective and the cube techniqueare applied
Horizon line
Vanishing point
Orthogonal lines
Indicator: Two-point perspective and the cube technique are applied
Horizon line
Vanishing point
Station point
Picture plane
Top and side views
Manipulate 3D drawings using 1-point and 2-Point Perspectives
Indicator: 3D drawings are done
Using 1-point perspective
Using 2-point perspective
Observation
Learning Outcome 2.2: Apply one focal point techniques
Setting anarea of artwork Contrast
Isolation
Placement
o Group discussion on an
artwork
- Books
- Internet
- Handout notes
- Pencils
Content Learning activities Resources
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Convergence
The unusual
o Demonstration of usage
of one focal point
techniques
o Practical exercises on
one focal point
techniques
o Watch video tutorials
- Papers
- Erasers
- Ruler
- Computer
- Drawing
software
- Electronic
drawing gadget
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
Oral
Performance
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation checklist
Checklist Score
Yes No
Indicator: Areas of the artwork are set
Contrast
Isolation
Placement
Convergence
The unusual
Observation
Performance criterion
Right application of one focal point techniques
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Learning Outcome 2.3: Apply of geometry principles
Linear/reverse Perspective 1-point perspective
2-point perspective
3-point perspective
Curvilinear Perspective Spherical projection
o Demonstration on geometry
principles in perspectives
o Demonstration on linear,
curvilinear and reverse
perspectives
o Exercises on linear ,
curvilinear and reverse
perspectives
o Watch video tutorials
- Books
- Internet
- Handout notes
- Pencils
- Papers
- Erasers
- Ruler
- Computer - Drawing software - Electronic drawing
gadget
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
Oral
Performance
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation checklist
Content Learning activities Resources
Performance criterion
Properapplication of geometry principles
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Checklist Score
Yes No
Indicator: Linear/Reverse perspective is done
1-point perspective
2-point perspective
3-point perspective
Indicator: Curvilinear perspective is done
Spherical projection
Observation
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LU 3:Make digital painting
3
Learning Outcomes:
1. Apply the block values method
2. Apply the under painting technique
3. Apply the painting features
25 Hours
Learning Outcome 3.1: Apply block values method
Introduction to the painting software Interface Tools Blending modes
Tints and shades Darker values Lighter values
o Demonstration on painting software
o Demonstration on tints and shades
o Watch video tutorials
- Books
- Internet
- Handout notes
- Computer
- Drawing
software
- Electronic
drawing
gadget
- Painting
software
Formative Assessment 3.1
Content Learning activities Resources
Performance criterion
Appropriate application of block values method
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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
Performance
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation
Checklist Score
Yes No
Indicator: The painting software is introduced
Interface
Tools
Blending modes
Indicator: Tints and shades are applied
Darker values
Lighter values
Observation
Learning Outcome 3.2: Apply underpainting technique
Application of different types of under painting techniques Veneda Verdaccio Morellone Grisaille
o Demonstration on under
painting techniques
o Watch video tutorials
o Exercises on under painting
techniques
- Books
- Internet
- Handout notes
- Computer
- Drawing
software
- Painting
software
- Electronic
drawing gadgets
Content Learning activities Resources
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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
Oral
Performance
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation checklist
Checklist Score
Yes No
Indicator: Types of underpainting techniques are applied
Veneda
Verdaccio
Morellone
Grisaille
Observation
Performance criterion
Convenient application of underpainting technique
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Learning Outcome 3.3: Apply painting features
Painting features Strong focal point Layers of color Changes in direction
o Demonstration on painting features
o Watch video tutorials o Exercises on painting
features o Practical exercises on
Appling painting features
- Books
- Internet
- Handout notes
- Computer
- Drawing software
- Painting software
- Electronic drawing
gadgets
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
Oral
Performance
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation checklist
Content Learning
activities
Resources
Performance criterion
Proper application of painting features
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Checklist Score
Yes No
Indicator: Painting features are applied
Strong focal point
Layers of color
Changes in direction
Observation
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LU 4:Apply Textures and patterns
4
Learning Outcomes:
1. Use textures and patterns to create movement and rhythm
composition
2. Create patterns and textures interaction with lights and colors
3. Unify 2D composition
20 Hours
Learning Outcome 4.1:Use textures and patterns to create movement and rhythm
composition
Creation of textures and patterns Types of textures
Actual Simulated Abstract Invented
Application of textures and patterns to create movement and rhythm
Creation of movement using textures and patterns
Creation of rhythm using textures and patterns
o Demonstration on
creationof textures and
patterns
o Exercises using textures and
patterns
o Watch video tutorials
o Practical exercises on
creation of textures and
patterns
- Books
- Internet
- Handout notes
- Computer
- Drawing software
- Painting software
- Electronic drawing
gadgets
Formative Assessment 4.1
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
Oral
Performance
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation checklist
Checklist Score
Yes No
Indicator: textures and patterns are created
Types of textures
Indicator: Textures and patterns are applied to create movement and rhythm composition
Creation of movement using textures and patterns
Creation of rhythm using textures and patterns
Observation
Performance criterion
Proper use of textures and patterns to create movement and rhythm
composition
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Learning Outcome 4.2. Create patterns and textures interaction with lights and colors
Aspects of texture Surface contour Surface friction Thermal character
Texture interaction with light according to degree of smoothness Refraction Absorption Reflection
Texture and color Color reflection Wet surfaces Dull surface
Aspects of pattern Sources
Nature Man-made objects Imagination Symbolism
Interpretation of surface Realistic Stylized Abstract Geometric
Arrangement All-over Four-way Two-way One-way Border Spaced
Pattern and structural design Harmony Motion Location of motifs Contrast
o Demonstration on how to use
patterns and textures
interaction with lights and
colors
o Exercises on the use of
patterns and textures
interaction with lights and
colors
o Watch video tutorials
- Books
- Internet
- Handout
notes
- Computer
- Drawing
software
- Painting
software
- Electronic
drawing
gadgets
Formative Assessment 4.2
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
Oral
Performance
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation checklist
Checklist Score
Yes No
Indicator: Aspects of texture are created
Surface contour
Surface friction
Thermal character
Indicator: Textures interaction with light according to degree of smoothness are performed
Refraction
Absorption
Reflection
Indicator: Texture and color are done
Color reflection
Wet surfaces
Dull surface
Indicator: Aspects of pattern are done
Sources
Interpretation of surface
Arrangement
Indicator: Pattern and structural design are applied
Harmony
Motion
Location of motifs
Contrast
Observation
Performance criterion
Proper creation of patterns and textures interaction with lights and colors
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Learning Outcome 4.3: Unify 2D composition
The 8 elements of composition in art Unity Balance Movement Rhythm Focus Contrast Pattern Proportion
o Demonstration on 8
elements of composition
o Exercises on8 elements of
composition in art
o Watch video tutorials
o Practical exercises on 2D
composition
- Books
- Internet
- Handout notes
- Computer
- Drawing software
- Painting software
- Electronic drawing
gadgets
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
Oral
Performance
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation checklist
Content Learning activities Resources
Performance criterion
Appropriate unification of 2D composition
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Checklist Score
Yes No
Indicator: The 8 elements of composition in art are identified
Unity
Balance
Movement
Rhythm
Focus
Contrast
Pattern
Proportion
Observation
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Summative Assessment
Integrated situation Resources
Organization Internationale pour les Dessins Réels (OIDR) is an international organization based in Toulouse (France) organizing annual exhibitions on real images drawing worldwide. Last year, Juru district was one of the exhibitors. Unfortunately it was heavily criticized for anon-communicative drawing of the district image. This year, the district is determined to win the exhibition award. As a multimedia technician, you are requested to draw a communicative drawing representing the real image of Juru district, The colored drawing onA4 canvas respecting drawing rules, they must be submitted to the district office. The task must be completed within 6 hours and the color must be appropriate to the object that it is representing.
Tools Paper Pencil Eraser Ruler Computer Internet Drawing software Painting software Electronic drawing gadgets
Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: Line drawingstechniquesare applied
Small dashes
Hatching
Stippling
Indicator: Shapes and forms are created
silhouettes drawn
Create shapes
Create forms
Indicator: Drawing values areapplied
Lighting techniques
Indicator: Space making techniques are applied
Drawing management
Indicator:Proportions and compositionare done
Golden mean techniques
Angles
Shots
Indicator:1-point and 2-point perspective techniques are applied
1-point perspective and the cube technique
2-point perspective and the cube technique
3D drawings using 1-point and 2-point perspectives
Indicator:One focal point technique is applied
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Area of artwork
Indicator:geometry principles
Linear/Reverse perspective
Curvilinear perspective
Indicator:Block values method are applied
Software
Tints and shades
Indicator:Underpainting techniquesare applied
Veneda/Verdaccio/Morellone/Grisaille
Indicator: Painting features are applied
Layers of color
Strong focal point
Changes in direction
Indicator:Textures and patterns are used to create movement and rhythm composition
Textures and patterns created
Textures and patterns applied
Indicator:Patterns and textures interaction with lights and colors is done
Aspects of texture
Texture interaction with light according to degree of smoothness
Texture and color
Aspects of pattern
Pattern and structural design
Indicator:The composition is unified
Elements of art composition
Observation
Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: Drawing is well done
Silhouettes, shapes and forms are used
Lighting techniques are applied
Composition elements are used and respected
Drawing techniques are applied
Observation
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Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: Time is respected
Time required (6hrs)
Indicator: Size respected
A4 canvas
Indicator: Materials and equipment are well used
No wasted materials
Indicator: The drawing is communicative
Drawing rules
Painting rules
All informations visible
Observation
Reference books:
Beccia, C. C. (April 18, 2014). The Digital Renaissance: Classic Painting Techniques in Photoshop
and Painter (1 ed.). Abingdon, United Kingdom: Routledge.
Bloom, S. R. (December 11, 2012). Digital Collage and Painting: Using Photoshop and Painter to
Create Fine Art (2nd ed.). Abingdon, United Kingdom: Routledge.
LEWIS, DAVID;. (1984). PENCIL DRAWING TECHNIQUES. Watson-Guptill Publications.
Richard L. Yepez, K. E. (2006). BASICS: PENCIL TECHNIQUE. Dallas: University of Texas at Dallas.
STANYER, P. (2003). The Complete Book of DRAWING TECHNIQUES A PROFESSIONAL GUIDE FOR
THE ARTIST. Berkshire: Arcturus Publishing.
Threinen-Pendarvis, C. (August 27, 2013). The Photoshop and Painter Artist Tablet Book:
Creative Techniques in Digital Painting Using Wacom and the iPad, Kindle Edition (2nd ed.).
Berkeley, California, United States of America: Peachpit Press.
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M M D S W 5 0 1 - SCRIPT WRITING
MMDSW501 Writing Script
REQF Level: 5 Learning hours
Credits: 6 60
Sector: ICT
Sub-sector: Multimedia
Issue date:January 2019
Purpose statement
This module is intended to the learner pursuing TVET certificate V in Multimedia. At the end of
this module the learner will be able to prepare a brainstorming story idea, developing of the skills
in writing scripts for either, television or cinema. The module also will extend the understanding
of the demands of different performance media and venues. The students will gain hands-on
experience in field of multimedia world; he or she will be able to work competitively in the
multimedia world under non-directive supervision.
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Learning assumed to be in place
Computer Literacy
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 competence Performance criteria
1. Brainstorm story ideas and identify characters
1.1. Adequate collection of ideas in a mind map
1.2. Proper storage of the idea in a dashboard.
1.3. Right creation of characters profiles
2. Write treatment 2.1. Correct finding title and writing of a logline
2.1. Proper writing synopsis and wrapping up
2.3. Effectient creation of the treatment layout and treatment structure
3. Compose a flash draft 3.1. Proper identification of the idea through looping process
3.2. Correct writing of the dump
3.3. Proper analysis of the draft structure
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LU 1:Brainstorm story ideas
1
Learning Outcomes:
1. Collect ideas in a mind map
2. Store idea in a dashboard
3. Create characters’ profile
15 Hours
Learning Outcome1.1: Collect ideas in a mind map
Strategic planning as the central topic
Topic Story
Brainstorming session Focused story ideas
Ideas to burst a mind map with information Idea sorting Idea expanding Idea focusing
o Brainstorming on central topic planning
o Group discussion on story idea
o Documentation researchon story idea
- Books
- Internet
- Handout notes
- Computer
- Pen
- Paper
Content Learning
activities
Resources
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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
Oral
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation
Checklist Score
Yes No
Indicator: The central topic strategic plans are applied
Topic
Story
Indicator: Brainstorming steps are very described
Focused story ideas
Indicator: specific ideas are very focused
Ideas sorting
Ideas expanding
Ideas focusing
Observation
Learning Outcome 1.2: Store the idea in a dashboard.
Powerful content creation Idea storing Link bookmarking Idea flowing
automation
Idea dashboard criteria description
o Description of idea flowing and automation techniques
o Group discussion on idea dashboard criteria
o Demonstration of the right format selection
- Books - Visual aids - Internet - scripting
software - Computer
Content Learning
activities
Resources
Performance criterion
Adequate collection of ideas in a mind map
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Relevance Brevity Visual component Flexibility
Key categories and right format selection Spreadsheet Google docs
o Further research on internet - Hand-out notes - Computer
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation checklist
Checklist Score
Yes No
Indicator: powerful content is systematically created
Idea storing
Idea bookmarking
Idea flowing automation
Indicator: key categories and format are properly selected
Spreadsheet
Google docs
Observation
Performance criterion
Proper storage of the idea in the dashboard
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Learning Outcome 1.3: Create characters profiles
Character’s basics Names Races Age Nationality
Appearance and mannerism Hair Eye, skin color Thin
Abilities and progression Character development Character history Conflict Plot progression change
o Demonstration on characters basics creation
o Explore the mind mapping techniques
o Brainstorming on changes in plot progression
o Documentation research
- Books
- Internet
- Handout notes
- Computer
- Scripting software
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation checklist
Content Learning
activities
Resources
Performance criterion
Right creation of characters profiles
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Checklist Score
Yes No
Indicator: The character basics are identified
Names, ages, nationality, races …..
Indicator: Appearance and mannerism are described
Physical appearance
Indicator: Abilities and progression
Character development
Character history
Internal or external conflict
Plot progression change management
Observation
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LU 2:Write treatment
2
Learning Outcomes:
1. Find the title and write a logline
2. Write a synopsis and wrap up
3. Create the treatment layout and treatment structure
30 Hours
Learning Outcome 2.1: Find the title and write a logline
Script titling Marketability
Storytelling
Dual meaning
Protagonist identification and goals
Protagonist
Antagonist
Conflict
o Demonstration of perfect
titling techniques
o Description of the goal of
the protagonist and the
antagonist
o Documentation research
- Books
- Internet
- Handout notes
- Computer
- Scripting softwares
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning
activities
Resources
Performance criterion
Correct finding title and writing of a logline
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Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation checklist
Checklist Score
Yes No
Indicator: title well selected and the logline are developed
Marketability
Storytelling
Dual meaning
Indication : Protagonist and goals are identified
Conflict
Antagonist
Protagonist
Observation
Learning Outcome 2.2: Write a synopsis and wrap up
Skim through manuscript Important event selection
Synopsis format Narrative arc Active voice Unique point of view Story advancement Clear writing
o Brainstorming on the selection of the events techniques
o Documentation research o Description of
background section parts
o Brainstorming on different synopsis formats
- Books
- Visual aids
- Internet
- scripting
software
- Computer
- Hand-out notes
- Computer
Formative Assessment 2.2
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
Oral
Performance
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation checklist
Checklist Score
Yes No
Indicator: manuscript are proofread
Events selections
Indicator: synopsis format is respected
Narrative arc
Active voice
Unique point of view
Story advancement
Clear writing
Observation
Performance criterion
Proper writing of the synopsis and wrapping up
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Learning Outcome 2.3: Create the treatment layout and treatment structure
Screenplay regulation Present tense
Application of traditional slugs INT EXT…
Storytelling Rich content
Biographical background
o Description of different slugs
o Brainstorming on storytelling
techniques.
o Documentation research
- Books
- Visual aids
- Internet
- scripting
software
- Computer
- Hand-out notes
- Computer
- Video editing
software
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
Oral
Performance
Performance
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation checklist
Content Learning
activities
Resources
Performance criterion
Effectient creation of the treatment layout and treatment structure
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Checklist Score
Yes No
Indicator: screenplay regulations are described
Present tense
Indicator: traditional slugs are applied
INT
EXT
Indicator: Storytelling format is respected
Rich content,Biographical background
Observation
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LU3: Compose a flash draft
3
Learning Outcomes:
1. Identify the idea through looping process 2. Write the dump 3. Analyze the draft structure
15 Hours
Learning Outcome 3.1: Identify the idea throughlooping process
Idea concept Strategies and steps Imagination guiding Target audience
Looping process Freewriting rules Freewriting loopingcycle
o Demonstration of idea
concept techniques
o Description of idea
imagination ruling guide
o Documentation research
- Books
- Visual aids
- Internet
- scripting software
- Computer
- Hand-out notes
- Computer
- Editing software
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
Proper identification of the idea through looping process
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Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation
Checklist Score
Yes No
Indicator: Idea concept is described
Strategies and steps
Imagination guiding
Target audience
Free writing looping cycle
Indicator: The looping process is described
Freewriting rules
Observation
Learning Outcome 3.2: write the dump
Exposition through dialogue Expository prop Exposition rules Information dump
Exposition through film form Mise-en-scene details Camera movement sound, editing and set decoration
3.3.4. Page-Only exposition Expository leeway
o brainstorming on the exposition strategies
o practical exercises on the film form
o Documentation research
- Books
- Internet
- Handout notes
- Computer
- scripting software
- Editing software
- Computer
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
Oral
Performance
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation checklist
Checklist Score
Yes No
Indicator: Exposition through dialogue is described
Expository prop
Exposition rules
Information dump
Indicator: Exposition through film Form is described
Mise-en-scene details
Camera movement
sound, editing and set decoration
Indicator : Page-Only Exposition is described
expository leeway
Observation
Performance criterion
Correct writing of the dump
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Learning Outcome 3.3: Analyzethe draft structure
Act structure Set up
Inciting incident Lead characters Obstacles
Confrontation Protagonist
dramatic tension
Major setback Resolution
Climax Ends
o Description of act structure o Practical exercises on act storyline o Documentation research o Brainstorming on act
structure
- Books
- Internet
- Handout notes
- Computer
- scripting
software
- Editing
software - Computer
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
Oral
Performance
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation
Content Learning
activities
Resources
Performance criterion
Proper analysis of the draftstructure
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Summative Assessment
Integrated situation Resources
The Rwanda culture show is a non-government organization located in
Huye district. It is organizing the Miss Rwanda event and maintains a
memorable story. In this context, a video production company is hired
to cover the event. Unfortunately, due to the lack of the script writer
within the staffs, the company cannot produce a high quality video.
Therefore, it is looking for the script writer to write the script for the
video. The script will be used to make a high quality video. As a
multimedia technician, you are called to write the script for the
event’s video.
From the above provided information, you are required to:
1. develop idea
2. write the treatments
3. compose flash draft
At the end of the task you must report to the video producer the work
you have done with some recommendations. The task must be
performed within 8 hours.
Computer Scripting software Papers Pencils Markers Meta card Flip chart Editing software
Checklist Score
Yes No
Indicator: Acts structure are done
Set up
Confrontation
Resolution
Observation
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Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: Collection of ideas in a mind map is done
Strategic planning as the central topic
Brainstorming
Ideas to burst a mind map with information
Indicator: Storing idea in a dashboard is done.
Powerful content creation
Idea dashboard criteria description
Key categories and right format selection
Indicator: Characters profiles is created
Character’s basics
Appearance and mannerism
Abilities and progression
Indicator: Title is obtained and logline is written
Script titling
Protagonist identificationand goals
Indicator: Synopsis and wrapping up is written
Skim through manuscript
Synopsis format
Indicator: Treatment layout and treatment structure is created
Screenplay regulation
Application of traditional slugs
Indicator: The idea through looping process is identified
Idea concept
Looping process
Indicator: The dump is written
Exposition through dialogue
Exposition through film form
Page-Only exposition
Indicator:The draft is analysed
Act structure
Observation
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Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: the script is well written
Communicative
Explicative
The script format is used
Observation
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: Time is respected
Time required (8hrs)
Indicator: Materials and equipment are well used
No wasted materials
Indicator: The script is produced
Script format
Script content
Observation
Reference books:
Field, S. (April 24, 2018). The Essential Screenplay (3-Book Bundle): Screenplay: Foundations of
Screenwriting, Screenwriter's Workbook, and Screenwriter's Problem Solver. New York: Bantam.
Field, S. (October 31, 2006). The Screenwriter's Workbook: Exercises and Step-by-Step
Instructions for Creating a Successful Screenplay, Newly Revised and Updated. New York: Delta.
McCartney, A. (2013). Scriptwriting An introduction to screenwriting. Barnsley: OCA.
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M M D S P 5 0 1 - SHOTLIST PREPARATION
MMDSP501 Prepare shotlist
REQF Level: 5 Learning hours
Credits: 50 50
Sector: ICT
Sub-sector: Multimedia
Issue date:January 2019
Purpose statement
This module is intended to the learner pursuing TVET certificate V in Multimedia.At the end of
this module the learner will be able to break the screenplay into shot, describe and evaluate shots and
create shotlist table. He or she will be able to work competitively in the Multimedia world under non-
directive supervision.
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Learning assumed to be in place
Computer Fundamentals
Script Writing (MMDSW501)
Basic knowledge on camera
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 competence Performance criteria
1. Breakdown the screenplay into shot 1.1 Systematic breaking down the scene 1.2 Adequate application of script interpretation
techniques 1.3 Proper creation of stripboard
2. Describe and evaluate shots 2.1 Right identification of the location settings 2.2 Proper description of shots types and camera angles 2.3 Proper planning of the camera position and movement
3. Create shotlist table 3.1 Right organization of the shots based on the shot location
3.2 Adequate specification of the cinematographic techniques
3.3 Proper description of shots and scenes
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LU 1:Breakdown the screenplay into shots
1
Learning Outcomes:
1. Breakdown the scene
2. Apply script interpretation
3. Create stripboard
10 Hours
Learning outcome 1.1: Breakdown the scenes
Script potential
formatting issues
Formatting errors
Script schedule and
import
Scene breakdown
Scene measurement
Divide into 8ths
Script marking
Colored highlighter
Script template
highlights
Specific scene
element summary
Scheduling software
o Brainstorming on script
scheduling
o Group discussion on scene
division
o Documentation research on
script scheduling
- Books
- Internet
- Handout notes
- Computer
- Scripting software
Formative Assessment 1.1
Content Learning
activities
Resources
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Assessor may collect among the following evidences and make judgments on whether the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
● Written
● Oral
● Performance
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation checklist
Checklist Score
Yes No
Indicator: Format script potential issues are done
Schedule and import
Indicator: Scenes breakdown is created
Measurement
Division
Indicator: Script marking is done
Specific scene element summary
Scheduling software
Observation
Learning Outcome 1.2: Apply script interpretation techniques
● Identification of characters
actions
Character’s objective
● Directors opinion and changes Analysis
o Brainstorming director’s
opinion
o Group discussion on
environment evaluation
o Demonstration by video/
picture of character
identification
- Books
- Scripting software
- Computer
- Hand-out notes
- Video tutorials
- Video Editing software
Content Learning
activities
Resources
Performance criterion
Systematic breaking down the scene
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Changes adaption o Further research on how to
apply director’s change
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
● Oral
● Performance
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation checklist
Checklist Score
Yes No
Indicator: characters actions are identified
Read the script scenes
Characters objectives
Indicator: Directors opinion and changes
Analysis
Changes adaption
Observation
Performance criterion
Adequate application of script interpretation techniques
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Learning Outcome 1.3: Create stripboard
● Strip content Scene number
Scene description
INT/EXT
D/N
Character ID numbers
Shooting location
● Company moves Address and location Time
● Break the day Call and wrap up times
o Explore the stripboard
templates
o Documentation research
on different stripboard
templates formats
o Brainstorming on the
moves and breaks
- Books
- Internet
- Handout notes
- Computer
- Video tutorials
- Drawing software
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the performance
criterion has been achieved.
Types of evidence
Portfolio assessment tools
● Written
● Oral
● Performance
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation checklist
Content Learning
activities
Resources
Performance criterion
Proper creation of stripboard
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Checklist Score
Yes No
Indicator: Script contents are identified
Scene number
Scene description
Shooting location
Indicator: Moves company are done
Address of the location
Time
Indicator: Day breaks are identified
Call time
Wrap-ups time
Observation
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LU 2:Describe and evaluate shots
2
Learning Outcomes:
1. Identify the location settings
2. Describe shot types and camera angle
3. Plan the camera position and movement
15 Hours
Learning Outcome 2.1: Identify the location settings
Application of strategic planning and research
Website Programs Methods
Making contact and build relationship
Contact Approaches Insurance Permission Reference photos
Sealing of the deal Rental Rates Location Agreement
o Brainstorming on strategic research
o Group discussion on building relationship
o Documentation research on sealing the deal
- Books - Internet - Handout notes - Scripting software
Formative Assessment 2.1
Content Learning
activities
Resources
Performance criterion
Right identification of the location settings
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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
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation
Checklist Score
Yes No
Indicator: Strategic Planning and research are done
Website
Programs
Methods
Indicator: Contact and build relationship are made
Contact Approaches
Insurance
Permission
Reference Photos
Indicator: Seal the deal is identified
Rental rates
Location agreement
Observation
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Learning Outcome 2.2:Describe shot types and camera angles
Shot types Extreme Wide Shot (Extreme
Long Shot) ... Wide Shot (WS) or Long Shot
(LS) ... Medium Shot (MS) ... Close-Up (CU) ... Extreme Close Up (ECU /
XCU) ... Point of View (POV)
Camera angle The Bird's-Eye view High Angle Eye level Low angle Oblique
o Description of shots
types
o Group discussion on
adequate camera angles
o Further research on
internet
- Books
- Visual aids
- Internet
- ScriptingSoftwa
re
- Hand-out notes
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
Oral
Performance
Multiple choice/Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation checklist
Content Learning
activities
Resources
Performance criterion
Proper description of shot types and camera angles
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Checklist Score
Yes No
Indicator: Shot types are described
Extreme Wide Shot (Extreme Long Shot)
Wide Shot (WS) or Long Shot (LS)
Close-Up (CU)
Extreme Close Up (ECU / XCU)
Point of View (POV)
Indicator: Camera angle are identified
The Bird's-Eye view
High Angle
Eye level
Low angle
Observation
Learning Outcome 2.3:Plan the camera position and movement
Camera movement Zoom Pan Tilt Dolly Truck Pedestal Rack Focus
o Demonstration on characters
basics creation
o Demonstration oncamera
position and movement
o Explore the mind mapping
techniques
o Documentation research
o Brainstorming on changes in
plot progression
- Books
- Internet
- Handout notes
- Computer
- Scripting
software
Formative Assessment 2.3
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
Oral
Performance
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation checklist
Checklist Score
Yes No
Indicator: Camera movement is described
Zoom
Pan
Tilt
Dolly
Truck
Pedestal
Rack Focus
Observation
Performance criterion
Proper planning of the camera position and movement
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LU 3:Create shotlist table
3
Learning Outcomes:
1. Organize the shots based on the shot location 2. Specify the relevant cinematographic techniques 3. Correct description of shots and audio
25 Hours
Learning Outcome 3.1:Organize the shots based on the shot location
Shot organization Script reference numbers Scene number Shot numbers Subject Location Props needed
o Brainstorming on scene
management
o Group discussion on the
order of the shot’s links
relationship
o Documentation research
on short list templates
- Books
- Internet
- Handout 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
Right organization of the shots based on the shot location
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Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation Checklist
Checklist Score
Yes No
Indicator: Shot organization are done
Script reference numbers
Scene number
Shot numbers
Subject
Location
Props needed
Observation
Learning Outcome 3.2:Specify the cinematographic techniques
Cinematographic techniques Shot types Camera angles Camera movement Interior/exterior Day/night Handheld/mounted
camera
o Description of needed shot
types
o Group discussion on adequate
camera movement
o Further research on internet
- Books
- Visual aids
- Internet
- Scripting
- Software
- Hand-out notes
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
Oral
Performance
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation checklist
Checklist Score
Yes No
Indicator: Cinematographic techniques are described
Shot types
Camera angles
Camera movement
Interior/exterior
Day/night
Handheld/mounted camera
Observation
Learning Outcome 3.3 Describe the shots and scenes
Description of the shots and scenes
Subject Audio
Sound tracks
Audio effects
Action/dialogue
Actors involved
o Demonstration of extra shots
and scenes description
o Explore possible needed ofshots
and scenes descriptions
o Documentation research
- Books
- Internet
- Handout notes
- Computer
Content Learning
activities
Resources
Performance criterion
Adequate specification of the cinematographic techniques
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Special effects
Extra notes
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
Oral
Performance
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation checklist
Checklist Score
Yes No
Indicator: Description of shots and scenes is done
Subject
Audio
Action/dialogue
Actors involved
Special effects
Extra notes
Action/dialogue
Observation
Performance criterion
Proper describtion of shots and scenes
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Summative Assessment
Integrated situation Resources
Ngoma Video Production company is hired by the Rwanda culture and
tourism incorporation; a non-government organization located in Huye
district, to make a shot film entitled “Travel to the thousand hills”
Due to the lack of the assistant director in charge of shotlist
makingwithin its staffs, the company cannot make a professional video
production process.
In this regards, the company want to hire an assistant director in charge
of shotlist making.
You are called by the company to do shortlist preparation for the script
in place
From the above provided information, you are required to:
1. Breakdown the screenplay
2. Describe and evaluate shots
3. Create shotlist table
At the end of the task you must report to the video production
company, the work you have done with some recommendations. The
task must be performed within 8 hours.
Computer Scripting software Papers Pencils Markers Meta card Flip chart
Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: Scenes are systematically broke down
Scene breakdown
Script marking
Indicator: The script interpretation techniques are adequately applied
Identification of characters actions
Notes and changes
Adjust the scenes
Indicator: The stripboard is properly created
Strip content
Company moves
Break the day
Indicator: The location settings are well identified
Application of Strategic planning and research
Making contact and build relationship
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Sealing of the deal
Indicator: shots types and camera angles are well described
Shot types
Camera angle
Indicator: The camera position and movement are well planned
Camera movements
Indicator: The shots based on the shot location are well organised
Shot organization
Indicator: The relevant cinematographic techniquesare well specified
Cinematographic techniques
Indicator: Shots and scene are described
Description of the shots and scene
Observation
Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: The scenes are systematically broken down
Episode number
location
INT/EXT
Day/night
Scene length
Characters
Description
Number of scenes needed
Props
Wardrobe/ HMU
Cast
Observation
Assesment criterion 3: Relevance
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Checklist Score
Yes No
Indicator: Time is respected
Time required (8hrs)
Indicator: The script interpretation techniques are adequately applied
Process respected
Indicator: The stripboard report is produced
Report format
Report content
Observation
References books:
Scriptwriting An introduction to screenwriting2013BarnsleyOCA
The complete guide to digital video2003LewesAlastair Campbell
The Essential Screenplay (3-Book Bundle): Screenplay: Foundations of Screenwriting,
Screenwriter's Workbook, and Screenwriter's Problem SolverApril 24, 2018 New YorkBantam
The Screenwriter's Workbook: Exercises and Step-by-Step Instructions for Creating a Successful
Screenplay, Newly Revised and UpdatedOctober 31, 2006New YorkDelta
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P U T E R 5 0 1 - STORYBOARD PANELS CONSTRUCTION
MMDPC501 Construct Storyboard Panels
REQF Level: 5 Learning hours
Credits: 60 60
Sector: ICT
Sub-sector: Multimedia
Issue date:January 2019
Purpose statement
This module is intended to the learner pursuing TVET certificate V in Multimedia. At the end of this module the learner will be able to design and draw the shapes of the panels, develop and sketch the storyline and emphasize action motions and camera positions; he or she will be able to work competitively in the Multimedia world under non-directive supervision.
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Learning assumed to be in place
Shortlist Preparation (MMDSP501)
Basic drawing skills
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 competence Performance criteria
1. Design and draw the shapes of the panels
1.1. Proper designing of the storyboard templates 1.2. Systematic sketching of the panels of storyboard 1.3. Adequate creation of scenes description and dialog
panel
2. Develop and sketch the storyline 2.1. Right development of the storyline 2.2. Proper description of the panels referring to the act
structure 2.3. Methodical Illustration of the panels storyline
3. Emphasize action motions and camera positions
3.1 Proper application of the cinematographic techniques to the sketches
3.2 Right addition of the visual annotation indicating the important action and motion
3.3 Proper application of the photo based storyboard
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LU 1:Design and draw the shapes ofthe panels
1
Learning Outcomes:
1. Design the storyboard templates
2. Sketch the panels of storyboard
3. Create the description and dialog panel
15 Hours
Learning outcome 1.1: Designing of the storyboard templates
● Cinematic Storyboard template Commercial
advertisement Television show (with
or without commercial breaks)
Instructional video Feature film Independent Film Online videos
● Business template
Planning for negotiations
Personas Customer journey
mapping User stories Mentoring/training for
difficult conversation Process demonstration
● Education template Plan/create a narrative Text summary
o Demonstration of different panel templates
o Practical Exercises on panels organization
o Documentation research
- Books
- Internet
- Handout notes
- Paper - Pencils - Storyboarding software - Computer - Video tutorials
Content Learning
activities
Resources
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Creation of an instructional comic
New vocabulary understanding
presentation Exploration of settings historical figures timeline creation
Formative Assessment 1.1
Assessor may collect among the following evidences and make judgments on whether the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
● Written
● Oral
● Performance
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation checklist
Checklist Score
Yes No
Indicator: Cinematic storyboard template are designed
Commercial advertisement
Television show (with or without commercial breaks)
Instructional video
Feature film
Independent Film
YouTube & Vimeo Videos
Indicator: Business templates are designed
Planning for negotiations
Personas
Customer journey mapping
Performance criterion
Proper designing of the storyboard templates
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User stories
Mentoring/training for difficult conversation
Process demonstration
Indicator: Education templates are designed
Plan/create a narrative
Text summary
Creation of an instructional comic
New vocabulary
understanding presentation
Exploration of settings
historical figures
Observation
Learning Outcome 1.2: Sketch the panels of storyboard
Designing panels Creation of the panels Smart add panels Renaming panels Deleting panels Joining panels Duplicating panels
o Description of story
development
o Group Exercises on panels
description
o Exercises on sketching panel
storyline
o Books o Internet o Handout notes o Paper o Pencils o Storyboarding software o Computer o Video tutorials
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
Systematic sketching of the panels of storyboard
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Types of evidence Portfolio assessment tools
● Written
● Oral
● Performance
Multiple choice/Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation checklist
Checklist Score
Yes No
Indicator: Panels are designed
Creation of the panels
Smart add panels
Renaming panels
Deleting panels
Joining panels
Duplicating panels
Observation
Learning Outcome 1.3: Create thescenes description and dialog panel
Scenes description creation according to the storyboards types Narrative
Basic
Scene card
Thumbnail storyboard
Floating storyboard
Framed storyboard
Photo storyboard
o Description of shot types
and camera angle
o Group Exercises on
sketching the action and
motion signs
o Brainstorming on selection
of cinematic techniques to
use
o Documentation research
- Books
- Internet
- Handout notes
- Paper
- Pencils
- Storyboarding
software
- Computer
- Video tutorials
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
● Oral
● Performance
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation checklist
Checklist Score
Yes No
Indicator: Scenes description according to the storyboards types are created
Narrative
Basic
Scene card
Thumbnail storyboard
Floating storyboard
Framed storyboard
Photo storyboard
Observation
Performance criterion
Adequate creation of scenes description and dialog panel
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LU 2:Develop and sketch the storyline
2
Learning Outcomes:
1. Develop the storyline
2. Describe of the panels referring to the act structure
3. Illustrate the storyline in the panels
25 Hours
Learning Outcome 2.1: Develop the storyline
Storyline development Conflict progression
Characters
Ticking clock
Dialog
Character moment
o Brainstorming on the plot
development
o Exercises on different
story development
scenarios
o Documentation research
- Books
- Internet
- Handout notes
- Paper
- Pencils
- Storyboarding software
- Computer
- Video tutorials
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning
activities
Resources
Performance criterion
Right development of the storyline
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Types of evidence Portfolio assessment tools
Written
Oral
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation
Checklist Score
Yes No
Indicator: Storyline is developed
Conflict progression
Characters
ticking clock
dialog
character moment
Observation
Learning Outcome 2.2:Describe the panels referring to the act structure
Connection of storyline and panels according to the plot development
Exposition Story information
Complication Major conflict.
Climax Turning point
Resolution Story end
o Exercises on dispatching storylines to the panels
o Documentation research
- Books
- Internet
- Handout notes
- Paper
- Pencils
- Storyboarding
software
- Computer
- Video tutorials
Formative Assessment 2.2
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
Oral
Performance
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation checklist
Checklist Score
Yes No
Indicator: Storyline and Panels are connectedaccording to the plot development
Exposition
Complication
Climax
Resolution
Observation
Learning Outcome 2.3:Illustrate the storyline in the panels
Sketch structure rules outside the box
sketching Thumbnails
drawing Audience
experience Accidents, mistakes
and functionality
o Demonstration on storyline
sketch rules
o Group Exercises on sketching
the thumbnails
o Documentation research
- Books
- Internet
- Handout notes
- Paper
- Pencils
- Storyboarding
software
- Computer
Content Learning
activities
Resources
Performance criterion
Proper description of the panelsreferring to the act structure
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Adaptation to each project
Inspiration from prior storyboard
- Video tutorials
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
Oral
Performance
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation checklist
Checklist Score
Yes No
Indicator: Structure rules are sketched
outside the box sketching
Thumbnails drawing
Audience experience
Accidents, mistakes and functionality
Adaptation to each project
Inspiration from prior storyboard
Observation
Performance criterion
Methodical Illustration of the panelsstoryline
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LU3
Emphasize action motions and camera positions
3
Learning Outcomes:
1. Apply cinematographic techniques to the sketches
2. Add visual annotation indicating the important action and motion
3. Apply photo based storyboard
20 Hours
Learning Outcome 3.1:Apply cinematographic techniques to the sketches
Cinematographic slugs and techniques Shot types camera angles composition Props Special effects Sounds lights
o Demonstration of
cinematographic slugs
o Group discussion on the
needed shot types and
camera angle
o Documentation research
- Books
- Internet
- Handout notes
- Paper
- Pencils
- Storyboarding
software
- Computer
- Video tutorials
Formative Assessment 3.1
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
Oral
Performance
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation checklist
Checklist Score
Yes No
Indicator: Cinematographic slugs and techniques are applied
Shot types
camera angles
composition
Props
Special effects
Sounds
Lights
Observation
Performance criterion
Proper application of the cinematographic techniques to the sketches
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Learning Outcome 3.2:Add visual annotation indicating the important action and motion
Graphic annotation Image composition Actor body
language Line of action Camera positions Light direction Dialogue
o Demonstration on different visual annotation
o Group discussion on needed graphic o Documentation research
- Books - Internet - Handout notes - Paper - Pencils - Storyboarding
software - Video tutorials - Computer
Graphics
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
Oral
Performance
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation checklist
Content Learning
activities
Resources
Performance criterion
Right addition of the visual annotation indicating the important action and motion
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Checklist Score
Yes No
Indicator: Graphic annotations are added
Image composition
actor body language
Line of action
Camera positions
Light direction
Dialogue
Observation
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Learning Outcome 3.3 Apply photo based storyboard
Storyboard design creation Upload/import
image Font selection Background
change Color change
Combination of Image and text Image drag and
dropping into each scene
Insertion of description and sound effect
Adding of dialogue and extra notes
Scene organization Grid Frames Adding text
within any frame
o Demonstration on storyboard design creation steps
o Group exercises on scene organization
o Documentationresearch
- Books - Internet - Handout notes - Paper - Pencils - Storyboarding software - Video tutorials - Computer Graphics
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning
activities
Resources
Performance criterion
Proper application of photo based storyboard
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Types of evidence Portfolio assessment tools
Written
Oral
Performance
Product
Multiple choice/Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation checklist
Checklist Score
Yes No
Indicator: Storyboard design is created
Upload/import image
Font selection
Change of the background
Change of the color
Indicator: Image and text are combined
Image drag and dropping into each scene
insertion of description and sound effect
insertion of dialogue and extra notes
Indicator: Scene is organized
Grid
Frames
Adding text within any frame
Observation
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Summative Assessment
Integrated situation Resources
The Rwanda culture show is a non-government organization located in
Huye district. It is organizing the miss Rwanda event and maintains a
memorable story. In this context, a video production company is hired
to cover the event. Unfortunately, due to the lack of the storyboard
artist within the staff, the company cannot produce a high quality video
without referring to the produced storyboard of the event. Therefore,
it is looking for the storyboard artist to make the storyboard for the
video. This will be used by the video producer to make the video. As a
multimedia technician, you are called by the company to write the
storyboard for the event’s video.
From the above provided information, you are required to:
1. To design and draw the shape panels
2. To describe the story panels
3. To sketch the storyline
4. Indicate the camera position and action
At the end of the task you must report to the Video producer the work
you have done with some recommendations. The task must be
performed within 8 hours.
Paper Pencils Storyboarding
software Video tutorials Computer Graphics
Markers Meta card Flip chart
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Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: The storyboard template are well selected
Film and entertainment industry
Business
Education
Indicator:The panels of storyboard is well sketched
Design the panels
Indicator:The dialog panel is well created and described
Description classifications according to the storyboards types
Indicator: The storyline is developed
Storyline development
Indicator: The panels referring to the act structure are described
Connection of storyline and panels according to the plot development
Indicator: The panels storyline are well illustrated
Sketch structure rules
Indicator:The cinematographic techniques to the sketches are well applied
Cinematographic slugs and techniques
Indicator:The visual annotation indicating the important action and motion are well added
Graphic annotation
Indicator: The photo based storyboard are well applied
Storyboard design creation
Combination of Image and text
Observation
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Assesment criterion 2: Quality of product
Checklist Score
Yes No
Indicator: The storyboard is produced
Communicative
Descriptive
Storyboard content
Observation
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: Time is respected
Time required (8hrs)
Indicator: Materials and equipment are well used
No wasted materials
Indicator: The report is produced
Storyboard structure
Story board content
Observation
References
[B. Azangalala, Cinematographic Techniques in the Kenyan Experimental Film
Paperback, LAP LAMBERT Academic Publishing, 11 Feb 2014.
S. Enterprises, Storyboard Sketchbook, CreateSpace Independent Publishing
Platform, July 6, 2016.
F. Glebas, Directing the Story: Professional Storytelling and Storyboarding
Techniques for Live Action and Animation, 1 ed., outledge;, 15 Oct 2008.
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M M D V E 5 0 1 - VIDEO EDITING
MMDVE501 Edit Video
REQF Level: 5 Learning hours
Credits: 9 90
Sector: ICT
Sub-sector: Multimedia
Issue date:January 2019
Purpose statement
This module is intended to the learner pursuing TVET certificate V in Multimedia. At the end of
this module the learner will be able to import and manage media files; trim video, work with
audio and to export video project, he or she will be able to work competitively in the Multimedia
world under non-directive supervision.
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Learning assumed to be in place
Computer Fundamentals
Color theory
MMDSW501
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. Import and manage media files 1.1 Proper arrangement of media files on storage devices 1.2 Right importation of media files 1.3 Right creation of tracks & timeline
2. Trim video 2.1 Appropriate insertion of media files on the timeline 2.2 Efficient creation of rough-cut 2.3 Suitable application of transitions and effects 2.4 Right management of titles 2.5 Proper performance of clips synchronization and
multicamera editing techniques 2.6 Adequate manipulation of clips speed and
stabilization 2.7 Proper application of color correction and color
grading techniques
3. Work with audio 3.1 Proper adjustment of audio 3.2 Appropriate removal of unwanted sound 3.3 Correct mixing of music and soundtrack
4. Export video project
1.1 Proper video file naming and appropriate file location 1.2 Appropriate choice of the video formats and codecs 1.3 Proper saving and sharing of the project
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LU 1:Import and manage media files
1
Learning Outcomes:
1. Arrange media files on storage devices 2. Import media files 3. Create tracks and timeline
10 Hours
Learning Outcome 1.1:Arrange media files on storage devices
The drive formats and requirements Drives formatting
NTFS EXFAT FAT 32 Mac OS journaled
Safe Storage Drive status Backup
File and folder management Creation of folders and
subfolders Naming Convention Filename Details
o Brainstorming on physical drives
o Research on drives specifications
o Group discussion on file structure
o Watch video tutorials
- Books
- Internet
- Handout notes
- Drives
- Computer
- Video tutorials
- Video editing
software
Content Learning
activities
Resources
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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
Oral
Performance
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Observation checklist
Checklist Score
Yes No
Indicator: The drive formats are performed and requirements met
Drives formatting
Safe Storage
Indicator: File and folder management is done
Folders creation
Subfolders creation
Naming Convention
Filename Details
Observation
Performance criterion
Proper arrangement of media files on storage devices
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Learning Outcome 1.2: Import media files
Common steps in importing files
Introduction to editing
software
Interface
Workflow
Compatibility with
other software
Open editing software
Locate media files on
storage devices
Creation of Media Bins/Events
Filename details
Arrangement of
bins/events
o Group discussion on Bins/Events creation
o Demonstration of file naming, opening software and media location
o Watch video tutorials
- Books - Internet - Computer - Hand-out notes - Video editing software
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
Oral
Performance
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation checklist
Content Learning
activities
Resources
Performance criterion
Right importation of media files
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Checklist Score
Yes No
Indicator: Common steps in importing files are identified
Introduction to editing software
Open editing software
Location of media files on storage devices
Indicator: Media Bins/Events are created
Filename details
Arrangement of bins/events
Observation
Learning Outcome 1.3: Create tracks and timeline
Timeline management Project settings Timeline creation
Audio/Video tracks management Adding audio tracks Adding video tracks
o Demonstration on
project settings,
timeline creation and
tracks management
o Watch video tutorials
- Books
- Internet
- Handout notes
- Computer
- Video editing
software
- Video tutorials
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
Right creation of tracks andtimeline
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Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation checklist
Checklist Score
Yes No
Indicator: Timeline is managed
Project settings
Timeline creation
Indicator: Audio/Video tracks are managed
Adding audio tracks
Adding video tracks
Observation
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LU 2:Trim video
2
Learning Outcomes:
1. Insert media files on timeline
2. Create rough-cut
3. Apply transitions and effects
4. Manage titles
5. Perform clips synchronization and multicamera editing techniques
6. Manipulate clips speed
7. Apply color correction and color grading techniques
55 Hours
Learning Outcome 2.1:Insert media files on timeline
Dragging clips to the timeline Dragging the whole clip
Managing source panel
Drag video only Drag audio only Mark In/Out Add/Remove markers
Shortcuts keys
o Demonstration on
dragging clips to the
timeline
o Watch video tutorials
o Performance of dragging
- Books - Internet - Handout notes - Computer - Video editing software - Video editing keyboard - Headphone/Audio
monitor
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
Appropriate insertion of media files on the timeline
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Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice/Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation checklist
Checklist Score
Yes No
Indicator: Clips are dragged on the timeline
Dragging the whole clip
Managing source panel
Use of shortcuts keys
Observation
Learning Outcome 2.2: Create rough-cut
Creation of logic sequence referring to the script Rhythm Chronology Continuity
Use of editing tools Selection tool Razor/Blade Pen tool Hand tool Ripple tool Zoom tool
Adding B-rolls
Adding Intro and Outro templates
Adding background Chroma key Use of background
presets
o Group discussion on script, B-rolls and Intros/Outros
o Demonstration of usage of video editing tools
o Practical exercises on video editing
o Watch video tutorials o Watch and analyze videos
already produced
- Internet - Books - Handout notes - Computer - DVDs - Video tutorials - Video editing software - Headphone/Audio
monitor
Content Learning
activities
Resources
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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
Oral
Performance
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation Checklist
Checklist Score
Yes No
Indicator: logic sequence is created referring to the script
Rhythm
Chronology
Continuity
Indicator: Editing tools are used
Selection tool
Razor/Blade
Pen tool
Hand tool
Ripple tool
Zoom tool
Indicator: B-rolls are added
video produced with B-rolls
Indicator: Intro and outro templates are added
video produced with Intro and Outro templates
Indicator: Background are added
Chroma key
Background presets
Observation
Performance criterion
Efficient creation of rough-cut
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Learning Outcome 2.3:Apply transitions and effects
Activation of effects panel
Selection of transitions/effects Audio/Video
transitions
Audio/Video effects
Management of effects panel Motion
Opacity
Volume
Time remapping
Curves
Vignette
Colors
o Demonstration on
transition/effect selection
o Demonstration on effects
panel
o Brainstorming on effects
and transitions selection
o Practical Exercises on
effects and transitions
usage
o Watch video tutorials
o Watch and analyze videos
already produced
- Books
- Internet
- Handout notes - Computer - Video editing software - Video tutorials - Headphone/Audio
monitor
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
Oral
Performance
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation checklist
Content Learning
activities
Resources
Performance criterion
Suitable application of transitions and effects
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Checklist Score
Yes No
Indicator: Effects panel is activated
Visualization of Effects panel
Indicator: Transitions/effects are selected
Audio/Video transitions
Audio/Video effects
Indicator: Effects panel is Managed
Motion
Opacity
Volume
Time remapping
Curves
Vignette
Colors
Observation
Learning Outcome 2.4: Manage titles
Create titles Fonts selection
Colors
Background color Foreground color Stroke
Title transformation
Opacity Position Scale
Import/Export titles
Addition of titles on timeline Title duration
Add effects/transitions
o Demonstration on titles
creation
o Demonstration on title
transition/effect
application
o Demonstration on
effects panel
o Brainstorming on
effects and transitions
selection
o Exercises on titles
creation and
manipulation
o Watch video tutorials
o Watch and analyze
videos already
produced
- Books
- Internet
- Handout notes - Computer - Video editing
Software - Video tutorials - Sample of a well
done Video - Headphone/Audio
monitor
Content Learning
activities
Resources
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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
Oral
Performance
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation
Checklist Score
Yes No
Indicator: titlesare created
Fonts selection
Colors
Title transformation
Indicator: Titles are imported/exported
Indicator: Titles areadded on timeline
Title duration
Add effects/transitions
Observation
Performance criterion
Right management of titles
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Learning Outcome 2.5: Perform clips synchronization and multicamera editing techniques
Clips synchronization Choosing the clips for
synchronization
Management of the
synchronization window
Multicamera editing Creation of multicamera
clips
Organization of clips within each angle
Synchronization the angles using common sync points
Editing and switching of
camera angles
o Demonstration on clips
synchronization
o Demonstration on
synchronization window
management
o Demonstration on
multicamera editing
o Watch video tutorials
o Watch and analyze
videos already
produced
- Books
- Internet
- Handout notes - Computer - Video editing
software - Video Tutorials - Sample of a well
done Video - Headphone/Audio
monitor
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
Written
Oral
Performance
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation checklist
Content Learning
activities
Resources
Performance criterion
Proper performance of clips synchronization and multicamera editing techniques
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Checklist Score
Yes No
Indicator: Clips synchronization is performed
Choosing the clips for synchronization
Management of the synchronization window
Indicator: Multicamera editing is performed
Creation of multicamera clips
Editing and Switching of camera angles
Observation
Learning Outcome 2.6: Manipulate clips speed and stabilization
Creation of speed changes on clips Fast/Slow the clips
Animation and key frames
Adding, navigating, and setting key frames
Moving and copying key frames
Controlling effect changes using key frame interpolation
Stabilization of shaky footages Stabilization with editing
software presets
Warp stabilizer Activation of
stabilization Stabilization with third party
software or plug-in
o Demonstration on
speeding clips
o Demonstration on
animation and key
frames
o Demonstration on clips
stabilization
o Watch video tutorials
o Watch and analyze
videos already
produced
- Books
- Internet
- Handout notes
- Computer
- Video editing
software
- Video Tutorials
- Sample of a well
done Video
- Third party software
or plug-in
- Headphone/Audio
monitor
Content Learning
activities
Resources
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Formative Assessment 2.6
Assessor may collectamong the following evidences and make judgements on whether the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation checklist
Checklist Score
Yes No
Indicator: speed changes on clips are created
Fast/Slow the clips
Animation and key frames
Indicator: shaky footages are stabilized
Stabilization with editing software presets
Stabilization with third party software or plugin
Observation
Performance criterion
Adequate manipulation of clips speed and stabilization
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Learning Outcome 2.7: Apply color correction and color grading techniques
Management of white balance Temperature Tint
Manipulation of color tone Exposure Contrast Highlights Shadows Whites Blacks
Manipulation of color wheels Shadows Midtones Highlights
Manipulation of Color curves RGB curves Hue Saturation curves
Application of vignette Amount management Midpoint management Roundness management Feather management
Use of third party software
o Demonstration on
white balance, Color
tone, color wheels,
color curves and
vignette
o Watch video tutorials
o Watch and analyze
videos already
produced
- Books
- Internet
- Handout notes
- Computer
- Video editing
softwares
- Color correction
softwares/plugins
- Headphone/Audio
monitor
Formative Assessment 2.7
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 application of color correction and color grading techniques
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Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation checklist
Checklist Score
Yes No
Indicator: White balance is managed
Temperature
Tint
Indicator: color tone is manipulated
Contrast
Exposure
Highlights
Shadows
Whites
Blacks
Indicator: color wheels is manipulated
Shadows
Midtones
Highlights
Indicator: Color curves is manipulated
RGB curves
Hue Saturation curves
Indicator: Vignette is applied
Amount management
Midpoint management
Roundness management
Feather management
Indicator: Third party softwares are used
Observation
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LU 3:Work with audio
3
Learning Outcomes:
1. Adjust audio
2. Remove unwanted sound
3. Mix music and soundtrack
10 Hours
Learning Outcome 3.1: Adjust audio
Adjustment of amplitude Adjusting volume in the
effect control panel Adjusting the volume using
the timeline Adjusting volume using
key frames Adjusting audio gain
Adjustment of audio effects and transitions Application and
adjustment of audio effects
Activation of audio effects panel
Choice of the right effect
Application of the effect
Application and adjustment of audio transitions
Activation of audio transitions panel
o Demonstration on
amplitude adjustment
o Demonstration on audio
effects adjustments
o Watch video tutorials
o Watch and analyze videos
already produced
o Practical exercises on
choosing the right effects
- Books
- Internet
- Handout notes
- Computer
- Video editing
softwares
- Video tutorials
- Audio Editing
softwares
- Audio recorder
- Headphone/Audio
monitor
Content Learning activities Resources
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Choice of the right transition
Application of the transition
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
Oral
Performance
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation checklist
Checklist Score
Yes No
Indicator: Amplitude is adjusted
Adjusting volume in the effect control panel
Adjusting the volume using the timeline
Adjusting volume using key frames
Adjusting audio gain
Indicator: Adjustment of audio effects and transitions
Application and adjustment of audio effects
Application and adjustment of audio transitions
Observation
Performance criterion
Proper adjustment of audio
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Learning Outcome 3.2:Remove unwanted sound
Audio tracks editing Addition /Removal
of audio tracks Use of editing tools
Audio Cleaning Noise and echoes
Removal Audio channels
management Use of effects
o Demonstration on audio
tracks editing
o Demonstration on audio
cleaning
o Watch video tutorials
o Watch and analyze videos
already produced
o Practical exercises on audio
removing unwanted sounds
- Books
- Internet
- Handout notes
- Computer
- Video editing
softwares
- Video tutorials
- Audio editing
softwares
- Headphone/Audio
monitor
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterionhas been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation checklist
Content Learning activities Resources
Performance criterion
Appropriate removal of unwanted sound
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Checklist Score
Yes No
Indicator: Audio tracks are Editing
Addition/Removal of audio tracks
Use of editing tools
Indicator: Audio is cleaned
Noise and echoes Removal
Observation
Learning Outcome 3.3: Mix music and soundtracks
Addition of music to the timeline Use of editing
tools Synchronization of
music with action
Mixing soundtracks
o Demonstration on soundtracks mixing
o Watch video tutorials o Watch and analyze
videos already produced o Practical exercises on
music and soundtracks mixing
- Books
- Internet
- Handout notes
- Computer
- Video editing softwares
- Audio editing softwares
- Headphone/Audio
monitor
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning
activities
Resources
Performance criterion
Correct mixing of music and soundtracks
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Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation checklist
Checklist Score
Yes No
Indicator: Music is added to the timeline
Use of editing tools
Synchronization of music with action
Indicator: soundtracks are mixed
Observation
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LU 4:Export project
4
Learning Outcomes:
1. Name files and choose file location
2. Choose the formats and codec settings
3. Save and share the project
15 Hours
Learning Outcome 4.1: Name files and choose file location
File structure
File name File location File naming
convention
o Demonstration on how to
name files and choose the
file location
o Watch video tutorials
o Practical exercises on
naming files and choosing
the file location
- Books
- Internet
- Handout notes
- Computer
- video tutorials
- video editing software
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
Content Learning activities Resources
Performance criterion
Proper video file naming and appropriate file location
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Written
Oral
Performance
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation checklist
Checklist Score
Yes No
Indicator: File structure is created
File name
File location
File naming convention
Observation
Learning Outcome 4.2: choose the video formats and codecs
Video formats MOV AVI MP4 FLV WMV MKV
Video Codecs MPEG MPEG-1 MPEG-2 MPEG-4 (H.264) DivX XviD X264 ProRes 4:4:4 ProRes 4:2:2
o Demonstration on how to
use video formats
o Demonstration on how to
use codecs
o Watch video tutorials
o Practical exercises on
choosing of the formats and
codec settings
- Books
- Internet
- Handout notes
- Video editing
softwares
- Video converter
software
- Computer
Formative Assessment 4.2
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
Oral
Performance
Product
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation checklist
Checklist Score
Yes No
Indicator: video formats is Determined
MOV
AVI
MP4
FLV
WMV
MKV
Indicator: codecs are used
MPEG
MPEG-1
MPEG-2
MPEG-4 (H.264)
DivX
XviD
X264
ProRes 4:4:4
ProRes 4:2:2
Observation
Learning Outcome 4.3: Save and share the project
Performance criterion
Appropriate choice of the video formats and codec
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saving and sharing option Saving on the storage
devices Optical Drive External Hard
Drive Cloud Storage
Identification of video playing devices
Saving online video format
o Demonstration saving and sharing option
o Brainstorming on sharing option
o Watch video tutorials o practical exercises onsaving
and sharing the project
- Books
- Internet
- Handout notes
- Video editing softwares
- Computer
- Video tutorials
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
Oral
Performance
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation checklist
Checklist Score
Yes No
Indicator: project saving and sharing is done
Saving on the storage device
Identification of video playing devices
Saving online video format
Observation
Content Learning activities Resources
Performance criterion
Proper saving and sharing of the project
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Summative Assessment
Integrated situation Resources
Kigali Motion is a well-reputed Film production company in Rwanda and it is known in different films such as 1 day in Kigali, The real Rwanda and many more. Unfortunately all those produced films are not recognized on international level due to the quality of production. Next year Kigali Motion is planning to attend an international film festival in New York where they will be presenting a film that will be called “Golden wisdom behind our ancestors” and the shooting is already done. Kigali Motion is required to produce a trailer of their project before attending the international film festival and upload online. As multimedia technician you are given a chance to edit the project and produce a 3 min trailer. After the job you must provide an HD MP4 video to be uploaded on online, The editing must be done in 6 hours.
- Computer - Video editing
software - Speakers - Headset - Internet - Audio editing
software.
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Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator:Arrangement of media files on storage devices is done
Format drivers
File and folder management
Indicator: Media files are imported
Importing files using common steps
Creation of Media Bins/Events
Indicator: Create tracks and timeline
Timeline is managed
Audio/Video tracks management
Indicator: Media files on timeline are inserted
Dragging clips to the timeline
Indicator: Rough-cut are created
Creation of logic sequence referring to the script
Use of editing tools
Indicator: Transitions and effects are applied
Activation of effects panel
Selection of transitions/effects
Management of effects panel
Apply transitions and effects
Indicator:Titles are managed
Create titles
Import/Export titles
Addition of titles on timeline
Indicator: Clips synchronization is performed Choosing the clips for synchronization
Management of the synchronization window
Indicator: Clips speed is manipulated and stabilized
Creation of speed changes on clips
Stabilization of shaky footages
Indicator:Color correction and color grading techniques are applied
Management of White balance
Manipulation of color tone
Manipulation of color wheels
Manipulation of Color curves
Application of vignette
Use of third party software
Indicator:Audio is adjust Adjustment of amplitude
Adjustment of audio effects and transitions
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Indicator: Unwanted sound are removed
Audio tracks editing
Audio Cleaning
Indicator: Music and soundtracks are mixed
Addition of music to the timeline
Mixing soundtracks
Indicator:Name files and choose file location is done
File name
File location
File naming convention
Indicator: video formats and codecs are choosen
Video formats
Video Codecs
Indicator: The project is saved and shared
Saving on the storage device
Saving video online format
Observation
Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: Content of the film is structured
Best moment of the film
Rhythm
Music
Indicator: Video coding and sharing are done
MP4
HD
Online video format
Observation
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Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: Time is respected: 6 hrs.
Indicator: The size is respected
3 min
Observation
Reference books:
1. Carucci, J. (2013). Digital SLR Video and Filmmaking for Dummies. Hoboken, New Jersey: John
wiley & sons, Inc.
2. Education, M.-H., & McGrath, P. (2002). Editing Digital Video. McGraw-Hill Education TAB.
3. Scoppettuolo, D., & Saccone, P. (2018). The Definitive Guide to DaVinci Resolve 15. Blackmagic
Design.
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M M D S S 5 0 1 - SOUND REINFORCEMENT SYSTEM
MMDSS501 Setup Sound System
REQF Level: 5 Learning hours
Credits: 8 80
Sector: ICT
Sub-sector: Multimedia
Issue date:January 2019
Purpose statement
This module is intended to the learner pursuing TVET certificate V in Multimedia. At the
end of this module the learner will be able to design sound, identify audio equipment and
cables, and connect the sound reinforcement system, Configure digital audio
components. He or she will be able to work competitively in the multimedia world under
non-directive supervision.
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Learning assumed to be in place
Computer Fundamentals
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 competence Performance criteria
1. Design sound 1.1 Correct classificationof the sound waves properties 1.2 Right distinction of tone characteristics 1.3 Efficient identification of audio sampling
2. Identify audio equipment and cables
2.1 Proper identification of audio terms and equipment 2.2 Correct differentiation of audio cables and connectors 2.3 Convenient classification of audio transducers
3. Connect the sound reinforcement system
3.1. Adequate selection of audio equipment and the
location preparation
3.2. Right connection of audio devices
3.3. Proper application of audio mixing and amplification
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LU 1:Design sound
1
Learning Outcomes:
1. Classify the sound waves properties 2. Distinguish tone characteristics 3. Identify audio sampling
20 Hours
Learning Outcome1.1: Classify the sound waves properties
Sound nature Hearing levels
Symbolic level Aesthetic levels Warning levels Primitive levels
Sound waves Disturbance and
variation Particle motion and
wave motion Types of sounds
waves
Waves properties Amplitude Wavelength Frequency Period Speed of sound
o Brainstorming onthreshold of hearing
o Group discussion on classification of sound waves
o Documentation research on nature of the sound waves characteristics
- Books
- Internet
- Handout notes
- Video tutorials
- Headsets/Audio monitor
- PA Equipment
Content Learning activities Resources
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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
Oral
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation
Checklist Score
Yes No
Indicator: Sound nature is described
Symbolic level
Aesthetic levels
Warning levels
Primitive levels
Indicator: Sound waves are described
Disturbance and variation
Particle motion and wave motion
Types of sound waves
Indicator: Waves properties are determined
Amplitude and wavelength
Frequency, period and pitch
Speed of sound
Observation
Performance criterion
Correct classification of the sound waves properties
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Learning Outcome 1.2: Distinguish tone characteristics
Sound timbre o Pitch
o Loudness
o quality
Tone characteristics o Harmonic content
harmonics overtones
o Dynamic characteristics
vibrato attack decay
o Brainstorming on physical
characteristics the sound
o Group discussion on
distinguishable
characteristics of different
music instruments
o Demonstration by video/
analysis of different tones
o Demonstration by video/
analysis of distinguishable
characteristics of a tone
- Books
- Visual aids
- Internet
- Computer
- Hand-out notes
- Video tutorials
- Headsets/Audio
monitor
- PA Equipment
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
Oral
Performance
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation checklist
Content Learning
activities
Resources
Performance criterion
Right distinction of tone characteristics
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Checklist Score
Yes No
Indicator: Sound timbre is described
Tone Pitch
Tone loudness
Tone quality
Indicator: Tone characteristics are described
Harmonic content of a sound
Dynamic characteristics of a sound
Observation
Learning Outcome 1.3:Identify audio sampling
Audio formats Studio masters Lossless formats Lossy formats
Sampling Sample value Sample rates sampler
Audio channels monophonic stereophonic polyphonic
o Documentation research and video presentation on audio compression
o Group discussion on conversion of sound
o Documentation research on different audio channels
- Books
- Visual aids
- Internet
- Computer
- Hand-out notes
- Video tutorials
- Headsets/Audio
monitor
- PA Equipment
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved
Content Learning
activities
Resources
Performance criterion
Efficient identification of audio sampling
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Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation checklist
Checklist Score
Yes No
Indicator: Audio formats are classified
Studio Masters
Lossless Formats
Loss Formats
Indicator: Sampling is described
Sample Value
Sample Rates
Sampler
Indicator: Audio channels are categorized
Monophonic
Stereophonic
Polyphonic
Observation
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LU 2:Identify audio equipment and cables
2
Learning Outcomes:
1. Identify audio terms and equipment
2. Describe audio cables and connectors
3. Classify audio transducers
20 Hours
Learning Outcome 2.1: Identify audio terms and equipment
Audio equipment List audio equipment Categories Classification Application
Audio terminologies Audio slugs Technical terms
o Description of different
audio equipment
o Group discussion on audio
equipment categorization
o Group discussion on audio
slugs and technical terms
o Documentation research
- Books
- Internet
- Handout notes
- COMPUTER
Formative Assessment 2.1
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 identification of audio terms and equipment
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Types of evidence Portfolio assessment tools
Written
Oral
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation
Checklist Score
Yes No
Indicator: Audio equipment is described
List audio equipment
Categories
Classification
Application
Indicator: Audio terminology
Audio slugs
Audio terms
Observation
Learning Outcome 2.2: Describe audio cables and connectors
Types of audio cables Cable types
Mic cable Snake Guitar chord Speaker cable Patch chord
Cable construction Cable jacket shield Insulation Hot conductor Cold conductor
Audio Connectors and jacks
o Demonstration exercises of cable construction
o Group discussion on the classification of the cables and jacks
o Demonstration of audio cables, jacks and connectors
o Documentation research
- Books
- Internet
- Handout notes
- Audio
equipment
- Cables
- Computer
- Video tutorials
- Screw driver
Audio kit
Content Learning activities Resources
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Unbalanced connection types
TS (tip-sleeve) RCA
Balanced connection types
XLR TRS (Tip-Ring-
Sleeve)
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
Oral
Performance
Multiple choice/Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation checklist
Checklist Score
Yes No
Indicator: Types of audio cables are categorized
Cable Construction
Cable types
Indicator:Audio Connectors and jacks are described
Unbalanced connection
Balanced connection
Observation
Performance criterion
Correct differentiation of audio cables and connectors
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Learning Outcome 2.3: Classify audio transducers
Input Transducers Microphones Microphones types
Internal configuration External configuration Polar pattern
Output Transducers Speakers Loudspeakers Types
Full-range drivers Subwoofer Woofer Mid-range driver Tweeter Coaxial drivers Horn loudspeakers
o Demonstration on configuration of audio transducers devices
o Group Exercises on audio transducers devices
o Exercises on configuration audio transducers devices
o Documentation research
- Books
- Internet
- Handout notes
- Audio equipment
- Cables
- Computer
- Video tutorials
- PA Equipment - Headset/Audio
Monitor
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
Oral
Performance
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation checklist
Content Learning activities Resources
Performance criterion
Convenient classification of audio transducers
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Checklist
Score
Yes No
Indicator: Input transducers are described
Microphones
Microphones types
Indicator: Output Transducers are described
Speakers
Loudspeakers Types
Observation
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LU 3:Connect the sound reinforcement system
3
Learning Outcomes:
1. Select audio equipment and prepare the location
2. Connect audio devices with right cables
3. Apply audio mixing and amplification
40 Hours
Learning Outcome 3.1: Select audio equipment andpreparethe location
Location scouting Sound location environment
Area coverage Stage monitoring Indoor and outdoor Reflexivity
Audio scenarios Budgeting Component comparing and
selection
o Group discussion on
sound environment
o Practical Exercises on
stage monitoring
o Documentation research
audio system budgeting
o Video tutorials on
scenario equipment
selection
- Books
- Internet
- Handout notes
- Computer
- Video tutorials
- PA Equipment
- Headset/Audio
monitor
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
Adequate selection of audio equipment and the location preparation
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Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation checklist
Checklist Score
Yes No
Indicator: Location scouting is done
Sound location environment
Indicator: Audio scenarios are analyzed
Budgeting
Component comparing and selection
Observation
Learning Outcome 3.2:Connect audio devices
Mixer description Application Mixers parts
Audio jack and ports Knobs and sliders
Audio devices Installation Prepare system
Schema Speaker setup
Cabling connecting mixer with
external transducers
o Demonstration of the mixing
console parts and application
o Group exercise on set up and
connection of the sound system
o Documentation research
- Books
- Internet
- Handout notes
- Video tutorials
- PA Equipment
- Headset/Audio
monitor
- Computer
- Pen/Notebook
- Drawing
software
Content Learning
activities
Resources
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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
Oral
Performance
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation checklist
Checklist Score
Yes No
Indicator: Mixer is described
Application
Mixers parts
Indicator: Audio devices are Installed
Prepare system Schema
Speaker setup
Indicator: Cabling
connecting mixer with external transducers
Observation
Performance criterion
Right connection of audio devices with right cables.
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Learning Outcome 3.3: apply audio mixing and amplification
Mixer channel strip signal flow Source audio Insert Gain EQ Send pre-fader Solo &mute Fader Send Post-fader Pan Amplification Output
Digital audio components Configuration Drivers installation Digital audio mixer
and configuration
o Description of application of audio mixing
o Demonstration of mixing consoles parts
o Demonstration of channel strip signal flow
o Group Exercises on the control of the signal flow
o Documentation research
- Books
- Internet
- Handout notes
- Routers
- Switches
- Video tutorials
- PA Equipment
- Headset/Audio monitor
- Computer
- Pen/Notebook
- Drawing software
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
Oral
Performance
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation checklist
Content Learning
activities
Resources
Performance criterion
Proper application of audio mixing and amplification
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Checklist Score
Yes No
Indicator: Mixer channel strip signal flow are described
Source audio
Insert
Gain
EQ
Send pre-fader
Solo &mute
Fader
Send Post-fader
Pan
Amplification
Output
Indicator: Digital audio components configuration isdone
Drivers installation
Digital audio workstation installation
Observation
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Summative Assessment
Integrated situation Resources
COLABO STUDIO is a registered company located at Kabuye, Byumba sector in Kayumbu village, which provides sound system for the national and international events in Rwanda. The ministry of Foreign affairs always prepares an annual event called “Come again” The event manager in that Ministry contacted COLABO STUDIO and requested them to install the sound system in the event;last year they failed as the microphone was cutting off during the speech of guest of Honor even the background music were cut off. That failure caused them to get half payment. This year, COLABO STUDIO is getting a similar contract in REB located at Kabeza. Therefore, in order to avoid any other kind of penalty, COLABO STUDIO is looking for a competent multimedia technician.
From this information you have to analyze the site, select all audio
equipment and cables, set and install the sound system, connect and
configure digital audio components within 5 hours in the REB garden at
Kabeza.
- Mixers
- Speakers
- Microphones
- Receiver
- tripod
- Audio cables
- XLR cables
- Jack cables
- Books
- Internet
Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: Audio terms and equipment identification is well done
Audio Terminology
Audio Equipment
Indicator: Differentiation of audio cables and connectors is well done
Calculation of the equipment to be used
Select audio cables
Select audio connectors and jacks
Measurement of the cables to be used
Indicator: Classification of audio transducers is well done
Input transducers
Output transducers
Location scouting
Indicator: interconnection of audio devices, audio cables and connectors is well done
Connection of input transducers
Connection of output transducers
Connection of loudspeakers
Installation of mixer
Connection of power cables
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Indicator: Selection of audio equipment and preparation of location are well done
Location scouting are checked
Audio scenarios are analyzed
Indicator: Connection of audio devices is well done
Mixer description and Installed
Audio devices Installation
Cabling Is done
Indicator: Audio mixing and amplification is well done
Mixer channel strip signal flow
Configure digital audio components
Observation
Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: Audio equipment are well selected
Good Selection of audio Connectors and jacks
right measurement of the used cables
Indicator: Area coverage is well assessed
Location scouting is well done
Calculation of the equipment to be used well done
Measurement of the cables well done
Indicator: Signal flow well checked
Audio devices interconnection is well done
Batteries well measured
Microphone well check
Connection well arranged
Audio mixing and amplification well done
Observation
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Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: Time is respected:5h
Indicator:Size is respected
Garden
Observation
References Davis , G., & JONES, R. (1987). The sound reinforcement handbook. (2, Ed.)
Paul, S. (n.d.). The Home Studio: The Basics of Recording & Mixing Kindle Edition. Amazon Media
EU S.à r.l.
White, P. (19 Jun 2014). The SOS Guide to Live Sound: Optimising Your Band's Live-Performance
Audio. (2, Ed.) Routledge.
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M M D A P 5 0 1 - AUDIO PRODUCTION
MMDAP501 Produce Audio
REQF Level: 5 Learning hours
Credits: 11 110
Sector: ICT
Sub-sector: Multimedia
Issue date:January 2019
Purpose statement
This module is intended to the learner pursuing TVET certificate V in Multimedia.At the end of this module the learner will be able to apply the basic principles of the art and science of sound production and design. The students will gain hands-on experience in field of sound recording, sound effects gathering, scoring, digital audio editing and mixing with non-direct supervision
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Learning assumed to be in place
Basic skills on the sound system setup
Computer Fundamentals
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 competence Performance criteria
1. Record Sound 1.1 Right setup of digital voice recorder and audio interfaces
1.2 Adequate configuration of digital recorder and digital audio workstation
1.3 Proper application of single and multitrack recording
2. Edit Audio
2.1 Proper adjustment of the standard waveform audio 2.2 Convenient application of audio effects 2.3 Proper editing of multitrack sessions
3. Master audio mix 3.1 Proper analysis and diagnosis of the mix 3.2 Adequate application of dynamic processing /
compression 3.3 Proper integration of audio and output
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LU 1:Record Sound
1
Learning Outcomes:
1. Setup digital voice recorder and digital audio interface
2. Configure digital recorder and digital audio workstation
3. Apply single and multitrack recording
30 Hours
Learning Outcome 1.1: Setup digital voice recorder and digital audio interface
Voice recorded hardware setup Installation of the
digital recorder to the computer
Installation audio interfaces to the computer
Setup memory card
o Brainstorming on physical
connection of digital voice
recorder
o Practical exercises on audio
devices connection
o Documentation research on
modern audio recorders and
interfaces
- Books
- Internet
- Handout notes
- Video tutorials
- Digital voice recorder
- computer
Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning
activities
Resources
Performance criterion
Right setup of digital voice recorder and audio interfaces
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Types of evidence Portfolio assessment tools
Written
Oral
performance
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation checklist
Checklist Score
Yes No
Indicator:Audio hardware are well Connected
Installation of the digital recorder to the computer
Installation audio interfaces to the computer
Setup memory card
Observation
Learning Outcome 1.2: Configure digital recorder and digital audio workstation
Installation and configuration of the audio hardware drivers Driver installation Hardware setup
Configuration of the audio device hardware with the digital audio workstations Audio hardware setup
Input Output Master clock Latency
o Group discussion on the
installation steps o Practical exercises on drivers
installation and setup o Further research on internet
- Books
- Internet
- Handout notes
- Video tutorials
- Digital voice
recorder
- computer
Formative Assessment 1.2
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
Oral
Performance
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation checklist
Checklist Score
Yes No
Indicator: Audio hardwaredrivers are well Installed and configured
Driver installation
Hardware setup
Indicator: Audio devices hardware is configured with the digital audio workstations
Audio hardware setup
Observation
Learning Outcome 1.3: Apply single and multitrack recording
Creation of audio recording track Audio single track
Multitrack editing Multitrack session Track controls Multitrack mixer
o Demonstration on creating
audio track
o Documentation research
o Brainstorming on single,
multitrack and MIDI track
- Books
- Internet
- Handout notes
- Video tutorials
- Digital voice recorder
- Computer
- Audio editing software
Content Learning
activities
Resources
Performance criterion
Adequate configuration of digital recorder and digital audio workstation
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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
Oral
Performance
Product
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation checklist
Checklist Score
Yes No
Indicator: Audio recording track is created
Audio single track
Indicator: The multitrack is well edited
Multitrack session
Track controls
Multitrack mixer
Observation
Performance criterion
Proper application of single and multitrack recording
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LU 2:Edit Audio
2
Learning Outcomes:
1. Adjust the standard waveform audio
2. Apply audio effects
3. Edit multitrack sessions
65 Hours
Learning Outcome 2.1: Adjust the standard waveform audio
Waveform adjustments Audio level Audio level
normalization Fades Clipboard and
mix paste
o Practical exercises on waveform adjustment
o Documentation research o Brainstoming on
Waveform standards
- Books
- Internet
- Handout notes
- Video tutorials
- Audio editing software
- computer
Formative Assessment 2.1
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 adjustment of the standard waveform audio
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Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation checklist
Checklist Score
Yes No
Indictor: Audio waveform is adjusted
Audio level
Audio level normalization
Fades
Clipboard and mix paste
Observation
Learning Outcome 2.2: Apply audio effects
Audio clean up Frequency display clean up Noise reduction Sound removal
Special effects Adjust pitch Pitch correction Access plugins Compression Modulation Filter and EQ Reverb Echo and delay
o Ear listening exercises o Practical exercises on
audio effect application Internet research
- Books - Internet - Handout notes - Video tutorials - Audio editing
software - Computer - Headset/audio
monitor
Content Learning
activities
Resources
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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
Oral
Performance
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation checklist
Checklist Score
Yes No
Indicator: audio cleanup is applied
Frequency display clean up
Noise reduction
Sound removal
Indicator: Special effect are added
Pitch adjustment
Pitch correction
Plugins
Compression
Modulation
Filter and EQ
Reverb
Echo and delay
Observation
Performance criterion
Convenient application of audio effects
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Learning Outcome 2.3: Edit multitrack sessions
Multitrack session control Multitrack view Track color Multitrack tools Track routing Audio levels matching
and adjustment Group clips Fades Filter and EQ
Multitrack special effect application Reverb and delay Compression Preset and favorites Automation for mixer
o Ear listening exercises o Practical exercises on creating
and manage the multitrack session
o Practical exercises on applying special effect to multitrack
o Documentation research o Use of tutorials
- Books - Internet - Handout notes - Video tutorials - Audio editing
software - Computer - Headset/audio
monitor
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
Oral
Performance
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation checklist
Content Learning
activities
Resources
Performance criterion
Proper editing of multitrack sessions
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Checklist Score
Yes No
Indicator: Multitrack session is properly controlled
Multitrack view
Track color
Multitrack tools
Track routing
Audio levels matching and adjustments
Group clips
Fades
Filter and EQ
Indicator: Multitrack special effects are added
Apply reverb and delay
Add compression
Use preset and favorites
Observation
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LU 3:Master audio mix
3
Learning Outcomes:
1. Analyze and diagnose the mix
2. Apply dynamic processing / compression
3. Integrate audio and output
15 Hours
Learning Outcome 3.1: Analyze and diagnose the mix
Analyze the mix structure
Critical listening/cookie
cutter
Mix reference with
multiple sources
Mix adjustment
Mix balance and tonality
Clarity and energy
o Ear listening practice
o Brainstorm on analysis and
diagnosis steps
o Brainstorming on critical
listening
o Practical exercise on mix
adjustment
o Documentation research/
tutorials
- Books
- Internet
- Handout notes
- Video tutorials
- Audio editing
software
- Computer
- Headset/audio
monitor
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
Proper analysis and diagnosis of the mix
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Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation checklist
Checklist Score
Yes No
Indicator: The mix structure is applied
Critical listening/cookie cutter
Mix reference with multiple sources
Indicator : The mix is adjusted
Mix balance and tonality
Clarity and energy
Observation
Learning Outcome 3.2: Apply dynamic processing
Compressors/limiter/gate
Threshold Ratio Attack and release Soft and hard knees Peak vs RMS sensing Stereo linking
Filter and EQ
Shelving EQ Low pass Low cut
Graphic equalizer Parametric equalizer
o Brainstorm on low cut and low pass filter
o Practical exercise on dynamic processing
o Documentation research/ tutorials
- Books - Internet - Handout notes - Video tutorials - Audio editing
software - Computer - Headset/audio
monitor
Content Learning
activities
Resources
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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
Oral
Performance
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation checklist
Checklist Score
Yes No
Indicator: Compressors/limiter/gate are adjusted
Threshold
Ratio
Attack and release
Soft and hard knees
Peak vs RMS sensing
Stereo linking
Indicator: Filter and EQ are edited
Shelving EQ
Graphic equalizer
Parametric equalizer
Observation
Performance criterion
Adequate application of dynamic processing / compression
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Learning Outcome 3.3: Integrate audio and output
Apply Mix down Stereo Mono Surround
Export multitrack mix down File naming convention Location Format
Uncompressed audio formats/studio masters
Lossless audio formats Lossy audio formats
Sample rate and bit rate Mixdown option
o Brainstorming on file and file naming convention
o Practical Exercises on file naming convention
o Documentation research
- Books - Internet - Handout notes - Video tutorials - Audio editing
software - Computer - Headset/audio
monitor
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
Oral
Performance
Product
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation checklist
Content Learning
activities
Resources
Performance criterion
Proper integration of audio and output
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Checklist Score
Yes No
Indicator: Mix down is applied
Stereo
Mono
Surround
Mixdown option
Indicator: Multitrack mix down is exported
File naming convention
Location
Format
Sample rate and bit rate
Observation
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Summative Assessment
Integrated situation Resources
STAR STUDIO is a private company which is located at Ubumwe village
in Kiyovu, that studio provides the services including audio songs, audio
jingle and audio for Documentationfilm.
Ineza Radio joined the Star studio and requested a service of producing
an audio documentary. After recording and providing the audio
documentary, Ineza Radio has criticized the product that was not good
in standardized way.
Star studio is looking for a multimedia technician who is able to recover
the audio production issues including audio recording, audio editing and
mastering audio Documentationto nice standard. You, as one of
multimedia technicians, are asked to produce that audio
Documentationwithin 5 hours and to save the project to internal and
external hard disk,
- Machine
- Audio software
- Sound controller
- Studio microphone
- Cables
- Monitors (speakers)
- Mixer
- Speaker stands
- Microphone stands
- Internet
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Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: Digital voice recorder and digital audio interface are set up
Audio hardware setup
Indicator: Digital recorder and digital audio workstationareconfigured
Installation and configuration of the audio hardware drivers
Configuration of the audio hardware with the Digital audio workstations
Indicator: Single and multitrack recording are applied
Creation of audio recording track
Multitrack editing
Indicator: The standard waveform audio is adjusted
Waveform adjustments
Indicator: audio effects are applied
Audio clean up
Special effects
Indicator: Multitrack sessions are edited
Multitrack session control
Multitrack special effect application
Indicator: The mix is analyzed and diagnosed
Analyze the mix structure
Mix adjustment
Indicator:Dynamic processing is applied
Compressors/limiter/gate
Filter and EQ
Observation
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Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: audio Documentationis well done
Audio recording
Audio editing
Audio mastering
Observation
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: Time is respected
Less than 5 hours
Indicator: Project is well saved
Saving to internal hard disk
Saving to external hard disk
Observation
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Assesment Criterion 4: Safety
Checklist Score
Yes No
Indicator: Workplace environment is prepared
Materials in the right place
Equipment in the right place
Tools in the right place
Fire extinguishers or sand in the working area
Indicator: Tools and equipment are checked
Insulation of cables
Tightens
No damaged equipment or Tools
Observation
References
Davenport, F. G. ( November 8, 2017). Monmouth College: The First Hundred Years, 1853-1953
(Classic Reprint) Paperback ). Forgotten Books .
Hepworth, M. L. (September 1, 2013). Power Tools for Cubase 7: Master Steinberg's Power
Multi-platform Audio Production Software. Hal Leonard Books; Paperback with DVD-ROM
edition.
Nahmani, D. ( April 14, 2010). Apple Pro Training Series: Logic Pro 9 and Logic Express 9.
Peachpit Press; 1 edition (April 14, 2010).
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.
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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.
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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.
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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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RWANDA POLYTECHNIC – RP Kigali-Rwanda Email: info@rp.ac.rw Web: www.rp.ac.rw P.O. Box 164 Kigali, Rwand