TVET CERTIFICATE III in HOUSEKEEPING

3

TVET CERTIFICATE III in

HOUSEKEEPING

CODE

HOTHKO3001

Kigali February, 2013

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HOTHKO3001-TVET CERTIFICATE III

Housekeeping

REQF Level 3 CURRICULUM

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© Workforce Development Authority, 2013

Copies available from:

Workforce Development Authority (WDA)

P. O. BOX 2707 Kigali

Tel: (+250) 255113365

Fax: (+250) 255113365

Email: [email protected]

Web: www.wda.gov.rw

Original published version updated:

February, 2013

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Copyright

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

(WDA). Reproduced with permission.

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

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

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

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

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

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

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

represent the views of WDA. The competent Body does not give warranty nor accept any liability.

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

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

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

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

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

© Workforce Development Authority (WDA) 2013

Published by

Workforce Development Authority (WDA)

P. O. BOX 2707 Kigali

Tel: (+250) 255113365

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

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

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Table of Contents

C o p y r i g h t i i

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

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

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

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

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

2.1 Description 2

2.2 Minimum entry requirements 2

2.3 Information about pathways 2

2.4 Job related information 2

2.5 Employability skills and life skills 3

2.6 Information about competencies 6

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

3.1 Course structure 7

3.2 Competencies chart 7

3.3 Flowchart 9

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

4.1 Assessment Methodology 10

4.2 Portfolio 10

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

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

LU 2: Explain the occupation and learning process 19

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

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

C C M W C 3 0 1 - W O R K P L A C E C O M M U N I C A T I O N S K I L L S 3 2

LU 1: Listen and speak effectively 34

LU 2: Cooperate and work as a team member 39

LU 3: Apply customer care 44

LU 4: Assess and react to play incidents 48

Summative Assessment 51

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C C M C L 3 0 1 - C O M P U T E R L I T E R A C Y 5 4

LU 1: Apply computer basics 56

LU 2: Use a word processing package 62

LU 3: Use current spread sheet package 68

LU 4: Use current presentation 74

LU 5: Use Internet/Intranet (outlook) 83


C C M H E 3 0 1 - M A I N T A I N I N G S H E A T W O R K P L A C E 9 1

LU 1: Maintain personal health, hygiene and sanitation 93

LU 2: Apply safe reproductive health practices 98

LU 3: Address unsafe situations on the job 101

LU 4: Respond appropriately to emergencies at work 104

LU 5: Ensure environmental sustainability 108


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

LU 1: Talk about familiar events and activities 120

LU 2: Write short compositions on familiar topics 125

LU 3: Read and interpret messages from simple texts and social letters 131

LU 4: Write short compositions on familiar topics 138

C C M K N 3 0 1 - I K I N Y A R W A N D A K I B O N E Y E 1 4 4

LU 1: Gukoresha neza ubuvanganzo gakondo ashyikirana n’abandi 147

LU 2: Gukoresha Ikinyarwanda k’ibanze agaragaza ibyiza by’uburinganire n’ubwuzuzanye,

itandukaniro ry’amazina bwite n’amazina rusange n’imiterere y’isanisha ryo mu bisekuru 153

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

kugaragaza amategeko y’igenamajwi mu izina mbonera. 159

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

ibidukikije. 165

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

kwandika yubahiriza imyandikire y’Ikinyarwanda. 171

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C C M B C 3 0 1 - B U S I N E S S C R E A T I O N 1 7 8

LU 1: Identify and describe entrepreneurial characteristics 180

LU 2: Assess business environment 183

LU 3: Assess and react to play incidents 188

LU 4: Run a business 192

C C M K K 3 0 1 - K I S W A H I L I W A S T A N I 1 9 9

LU 1: Kutumia herufi za Kiswahili katika maandishi na mazungumzo 201

LU 2: Kutumia kimaandishi na kimazungumzo nyakati za kiswahili 205

LU 3 Kutumia kimazungumzo na kimaandishi aina za maneno ya lugha ya kiswahli. 208

C C M F T 3 0 1 - A C T I V I T E S D E C O M M U N I C A T I O N E N F R A N Ç A I S D A N S L E M E T I E R 2 1 2

LU 1: Réagir à un message oral qui lui est adressé 214

LU 2: Répondre oralement aux questions de compréhension. 217

LU 3: Exposer une opinion devant l’auditoire 220

LU 4: Lire un texte lié à son métier 223

LU 5: Exécuter les accords 227

LU 6: Exécuter les accords 232

C C M I A 3 0 1 - I N D U S T R I A L A T T A C H M E N T P R O G R A M ( I A P ) 2 3 6

LU 1: Apply for internship/employment 238

LU 2: Demonstrate appropriate workplace behavior and attitudes 243

LU 3: Respect worker’s and employer’s rights and responsibilities 247

LU 4: Organize and evaluate one’s internship 252

H K O C T 3 0 1 - C L E A N I N G E Q U I P M E N T A N D T E C H N I Q U E S 2 5 6

LU 1: Use cleaning equipment 258

LU 2: Apply cleaning techniques 262


H K O W L 3 0 1 - W A S H I N G A N D I R O N I N G L I N E N A N D C L O T H E S 2 7 2

LU 1: Prepare for washing 274

LU 2: Wash linen and clothes 278

LU 3: Iron, steam or press and fold the linen and clothes 282

LU 4: Deliver clean laundry 286


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H K O P A 3 0 1 - C L E A N I N G P U B L I C A R E A 2 9 4

LU 1: Prepare the cleaning equipment and materials 296

LU 2: Clean public area 299

LU 3: Dispose of rubbish and waste 304

LU 4: Close shift 307


H K O L T 3 0 1 - L A U N D R Y E Q U I P E M E N T , T O O L S , M A T E R I A L A N D T E C H N I Q U E S 3 1 3

LU 1: Use laundry equipment, tools, materials and products 315

LU 2: Apply cleaning techniques 319

H K O G R 3 0 1 - G U E S T R O O M S E R V I C I N G 3 2 8

LU 1: Prepare for servicing of the guest room 331

LU 2: Make the bed 337

LU 3: Clean the guest room 341

LU 4: Close shift 348


G L O S S A R Y

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List of abbreviations

AIDS Acquired Immunodeficiency syndrome

CCM Complimentary competences

CD Compact Disc

CDU Curriculum Development Unit

DVD Digital Video Disc

HOTHOK Hospitality and tourismsector/ Housekeeping subsector

ICT Information Communication Technology

ILO International Labour Organization

PDA Personal Digital Assistance

PPE Personal Protective Equipment

REQF Rwandan TVET Qualifications Framework

ROM Read Only Memory

STI Sexual Transmission Infection

TVET Technical and Vocational Education and Training

VIH The Human Immunodeficiency Various

WDA Workforce Development Authority

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Acknowledgments

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

the development of this curriculum:

Coordination

HABIMANA Théodore,

MPAMO Aimé

Facilitators

MUHIRE Jean-Marie Vianney,

TUMAINI MANIMBI

Curriculum Development Team

BISIGANDE EMMANUEL,

MARINGA Leah, Lecturer,

MUKABALISA Verena,

MUNYANZIZA Eugene,

MURUNGI Dorah,

MUSENGIMANA Jean-Claude,

RACHUONYO OGENDI Mark,

RUZIGAMANZI Jérôme,

RWEMAYIRE Libere,

SHYIRAMBERE Emmanuel,

SIMPUNGA Juvénal,

UGIRIMBABAZI Nadine,

INGABIRE Louise,

NGEZAHAYO Emmanuel,

SAYRE James,

OGENDO Daniel,

OKURUT Charles,

MUGIRANEZA Oswald,

FILIOT Aline,

NGOMA Marie-Pierre

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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 public area attendant, a guest room

attendant or a laundry attendant. 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 a range of routine cleaning and

laundry tasks and activities that require the

application of a limited range of basic

practical skills in a defined context. Work

would be undertaken in various hospitality

enterprises where public areas and rooms

are serviced and when laundry is washed,

including restaurants, hotels, catering

operations, clubs, pubs, cafes, cafeterias and

coffee shops, as well as hospitals and

households. Learners may work with some

autonomy or in a team but usually under

close supervision.

At the end of this qualification, qualified

learners will be able to:

Describe the occupation and learning process

Maintain SHE at workplace

Communicate effectively at workplace

Apply computer literacy

Communicate simply using English in familiar situations

Gukoresha Ikinyarwanda kiboneye

Pratiquer les activités de communication en français dans le métier

Kutumia Kiswahili wastani

Create a business

Use cleaning equipment and techniques

Clean public areas

Service a guest room

Use laundry equipment and techniques

Wash and iron linen and clothes

Integrate the workplace

2.2 Minimum entry requirements

The minimum entry requirement to this

qualification is to be physically and mentally

fit with broad knowledge, skills and attitude

of hospitality background.

Title: TVET Certificate III in Housekeeping

Level: REQF Level 3

Credits: 99

Sector: Hospitality and Tourism

Sub-sector: Hospitality

Issue date: February, 2013

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2.3 Information about pathways

2.4 Job related information

This qualification prepares individuals to integrate the hospitality sector and operate as a public area

attendant, room attendant or a laundry attendant. Also, with the professionalization of household

workers, this qualification offers the opportunity to work in a household and ensure that hygiene

regulations are respected and cleaning is done with professionalism. This qualification constitutes a basis

for further learning in hospitality, especially in the housekeeping domain.

Preferred pathways for candidates

entering this qualification include:

Completion of 9 years basic

education or other related

qualifications

Recognition of prior learning related

to this qualification

Progression route of candidates

achieving this qualification include:

TVET Certificate IV in Housekeeping

A range of other related TVET

Certificate IV qualifications.

Pathways into the qualification

Pathways from the qualification

Possible jobs related to this qualification

Public area attendant

Guest room attendant

Laundry attendant

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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 Questioning, clarifying and evaluating information

Reading and reviewing a range of reports

Using specialist language in written and oral communication

Writing in a range of styles to suit different audiences

Teamwork

Working collaboratively with team members

Referring matters to nominated person as required

Working as a member of a team and applying knowledge of one's own role to achieve

team goals

Working with diverse persons and groups

Health, hygiene and safety

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

Maintain hygiene and personal cleaning;

Identify unsafe situations;

Respond to emergencies and accidents at work;

Prevent HIV/Aids and sexual violence.

Health and reproduction

Rwanda environmental protection, practices rules and regulations

Anti-doping

Problem solving

Checking reports for accuracy and correcting errors as required

Collecting, comparing and contrasting data in order to create reports

Using problem solving tools and techniques to solve reconciling problems

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Integration of the workplace

Know how to apply for and present themselves for employment;

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

Demonstrate behaviour and attitudes that are appropriate for the workplace and

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

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

respect supervision;

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

exercise rights in the workplace.

Initiative and enterprise

Contributing to solutions to workplace challenges

Designing reports to effectively present workplace information

Self-management

Managing own time and priorities and dealing with contingencies

Operating within industry standards, legislation and regulations

Taking responsibility as required by work role and ensuring all organisational policies

and procedures are followed

Computer skills

Operate a computer

Use word processing applications in the production of workplace or personal

documents

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

Design electronic presentations

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

using chat rooms, intranets and instant messaging.

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Learning

Acquiring and applying knowledge of products, services and organisational policies

and procedures

Applying knowledge of the industry to workplace activities

Learning new ideas, skills and techniques

Seeking appropriate technical help with stand-alone and online computerised

systems.

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Number of competencies: 15 Core competencies : 5 Complementary competencies : 10 The total number of Credits: 99

2.6 Information about competencies

No Code Complementary competencies Credit

1 CCMOL301 Describe the occupation and learning process 3

2 CCMHE301 Maintain SHE at workplace 3

3 CCMWC301 Communicate effectively at workplace 3

4 CCMCL301 Apply computer literacy 3

5 CCMEN301 Communicate simply using English in familiar situations 3

6 CCMKN301 Gukoresha Ikinyarwanda kiboneye 3

7 CCMCB301 Create a business 3

8 CCMKK301 Kutumia Kiswahili wastani 3

9 CCMFT301 Pratiquer les activités de communication en français dans le métier 3

10 CCMIA301 Integrate the workplace 30

Total 57

No Code Core competencies Credit

GEN

ERA

L

1 HKOCT301 Use cleaning equipment and techniques 6

2 HKOLT301 Use laundry equipment and techniques 6

SPEC

IFIC

3 HKOPA301 Clean public areas 8

4 HKOGR301 Service a guest room 12

5 HKOWL301 Wash and iron linen and clothes 10

Total 42

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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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Figure 1: Competencies chart

Between the process and particular competencies | Between general and particular

competencies

▲: Functional link application ●: Functional link application

∆: Functional link existence ο: Functional link existence

Dur

atio

n (

300

Hrs

)

Perf

orm

sta

ndar

d op

erat

ing

proc

edur

es

Clea

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ore

equi

pmen

t

Clos

e sh

ift

and

mak

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port

Des

crib

e th

e oc

cupa

tion

and

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ning

proc

ess

Mai

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n SH

E at

wor

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Com

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Kutu

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Kis

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Prat

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Ap

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erac

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Com

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ish

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fam

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ons

Guk

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arw

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Crea

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Use

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and

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Use

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ques

1 2 3 4 5 6 7 8 9 10 11 12

Duration (690 Hrs) 30 30 30 30 30 30 30 30 30 300

60 60

1 Clean publ ic areas 80 ▲ ▲ ▲ ○ ● ○ ○ ○ ○ ○ ○ ○ ● ● ○

2 Service a guest room 120 ▲ ▲ ▲ ○ ● ○ ○ ○ ○ ○ ○ ○ ● ● ○

3 Wash and i ron l inen and clothes 100 ▲ ▲ ▲ ○ ● ○ ○ ○ ○ ○ ○ ○ ● ○ ●

GENERAL AND COMPLEMENTARY COMPETENCIESPROCESS

PUBLIC AREA ATTENDANT

GUEST ROOM ATTENDANT

LAUNDRY ATTENDANT

SPECIFIC COMPETENCIES

#

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3.3 Flowchart

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

of the competencies. It provides an overall planning of the entire training programme and shows

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

progression of learning. For each module, the flowchart shows the learning that is already in

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

impact on all subsequent pedagogical choices. The flowchart of the sequence of learning of the

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

Figure 2: Flowchart

Occupation and learning process 3

Workplace communication skills 3 Pre-intermediate workplace english 3

Computer literacy 3 Ikinyarwanda kiboneye 3

Maintaining SHE at the workplace 3

Cleaning equipment and techniques 6 Laundry equipment and techniques 6

Cleaning public areas 8 Guest room servicing 12

Washing and ironing linen and

clothes10

Business creation 3

Industrial attachment program (IAP) 30

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4. ASSESSMENT GUIDELINES

4.1 Assessment Methodology

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

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

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

4.2 Portfolio

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

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

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

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

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

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

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

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

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

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

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

assessment for specific modules.

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

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

Formative Assessment

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

modules)

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

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

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

competent on that module

All formative assessment should be declared competent before taking the

summative/integrated assessment

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Summative/Integrated Assessment

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

the curriculum.

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

assessment is not acceptable.

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

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

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

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

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

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

can be declared competent by the following rules:

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

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

assessment indicators

Assessment Criteria Passing Line in the

assessment indicators

Quality of Process 90%

Quality of Product 100%

Relevance 90%

Rest of Criteria/ any other criteria

(example: Safety)

100%

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

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

those indicators that can cause any hazard, or the one indicator that is performed poorly where

there is room for improvement.

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

assisted accordingly.

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

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

with pre-requisites.

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

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

otherwise other modules can be given anytime.

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

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

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

certification.

5. Industrial Attachment Program (IAP)

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

module.

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

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

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

confirm and assist IAP especially in filling up the logbook.

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

completed and should be documented in the trainee portfolio.

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

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

CCMOL001 Describe the occupation and learning process

REQF Level: All Learning hours

Credits: 3 30

Sector: All

Sub-sector: All

Issue date: November, 2017

Purpose statement

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

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

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

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

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

presented to the learner. This approach encourages greater motivation and, subsequently, a

better integration of various learning.

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Learning assumed to be in place

Not applicable

Elements of competency and performance criteria

Learning units describe the essential outcomes of a competency.

Performance criteria describe the required performance needed to demonstrate achievement

of the learning unit.

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

Elements of competency Performance criteria

1. Participate as part of a team

and respect the rules of the

training environment

1.1 Proper introduction of oneself

1.2 Appropriate integration in team

1.3 Appropriate participation in setting rules and adhere

to them

2. Explain the occupation and

learning process

2.1 Proper description of the main/major elements of

occupation

2.2 Adequate explanation about the one’s qualification

3. Respect the facilitation and

apply learning methods

3.1 Proper engagement in active and participatory

learning methods

3.2 Adequate description of the assessment procedures

4. Develop personal plans

based on self-assessment

practices

4.1 Proper identification of values, skills and interests

4.2 Proper assessment of values, skills and interests

4.3 Correct Setting of goals

4.4 Proper development of plans in order to reach the

set goals

4.5 Proper assessment of one’s learning style

4.6 Adequate identification of learning strategies

15 | P a g e

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

1

Learning Outcomes:

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

6 Hours

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

Introductions

Expectations about the

training

o Introduction

o Game

Presentation of trainees’ expectations

- Trainer manual

Formative Assessment 1.1

Content Learning

activities

Resources

Performance criterion

Proper introduction of oneself

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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 or performance

Written assessment (Recommendation: ranking exercise)

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

Checklist Score

Yes No

Learner opens introduction with a greeting

Learner says their name

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

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

Learner demonstrates consistent eye contact

Learner displays appropriate body language

Speaks in at an audible level

Learner is able to express his/her expectations

Learner is able to share his/her hobbies/interests

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

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

Learner uses advanced body language techniques

Observation

Learning Outcome 1.2: Intergrate in team

Working as a team

Building trust

o Game

o Group discussions

- Trainer manual

Content Learning

activities

Resources

17 | P a g e





Performance

Practical task of a team

Checklist Score

Yes No

Closeness/cohesion

Active participation

Responsibilities taker

Mutual collaboration with others

Openness/free expression

Open to criticism/flexibility

Contribution of someone

Complying with rules set

Observation

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

Rules of the classroom

Group responsibilities

o Brainstorming

o Discussions

o Assign class tasks

- Trainer manual

Content Learning

activities

Resources


Appropriate integration in team.

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Written

Practical task of a team

Checklist Score

Yes No

Signed commitment contract

Occupation title

Duties and responsibilities

Observation


Appropriate participation in setting rules and adhere to them.

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LU 2: Explain the occupation and learning process

2

Learning Outcomes:

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

12 Hours

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

Characteristics of the occupation

Place of the occupation in the sector

The impact/importance of the occupation in economic development

Working conditions

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

neighborhood

- Pictures of people in working situation

- Documents describing the occupation

- Documents describing the sector


Content Learning

activities

Resources


Proper description of the main/major elements of occupation

20 | P a g e




Written

Oral

Essay

Verbal explanation (interview)

Checklist Score

Yes No

Working conditions

Equipment tools and materials


REQF level


Award certificate

Observation

Learning Outcome 2.2: Explain about the one’s qualification

Rationale of the qualification

Content of the training programme (modules)

Duration Flowchart

Pathways (exit level & further learning)

Presentation of the timetable

Presentation of the classrooms and workshops

Presentation by the teacher Research Visits of the premises of the

school.

- Overview of the training programme

- Testimonies of people performing the occupation

- School year calendar - Timetable

Content Learning

activities

Resources

21 | P a g e





Written

Oral

Written exercise


Checklist Score

Yes No

Entry requirement

Pathways into the qualification

Duration

Qualification details

Pathways after the qualification

Following instructions


Social interdependence

Commitment of learners

Observation


Adequate explanation about the qualification

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LU 3: Respect the facilitation and apply learning methods.

3

Learning Outcomes:

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

2 Hours

Learning Outcome 3.1: Engage in active and participatory learning methods

Overview of the active and participatory teaching and learning methods

Experiential learning cycle

o Experience sharing. o Presentation by the trainer

- Trainer manual


Content Learning

activities

Resources


Proper engagement in active and participatory learning methods

23 | P a g e




Written

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

Checklist Score

Yes No

Results of assignment

Active participation


Openness/free expression

Formative assessment

Summative assessment

Observation

Learning Outcome 3.2: Describe the assessment procedures

Assessment procedures Timing Assessors/verifiers Assessment tools

(portfolio & integrated situation)

Presentation by the trainer

- Assessment manual




Content Learning

activities

Resources


Adequate description of the assessment procedures

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Written

Oral

written assessment


Checklist Score

Yes No

Time of assessment

Roles of Assessors

Roles of verifiers

List values

List of skills

Observation

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

4

Learning Outcomes:

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

10 Hours

Learning Outcome 4.1: Identify values, skills and interests

Values, skills and interests

Relating values, skills and interests to the workplace





Written

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

Content Learning

activities

Resources


Proper identification of values, skills and interests

26 | P a g e

Checklist Score

Yes No

List of interest

List of qualities

Own strengths

areas of improvement

Observation

Learning Outcome 4.2: Assess values, skills and interests

Skills & qualities assessment

Acceptance of diversity, self-esteem & confidence

o Individual work o Exercise on we are all unique

- individual assessment checklist





Written values, skills and interest self-assessment exercise

JOHARI window assessment

Content Learning

activities

Resources


Proper assessment of values, skills and interests

27 | P a g e

Checklist Score

Yes No

List of interest

List of qualities

Own strengths

areas of improvement

Observation

Learning Outcome 4.3: Set goals

SMART goals

Identification of goals Short term Long term

Process for setting and achieving goals:

Identifying steps Time frame Resources

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

pictures on setting & achieving goals

o Exercises on developing SMART goals

o Practical exercises on developing personal plans

- Trainer manual





Written

Written exercise

Project work

Content Learning

activities

Resources


Correct Setting of goals

28 | P a g e

Checklist Score

Yes No

Correct Setting of goals

o Medium term SMART goals set

o Long term SMART goals set

o Strategies to reach set goal

o Roadmap/timeframe

o Medium term SMART goals set

Observation

Learning Outcome 4.4: Develop plans

SMART goals

Identification of goals Short term Long term

Process for setting and achieving goals:

Identifying steps Time frame Resources

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

pictures on setting & achieving goals

o Exercises on developing SMART goals

o Practical exercises on developing personal plans

- Trainer manual


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

Yes No

Resources required

Activities to be performed

Possible obstacles

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

One's learning style type (s)

features of one's learning styles (s)

Observation

Content Learning

activities

Resources

29 | P a g e

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Learning Outcome 4.5: Assess one’s learning style

Types of learning styles

Determining one’s preferred way of learning

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

o Paper folding activities o Completing self-assessment

learning style o Scenario based activities

- Trainer manual





Written

VARK questionnaire

Scenario analysis

Checklist Score

Yes No

Learning style

Kinaesthetic

Observation

Content Learning

activities

Resources


Proper assessment of one’s learning style

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Learning Outcome 4.6: Identification of learning strategies





Written

Performance

Scenario analysis

Checklist Score

Yes No

Auditory

Visual

Learning strategies for each style

Observation

Reference books:

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

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

Content Learning

activities

Resources


Adequate identification of learning strategies

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C C M W C 3 0 1 - WORKPLACE COMMUNICATION SKILLS

CCMWC301 Communicate effectivelly at workplace

REQF Level: 3 Learning hours

Credits: 3 30

Sector: All

Sub-sector: All

Issue date: November, 2017

Purpose statement

This module describes the skills and knowledge required to communicate and get along well

with others, in a variety of settings and for a range of purposes. The module will allow the

participant to speak and listen actively and appropriately, one-on-one and in groups, to

cooperate and work effectively within a group, to lead a team, to provide good customer

service and write simple reports.

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N/A

Elements of competence and performance criteria

Learning units describe the essential outcomes of a competence.




Elements of competence Performance criteria

1. Listen and speak effectively

1.1. Strategies for effective listening are applied. 1.2. Instructions are adequately interpreted and

followed. 1.3. Clear and accurate information and instructions are

provided to colleagues.

2. Cooperate and work as a team member

2.1. Team objectives are reached through effective cooperation.

2.2. Diversity of team members is respected. 2.3. Lead a team efficiently 2.4. Demonstrate problem solving and decision making

skills

3. Apply customer care

1.1. Importance and principles of good customer service are understood.

1.2. Quality service is provided. 1.3. Clear verbal information is provided to customers

face to face or on the telephone. 1.4. Conflicts with customers are handled politely and

adequately.

4. Write and submit a report 4.1. A handover report containing any relevant information on complete and incomplete work is written

4.2. Reports are handed over to both colleague and supervisor.

34 | P a g e

LU 1: Listen and speak effectively

1

Learning Outcomes:

1. Apply effective listen skills & strategies 2. Give and receive instructions 3. Identify non-verbal communication signs and the impact on people’s

perceptions 4. Demonstrate effective speaking skills

6 Hours

Learning Outcome1.1: Apply effective listen skills & strategies.

Effective listening skills & strategies

Assess one’s listening skills

Model good listening skills

o Role play o Observing role play o Feedback from observers o discussion

- Role play scenarios - List of effective

listening skills & strategies

- Effective Listening Observation Form

- Speaking Scenarios for group work





Content Learning

activities

Resources


Correct handling of a patient according to the “do not harm” rule.

35 | P a g e

Checklist Score

Yes No

Observation

Learning Outcome 1.2: Give and receive instructions.

Importance of giving clear, concise instructions

Formulation of instructions

Strategies to ask questions for clarification

o Individual work o Group discussion

˗ Role play scenarios ˗ List of effective

listening skills & strategies

˗ Effective Listening Observation Form

˗ Speaking Scenarios for group work





Content Learning

activities

Resources



36 | P a g e

Checklist Score

Yes No

Observation

Learning Outcome 1.3: Identify non-verbal communication signs and the impact on people’s

perceptions

Importance of non-verbal communication

Impacts of non-verbal communication on how we give information and how we listen.

o Pair work o Large group discussion

˗ Role play scenarios ˗ List of effective listening

skills & strategies ˗ Effective Listening

Observation Form ˗ Speaking Scenarios for

group work





Content Learning

activities

Resources



37 | P a g e

Checklist Score

Yes No

Observation

Learning Outcome 1.4: Demonstrate effective speaking skills

Effective speaking skills and strategies

o Small group work o Practice presentations o Large group discussion

- Role play scenarios - List of effective listening

skills & strategies - Effective Listening

Observation Form - Speaking Scenarios for

group work





Content Learning

activities

Resources



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Checklist Score

Yes No

Observation

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LU 2: Cooperate and work as a team member

2

Learning Outcomes:

1. Identify the different personalities 2. Handle different personalities in a group 3. Cooperate with others to reach the same objective 4. Lead a team efficiently 5. Demonstrate problem solving and decision making skills

8 Hours

Learning Outcome 2.1: Identify the different personalities.

Different personalities and approaches that individuals bring to a group

o Self-assessment o Large group activity

(inner/outer circles) o Discussion

Working in Groups Self Assessment

Cooperating with Others Roles

Elements of an Effective & Cooperative Team Member





Content Learning

activities

Resources



40 | P a g e

Checklist Score

Yes No

Observation

Learning Outcome 2.2: Handle different personalities in a group.

Characteristics of an effective and cooperative team member

o Large group activity o Large group discussion o Individual

reflection/journal writing o Pair work

Working in Groups Self Assessment

Cooperating with Others Roles

Elements of an Effective & Cooperative Team Member





Content Learning

activities

Resources



41 | P a g e

Checklist Score

Yes No

Observation

Learning Outcome 2. 3: Cooperate with others to reach the same objective.

Characteristics of an effective and cooperative team member

o Large group activity o Large group discussion o Individual reflection/journal

writing o Pair work





Checklist Score

Yes No

Observation

Content Learning

activities

Resources



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Learning Outcome 2.4: Lead a team efficiently

Qualities of an effective leader

Different leadership styles

Appropriate leadership style in a given context

Strategies to lead a team efficiently

o Large group discussion o Small group work o Role plays o Small group activity

Role play scenarios





Checklist Score

Yes No

Observation

Content Learning

activities

Resources



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Learning Outcome 2.5: Demonstrate problem solving and decision making skills

challenges and dynamics amongst people during the problem solving process

steps of problem solving to work and community related problems

Communication as a tool for problem solving

o Large group activity o Pair sharing o Small group work o Large group discussion o Task leadership

competition

Scenarios for problem solving activity





Checklist Score

Yes No

Observation

Content Learning

activities

Resources



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LU 3: Apply customer care

3

Learning Outcomes:

1. Demonstrate the understanding of the importance of good customer care

2. Provide exceptional quality service 3. Communicate effectively with customers by telephone and face

to face 4. Handle conflict with difficult customers 10 Hours

Learning Outcome 3.1: Demonstrate the understanding of the importance of good customer

care

Definition of customer service

Levels of customer service

Customer care principles

Importance of customer care

o Experience sharing o Brainstorming o Presentation by trainer





Content Learning

activities

Resources



45 | P a g e

Checklist Score

Yes No

Observation

Learning Outcome 3.2: Provide exceptional quality service

Basic customer needs

Service to meet basic customer needs

Definition of customer’s perception

Meeting and exceeding expectations

Getting feedback on the provided service

o Individual reflection o Large group discussion o Role play





Checklist Score

Yes No

Observation

Content Learning

activities

Resources



46 | P a g e

Learning Outcome 3.3. Communicate effectively with customers by telephone and face to

face

Telephone tips

Recording a telephone message

o Large group discussion o Skit o Pair role plays

Role Play scenarios for Communicating with Customers





Checklist Score

Yes No

Observation

Content Learning

activities

Resources



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Learning Outcome 3.4: Handle conflict with difficult customers

Definition of conflict, conflict resolution/management

Steps of conflict management with difficult customers

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





Checklist Score

Yes No

Observation

Content Learning

activities

Resources



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LU 4: Assess and react to play incidents

4

Learning Outcomes:

1. Identify types of reports required 2. Produce the relevant report 3. Hand the report to the appropriate persons

6 Hours

Learning Outcome 4.1: Identify types of reports required

Tip elements to notice the need of help:

Recognition of volleyball common injuries

Awareness of signs of common incidents

First aid provision application

o Practical exercises: - Shoulder injuries

identification - Ankle injuries

identification - Ankle sprains

identification - Knee injuries ligament

identification o Audio-visual analysis of

injuries and incident identification drills

˗ First aid flip charts ˗ Audio-visual tools




Content Learning

activities

Resources



49 | P a g e


Checklist Score

Yes No

Observation

Learning Outcome 4.2 Produce the relevant report

Tips element of injuries prevention

Warm up and stretching exercises

Use of volleyball external support tools

Physical exercises load management

o Practical exercises - Warm up drills - Stretching drills - External Support tool

use - Physical exercise status

˗ Cones ˗ Whistle ˗ First aid kit ˗ Audio-visual tools





Content Learning

activities

Resources



50 | P a g e

Checklist Score

Yes No

Observation

Outcome 4.3. Hand the report to the appropriate persons

Timing patient assistance

Time management of patient care component

Time management of injuries declaration

Time management of injury recovery

o Practical exercises - Basics on injury

handling - Injury declaration form

use - State of injury

assessment

˗ Rolled blanket ˗ Blanket with 2

poles ˗ Audio-visual tools





Checklist Score

Yes No

Observation

Content Learning

activities

Resources



51 | P a g e

Summative Assessment

Integrated situation Resources

You are a chef de cuisine at Kigali Marriott hotel, and you received an order of spaghetti a la Napolitaine for 4 people from customers who are in a hurry. You oversee three people: the person in charge of the mise en place, the cook and the dish washer. As the chef, you give instructions to your team to prepare the food and supervise the work. The order should be ready within 30min.

Assesment Criterion 1: Relevance

Checklist Score

Yes No

Indicator: Time is respected

Indicator: The required covers are communicated

Indicator: The required covers are communicated

Indicator: The required order is communicated (type of meals/order are specified)

Observation

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Assesment Criterion 2: Quality of process

Checklist Score

Yes No

Indicator: The information is received and well understood by the candidate

Indicator: Responsibilities are assigned

Indicator: The clarifications are given according to staff’ learning style (reading, speaking, listening, doing)

Indicator: The follow up is well done (e.g. identification of the problem, activity tracking)

Indicator: The problem is solved

Observation

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Assesment Criterion 3: Quality of information

Checklist Score

Yes No

Indicator: The information is given precisely

Indicator: The information is short and clear

Indicator: The technical terms are used accordingly

Indicator: The information is given directly

Indicator: The information is given timely/immediately

Observation

References:

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

Project.

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C C M C L 3 0 1 - COMPUTER LITERACY

CCMCL301 Apply computer literacy


Credits: 3 30

Sector: All

Sub-sector: All

Issue date: January, 2014

Purpose statement

This module describes the skills and knowledge required to operate a computer, to use word

processing applications in the production of workplace documents, to create and use

spreadsheets and charts through the use of spreadsheet software, to design electronic

presentations, and to send, receive and manage electronic mail (email), as well as to

collaborate online using chat rooms, intranets and instant messaging.

55 | P a g e


Not applicable



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

learning unit.



1. Apply computer basics 1.1. Identification of various connectors and ports 1.2. Use of different I/O devices 1.3. Use of desktop’s elements 1.4. Scanning of viruses in the computer and different storages

devices

2. Use a current Word processing

package

2.1. Text formatting 2.2. Table creation and editing 2.3. Text editing 2.4. Printing 2.5. Saving

2.6. Inserting of header ,footer and footnotes

3. Use current spreadsheet package 3.1. Using of basic Excel tasks

3.2. Managing of sheets in Excel workbook 3.3. Formatting of cells and their content

3.4. Using of functions and perform mathematical operations 3.5. Excel worksheet printing

4. Use current power point

presentations

4.1 Launching MS PowerPoint 4.2 Creating a new presentation 4.3 Creating , inserting a slide 4.4 Inserting of graphics 4.5 Converting Word documents to PowerPoint presentation 4.6 Animation 4.7 Using different presentation view 4.8 Printing a presentation

5. Use Internet/Intranet (outlook)

5.1. Defining and explaining a website

5.2. Interacting through instant messaging (chatting)

5.3. Using search engines (example google)

5.4.Creating , managing favorites using internet explorer 5.5.Browsing the internet using the hyperlinks 5.6.Downloading and uploading files using internet

56 | P a g e

LU 1: Apply computer basics

1

Learning Outcomes:

1. Apply Computer basics 2. Identify Various connectors and ports 3. Use different I/O devices 4. Use desktop’s elements 5. Scan viruses in the computer and different storages devices (flash

disk, external hard disk)

10 Hours

Learning Outcome 1.1: Apply Computer basics.

Computer definition

Types of computers

Laptops

Desktops

Palm tops

PDA (Personal Digital Assistance)

Computer hardware

Memory

Definition

Role of memory

Features

Capacity

Speed

Non volatility

Types of memory

ROM (Read Only Memory)

RAM (Random Access Memory)

External/Internal memories (Hard disk, diskette, CD, flash disk, etc.)

o Open a computer case and observe different types of memory

o Group discussion on each type of memory

Computer lab Computer tool kit CD, DVDs, Diskettes Whiteboard Markers

Content Learning

activities

Resources

57 | P a g e





Checklist Score

Yes No

Observation

Learning Outcome 1.2: Identify Various connectors and ports.

Connectors and ports

Definition

I/O (Input and Output) ports and connectors

Serial ports

Parallel ports

USB

Keyboard, mouse connectors

VGA connectors

o Observe different connectors as well as input and output ports

o Exercises on ports identifications

Computer lab Computer tool kit CD, DVDs, Different types of

cables, different types connectors

Whiteboard Markers

Content Learning

activities

Resources


Proper application of computer basics

58 | P a g e





Checklist Score

Yes No

Selection of material

Selection of tools

Selection of equipment

Observation

Learning Outcome 1.3: Use different I/O devices.

Peripherals

Definition

Categories I/O devices

Input devices (mouse, keyboard, scanner, CD/DVD-ROM and diskettes drivers, etc.)

Output devices (monitor, diskette, CD/DVD-ROM writer, printer, etc.)

Types of keyboards

AZERTY

QWERTY

o Practical exercises on connecting the mouse, keyboard. Monitor to the CPU (Central Processing Unit)

Computer lab Computer tool kit CD, DVDs, Diskettes Printer Scanner Whiteboard

Content Learning

activities

Resources


Proper identification of various connectors and ports

59 | P a g e





Checklist Score

Yes No

Observation

Learning Outcome 1.4: Use desktop’s elements.

Windows and its components:

Desktop

Task bar

Start menu

Minimize, maximize, close buttons

My computer

o Brainstorming on desktop’s elements

o Use the desktop, the tasks bar and the start menu

Computer lab Projector

Content Learning

activities

Resources


Appropriate Use of different I/O devices

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Checklist Score

Yes No

Observation

Learning Outcome 1.5: Scan viruses in the computer and different storages devices (flash

disk, external hard disk).

Antivirus definition

Importance of antivirus

Functionality

Different types of antivirus

Norton

Kaspersky

Symantec

Storages to be scanned

Flash disk

External hard disk

Memory card

Computer hard disk

o Brainstorming the use of antivirus

o Practical exercises on scanning viruses

o Compile activities reports

Computer lab Flash disks External hard disk CDs, DVDs Antivirus Whiteboard Markers

Content Learning

activities

Resources


Approporiate use of desktop’s elements

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Checklist Score

Yes No

Observation


Proper scanning of viruses in the computer and different storages devices

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LU 2: Use a word processing package

2

Learning Outcomes:

1. Format a text 2. Create and edit a table 3. Edit document (text) 4. Print document 5. Save documents 6. Insert header, footer and footnotes

5 Hours

Learning Outcome 2.1: Format a text.

Style, font, size, color

Paragraph

Column

Tabulation

Paragraph spacing

Inserting symbols: special characters, bullet and numbering

Borders and shading, header and footer

o Reproduce document already formatted

o Various exercises to familiarize with formatting a text

Computer lab with current Word processing package installed in each computer

Projector Whiteboard Markers




Content Learning

activities

Resources


Proper text formatting

63 | P a g e


Checklist Score

Yes No

Observation

Learning Outcome 2.2: Create and edit a table.

Inserting a table

Inserting a column

Inserting a row

Deleting table

Deleting row

Deleting column

Merging cells

Splitting cells

Drawing a table

Table auto format

Formula

o Practical exercises on creating, editing and handling a table

Computer lab with current Word processing Package installed in each computer

Projector Whiteboard




Content Learning

activities

Resources


Proper table creation and editing

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Learning Outcome 2.3: Edit document (text).

Search/Find, replace

Deleting a range of text

The undo command

Spelling and grammar

Synonyms

o Brainstorming editing text o Perform practical exercises

on the various tips (options)


Computer lab wth current Word processing package installed in each computer

Projector Whiteboard Markers




Checklist Score

Yes No

Observation

Content Learning

activities

Resources


Appropriate text editing

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Learning Outcome 2.4: Print document.

Page setup

Print preview

Print dialog box

Selecting printer name

Printer options

Printing one or more copies

Printing in black/white or color

Print page ranges

o Exercises on printing one or more copies of a colored document, in black and white

o Printing in landscape, portrait

Computer lab With current Word processing package installed in each computer

Printer Projector




Checklist Score

Yes No

Observation

Content Learning

activities

Resources


Appropriate printing

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Learning Outcome 2.5: Save documents.

File management

Creation of files

Creation of folders

File naming

File formats

o Practical exercises on creation of files, folders and file saving


- Computer lab with current Word processing package installed in each computer - Projector





Checklist Score

Yes No

Observation

Content Learning

activities

Resources


Appropriate saving

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Learning Outcome 2.6: Insert header, footer and footnotes.

Footnotes

Header and footer

Automatic page numbering

Total number of pages

Automatic date

Automatic author’s name

o Exercises on footnotes o Create a document

containing several pages o With elements such as the

page number, date automation.

o Practical exercises.

Computer lab with current Word processing package installed in each computer

Projector





Checklist Score

Yes No

Observation

Checklist Score

Yes No

Observation

Content Learning

activities

Resources


Appropriate insertion of header ,footer and footnotes

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LU 3: Use current spread sheet package

3

Learning Outcomes:

1. Use some basic Excel tasks 2. Manage sheets in Excel workbook 3. Format cells and their contents 4. Use some functions and perform mathematical operations 5. Print an Excel worksheet

5 Hours

Learning Outcome 3.1: Use some basic Excel tasks.

Basic Excel tasks - Open - Close - New document - Undo - Save as - Sheet - Selecting a cell - Validating a cell - Deleting cell contents - Modifying cell

contents - Selecting group of cells - Increase and reduce

the cell size - Delete row and

column - Duplicate cell

o Practical exercises on the use of basic Excel tasks


Computer lab with current spread sheet package installed in each computer

Projector

Content Learning

activities

Resources

69 | P a g e





Learning Outcome 3.2: Manage sheets in Excel workbook.

Selecting a sheet

Renaming a sheet

Insert new sheets

Moving a sheet in a workbook

Deleting a sheet

o Practical exercises o On managing sheets in Excel

workbook

Computer lab with current spread sheet package installed in each computer

Projector


Checklist Score

Yes No

Observation

Content Learning

activities

Resources


Appropriate use of basic Excel tasks

70 | P a g e




Checklist Score

Yes No

Observation

Learning Outcome 3.3: Format cells and their contents.

Formatting text and cells

Choosing font, size, colour

Adjusting cow height

Alignment of cell

Number format

Inserting rows

Merging cells

Creating borders

Patterns

o Practical exercises in groups and individual homework on formatting cells


- Computer lab with current spread sheet package installed in each computer - Projector


Content Learning

activities

Resources


Proper management of sheets in Excel workbook

71 | P a g e




Checklist Score

Yes No

Observation

Learning Outcome 3.4: Use some functions and perform mathematical operations.

Numbers and mathematical calculations

Addition

Multiplication

Division

Subtraction

AutoSum

Absolute and relative reference

Function

Average

Minimum

Maximum

o Practical exercises in groups and individual homework on formatting cells


- Computer lab with current spread sheet package installed in each computer - Projector


Content Learning

activities

Resources


Proper formatting of cells and their content

72 | P a g e




Checklist Score

Yes No

Observation

Learning Outcome 3.5: Print an Excel worksheet.

Page setup

Print preview

Print dialogue box

Print options

Print one or more copies

Print in black/white or color

Print page ranges

Printing a selection

o Print one or more copies of a worksheet

o Print colour or white and black worksheet

o Practical exercises (individual and in group)

o Print horizontally/vertically

- Computer lab with current spread sheet package installed in each computer

- Projector - Printer


Content Learning

activities

Resources


Appropriate use of functions and perform mathematical operations

73 | P a g e




Checklist Score

Yes No

Observation


Appropriate printing of Excel worksheet

74 | P a g e

LU 4: Use current presentation

4

Learning Outcomes:

1. Launch Ms Power Point 2. Create a new presentation 3. Create, Insert a slide 4. Insert graphics 5. Convert word documents to PowerPoint presentation 6. Animate a presentation 7. Use different presentation view 8. Print a presentation

5 Hours

Learning Outcome 4.1: Launch Ms Power Point.

PowerPoint definition

Role

PowerPoint environment

Title bar

Menu bar

Toolbars

Formatting tool bar

Title

Subtitle

o Using a PowerPoint presentation with slide show, get feedback from learners on the area of application of Ms PowerPoint

o Launch PowerPoint and observe the screen individual exercises.

- Computer lab with current presentation software installed in each computer

- Projector




Content Learning

activities

Resources


Proper launch of MS Power Point

75 | P a g e


Learning Outcome 4.2: Create a new presentation.

Creating new presentation

Blank presentation

Design template

Auto content wizards

o Create presentation using the various methods

o Practical exercises (individual and in groups)


- Projector




Checklist Score

Yes No

Observation

Content Learning

activities

Resources


Proper creation of a new presentation

76 | P a g e


Checklist Score

Yes No

Observation

Learning Outcome 4.3: Create, Insert a slide.

Creating a slide

Inserting a slide

Modifying a slide

o Exercises on creating, inserting and modifying a slide


- Projector





Content Learning

activities

Resources


Proper creation and insertion of a slide

77 | P a g e

Checklist Score

Yes No

Observation

Learning Outcome 4.4: Insert graphics.

Graphics: Clip Art, Word Art, Library Images, Inserting image from file

o Exercises on inserting images in the slides


- Projector





Content Learning

activities

Resources


Proper insertion of graphics

78 | P a g e

Checklist Score

Yes No

Observation

Learning Outcome 4.5: Convert word documents to PowerPoint presentation.

Copy, cut, move

Process of conversion

o Practical exercises on file transformation


- Projector




Content Learning

activities

Resources


Proper conversion of Word documents to PowerPoint presentation

79 | P a g e


Checklist Score

Yes No

Observation

Learning Outcome 4.6: Animate a presentation.

Animation

Custom animation

Slide transition

o Familiarize with animation of a presentation


- Projector



performance criterion has been achieved

.


Content Learning

activities

Resources


Appropriate animation

80 | P a g e

Checklist Score

Yes No

Observation

Learning Outcome 4.7: Use different presentation view.

Normal view

Slide sorter view

Slide show

o Switch between the views to improve the presentation

o Group discussion and brainstorming


- Projector




Content Learning

activities

Resources


Appropriate use of different presentation view

81 | P a g e


Checklist Score

Yes No

Observation

Learning Outcome 4.8: Print a presentation.

Printing a presentation

Print preview

Printing a copy or multiple copies

Printing one slide on a page

Printing more slides on a page

o Exercises on printing in black and white or in colour, printing one or more copies of a presentation


- Projector


Content Learning

activities

Resources

82 | P a g e




Checklist Score

Yes No

Observation


Proper printing of a presentation

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LU 5: Use Internet/Intranet (outlook)

5

Learning Outcomes:

1. Define and explain a website 2. Interact through instant messaging (chatting) 3. Use search engines (example google) 4. Create, manage favourites using internet explorer 5. Browse the internet using the hyperlinks 6. Download and upload files using internet

5 Hours

Learning Outcome 5.1: Define and explain a website.

Introduction

World wide web

Web page

Website

o Visit websites and browse different pages.

o Group discussion based on observation

- Internet connection - Computer lab - projector





Content Learning

activities

Resources


Proper definition and explaination of a website

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Learning Outcome 5.2: Interact through instant messaging (chatting).

Definition

Steps to create a chat account

Chatting options

Instant messaging with or no webcam

Calling

Sending files

o Group discussion on interacting through instant messaging

o Exercises on chatting in groups


- Internet connection

- Computer lab - projector





Checklist Score

Yes No

Observation

Content Learning

activities

Resources


Appropriate interaction through instant messaging (chatting)

85 | P a g e

Checklist Score

Yes No

Observation

Learning Outcome 5.3: Use search engines (example google).

Search engines

Definition

Role

Some types of search engine

www.Google.com

www.Yahoo.com

o Perform practical exercises on the use of search engines






Content Learning

activities

Resources


Appropriate use of search engines (example google)

86 | P a g e


Checklist Score

Yes No

Observation

Learning Outcome 5.4: Create, manage favourites using internet explorer.

Favorites

Create favorites

Rename, move favorites

o Practical exercises on creating, moving and renaming favourites

- Internet Connection

- Computer Lab - projector





Content Learning

activities

Resources


Appropriate creation, management of favorites using internet explorer

87 | P a g e

Checklist Score

Yes No

Observation

Learning Outcome 5.5: Browse the internet using the hyperlinks.

Web browser

Browser buttons

Address bar

Status bar

Scroll bar

Home page

Front/Back arrows

Refresh button

Start page

o Open a web using the address bar

o Browse different web pages o practical exercises on

browsing internet using hyperlink






Content Learning

activities

Resources


Proper browsing of the internet using the hyperlinks

88 | P a g e


Checklist Score

Yes No

Observation

Learning Outcome 5.6: Download and upload files using internet.

Downloading

File attachment

o Practical exercises on downloading and uploading files using internet






Content Learning

activities

Resources


Proper downloading and uploading of files using internet

89 | P a g e


Checklist Score

Yes No

Observation


Assesment Criterion 1: Student knows computer basics

Checklist Score

Yes No

Indicator: Can write a CV in Word processor (≥1/2)

Indicator: Can format the text (≥1/2)

Indicator: Can save a CV (1)

Observation

Assesment Criterion 2: Student knows how to use Internet

Checklist Score

Yes No

Indicator: Can use a search engine to look for information (on WDA and CV templates in the case above) (2)

Indicator: Can open his e-mail account in browser or in outlook (1)

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Indicator: Can upload a CV and send it to the specified e-mail address (2)

Observation

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C C M H E 3 0 1 - MAINTAINING SHE AT WORKPLACE

CCMHE301 Maintain SHE at workplace

REQF Level: All Learning hours

Credits: 3 30

Sector: All

Sub-sector: All

Issue date: June, 2016

Purpose statement

This module describes the skills, knowledge and attitudes required to respect and apply

personal and workplace hygiene. It also covers the personal protective attitudes required in the

sector.

Moreover, the module describes the skills, knowledge and attitudes required to follow safety

and security procedures, identify hazards, assess the associated safety risks and take measures

to eliminate or control and minimize the risk.

Finally, the trainee learns how to participate in environmentally sustainable work practice.

92 | P a g e


Not applicable







1. Maintain personal health, hygiene and sanitation

1.1. Propoer maintenance of hygiene of the entire body, good health habits and dress code according to the standards

1.2. Proper use of clean materials, clothes, and respect of hygienic practice to ensure that no cross-contamination of other items occurs

1.3. Proper maintenance and cleanliness of working environment 1.4. Correct wearing of work clothing or Personal Protective

Equipment to perform work

2. Apply safe reproductive health practices

2.1. Proper identification of reproductive health principles 2.2. Adequate description of transmission, prevention and

treatment of HIV/AIDS and other STI’s 2.3. Adequate identification and avoiding of sexual violence

3. Address unsafe situations on the job

3.1. Appropriate use of methodology to identify actual or foreseeable hazards that have the potential to harm the health, safety and security of workers or anyone else in the workplace

3.2. Appropriate removal of hazards from work area 3.3. Proper implementation of control measures according to

individual level of responsibility or appropriate personnel is referred to for permission or further action

4. Respond appropriately to emergencies at work

4.1. Prompt recognition of emergency and potential emergency situations and determination or taking of required actions within the scope of individual responsibility

4.2. Provision of appropriate response to emergencies 4.3. Proper management of safety equipment

5. Ensure environmental sustainability

5.1. Respect of environmental laws, standards and regulations 5.2. Proper application of best practice to keep the environment

clean (waste management and pollution control) 5.3. Proper identification and reporting of workplace

environmental hazards. 5.4. Accurate application of climate change adaptation and

mitigating measures

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LU 1: Maintain personal health, hygiene and sanitation

1

Learning Outcomes:

1. Maintain good health and hygiene 2. Apply hygiene and sanitation practices 3. Prevent food contamination caused by food handlers 4. Wear work clothing or Personal Protective Equipment

10 Hours

Learning Outcome 1.1: Maintain good health and hygiene.

Importance of maintaining good health

How to maintain good health: Balanced diet Enough sleep Periodical medical checkup Sports

Importance of body cleanliness

Body cleaning products and equipment

Body cleanliness practices

Workplace dress code and practices

o Brainstorming o Group discussion o Documentary research and

group discussion o Individual practice

Flipcharts Markers Flipcharts stand Training room Water Soaps Hand wash Basin Hand towels Equipped wash room


Content Learning

activities

Resources


Propoer maintenance of hygiene of the entire body, good health habits

and dress code according to the standards

94 | P a g e




Checklist Score

Yes No

Observation

Learning Outcome 1.2: Apply hygiene and sanitation practices.

Importance of environmental Cleanliness Water and waste (clean water,

toilette and hand washing facilities)

Materials and equipment cleaning and disinfection

o Demonstration on hygiene and sanitation practices

o Individual practical work on hygiene and sanitation practices

Flipcharts Markers Flipcharts stand Training room Water Soaps Hand wash Basin Hand towels Equipped wash

room


Content Learning

activities

Resources


Proper use of clean materials, clothes, and respect of hygienic practice to ensure

that no cross-contamination of other items occurs

95 | P a g e




Checklist Score

Yes No

Observation

Learning Outcome 1.3: Prevent food contamination caused by food handlers.

How food handlers can contaminate food

Prevention of food contamination

Bandage and cover cuts, burns, sores, and skin infections

o Brainstorming o Group discussion

Flipcharts Markers Flipcharts stand Training room Water Soaps Hand wash Basin Hand towels Equipped wash room


Content Learning

activities

Resources


Proper maintenance and cleanliness of working environment

96 | P a g e




Checklist Score

Yes No

Observation

Learning Outcome 1.4: Wear work clothing or Personal Protective Equipment.

Composition of work clothing or Personal Protective Equipment

Proper maintainance of work clothing

o Individual practice

Work clothing or Personal Protective Equipment




Content Learning

activities

Resources


Correct wearing of work clothing or Personal Protective Equipment to perform

work

97 | P a g e


Checklist Score

Yes No

Observation

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LU 2: Apply safe reproductive health practices

2

Learning Outcomes:

1. Describe reproductive health 2. Describe transmission, prevention and treatment of HIV/AIDS and

other STI’s 2. Identify and avoid sexual violence types

5 Hours

Learning Outcome 2.1: Describe reproductive health.

Puberty and body change

Female reproduction

Male reproduction

Consequences of early pregnancy

Small group discussions Pair discussion

- Hand-outs - Reference books - Didactic materials





Content Learning

activities

Resources


Proper identification of reproductive health principles

99 | P a g e

Checklist Score

Yes No

Observation

Learning Outcome 2.2: Describe transmission, prevention and treatment of HIV/AIDS and

other STI’s.

Definition

Transmission

Prevention (ABC)

Treatment

Other STI’s

Stigma and VCT

HIV game Questions and answers True or false Group work Demonstration (condom use) Role play (condom

negotiation)

- Scenarios for HIV game

- True and false statements





Content Learning

activities

Resources


Adequate description of transmission, prevention and treatment of HIV/AIDS and other STI’s

100 | P a g e

Checklist Score

Yes No

Observation

Learning Outcome 2.3: Identify and avoid sexual violence types.

Definition of sexual violence

Definition of rape

Consequences of sexual violence

Story telling Group discussion Large group discussion





Checklist Score

Yes No

Observation

Content Learning

activities

Resources


Adequate identification and avoiding of sexual violence

101 | P a g e

LU 3: Address unsafe situations on the job

3

Learning Outcomes:

1. Identify the primary hazards found in workplaces 2. Identify the best ways to address specific problem situations 3. Implement control measures

5 Hours

Learning Outcome 3.1: Identify the primary hazards found in workplaces.

Types of hazards in the workplace (safety, chemical, biological, other health hazards)

Brainstorming Group work Discussion Discussion

-Reference books -Hand-outs -Stories and pictures





Content Learning

activities

Resources


Appropriate use of methodology to identify actual or foreseeable hazards that have the potential to harm the health, safety and security of workers or

anyone else in the workplace

102 | P a g e

Checklist Score

Yes No

Observation

Learning Outcome 3.2: Identify the best ways to address specific problem situations.

Hazardous situations

Dangerous substances

Control methods (remove hazard, work policies and procedures, protective equipment)

Use of PPE

Health and safety at workplace Rwandan law.







Checklist Score

Yes No

Observation

Content Learning

activities

Resources


Appropriate removal of hazards from work area

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Learning Outcome 3.3: Implement control measures.

Hazardous situations

Dangerous substances

Control methods (remove hazard, work policies and procedures, protective equipment)

Use of PPE

Health and safety at workplace Rwandan law.







Checklist Score

Yes No

Observation

Content Learning

activities

Resources


Proper implementation of control measures according to individual level of

responsibility or appropriate personnel is referred to for permission or further

action

104 | P a g e

LU 4: Respond appropriately to emergencies at work

4

Learning Outcomes:

1. Identify emergencies 2. Handle emergencies 3. Manage safety equipment

5 Hours

Learning Outcome 4.1: Identify emergencies.

Definition of emergency

Types of emergencies in a workplace

Presentation by the trainer Experience sharing




Content Learning

activities

Resources


Prompt recognition of emergency and potential emergency situations and determination or taking of required actions within the scope of individual

responsibility

105 | P a g e


Checklist Score

Yes No

Observation

Learning Outcome 4.2: Handle emergencies.

Possible responses to emergencies in the workplace

Disaster Blaster Game Role play

- Disaster Blaster Game board, paper, marker, dice, game cards





Content Learning

activities

Resources


Provision of appropriate response to emergencies

106 | P a g e

Checklist Score

Yes No

Observation

Learning Outcome 4.3: Manage safety equipment.

Safety equipment identification Fire extinguisher Fire horse Fire blanket First aid kit Fire triangle Water fire extinguisher

Safety equipment usage

Brainstorming on safety equipment

Demonstration on safety equipment usage

Organize safety drills Compile activities reports

- Fire extinguisher - Fire horse - Fire blanket - First aid kit - Fire triangle - Water fire

extinguisher




Content Learning

activities

Resources


Proper management of safety equipment

107 | P a g e


Checklist Score

Yes No

Observation

108 | P a g e

LU 5: Ensure environmental sustainability

5

Learning Outcomes:

1. Identify environmental laws, standards and regulations in Rwanda 2. Identify the best practices to keep the environment clean 3. Describe climate change adaptation and mitigation measures

5 Hours

Learning Outcome 5.1: Identify environmental laws, standards and regulations in Rwanda.

Importance of environmental sustainability

Natural process that takes place in the environment

Awareness of the interdependence of all species

Attitude towards enjoying the benefits of nature without encroaching upon the rights of others.

Brainstorming Group work Role play Plenary discussion

- Reference books - Role play scenario - Environmental regulations

Law determining the modalities of protection, conservation and promotion of environment in Rwanda.

Law relating to the prohibition of manufacturing, importation, use and sale of polythene bags in Rwanda

Content Learning

activities

Resources

109 | P a g e

110 | P a g e





Checklist Score

Yes No

Observation

Learning Outcome 5.2: Identify the best practices to keep the environment clean.

Types of waste: Non-hazardous waste Hazardous waste

Types of pollutions and pollutants

Best practices Waste collection Reuse of waste Waste disposal Biodegradable waste Non-biodegradable waste

Reporting hazards to appropriate person

Brainstorming Group work Research Visit of an enterprise Group discussion Role play

- Pictures - Videos - Sustain environment

manual and procedures

Content Learning

activities

Resources


Respect of environmental laws, standards and regulations

111 | P a g e





Checklist Score

Yes No

Observation

Learning Outcome 5.3: Describe climate change adaptation and mitigation measures.

Rain water harvesting

Soil erosion control

Afforestation and reforestation

Alternative energy use

Greening and beautification

Impact of climate change

Group discussion / Brainstorming

Group work Research Field visit Role play

- Pictures - Videos

Content Learning

activities

Resources


Proper application of best practice to keep the environment clean (waste management and pollution control)

112 | P a g e





Checklist Score

Yes No

Observation


Accurate application of climate change adaptation and mitigating measures

113 | P a g e



1. A director of a computer lab enterprise would like to protect lab users and is coming to you with pictures of his computer lab, which show various safety and health related problems. Identify the relevant problems that are portrayed by the shown pictures.

2. Write a one page set of general instructions related to health (at least 10 instructions), safety (at least 3) and security (at least 2) in a computer lab.

Drawing, pictures or video of a computer lab showing at least 4 safety and health related problems.

Paper

Pen

Assesment Criterion 1: Identification of the safety hazards from the picture (≥3)

Checklist Score

Yes No

Indicator: Problem 1 identified, Problem 2 identified, Problem 3 identified, Problem 4 identified, etc.

Observation

Assesment Criterion 2: Health precautions (≥3)

Checklist Score

Yes No

Indicator: Example of health related instructions (other possible answers should be considered by the examiner)

Don’t smoke in the lab

Maintain cleanliness in the room

be adjustable so the user can sit with eye level on top of the screen

Users should take regular breaks

Maintain a conducive environment (temperature between 18 and 24

degrees Celsius, with humidity between 40% and 60%, oxygen, light, calm) in the room

Protect users from eye damage (don’t stare directly at the beam of a projector)

Provide comfortable furniture for the users: height of the chair should

Observation

114 | P a g e

Assesment Criterion 3: Safety precautions (≥7)

Checklist Score

Yes No

Indicator: Example of safety related instructions (other possible answers should be considered by the examiner)

Keep emergency exit clear

Keep carbon dioxide fire extinguishers near any ICT equipment

Maintain adequate ventilation as fluids used for cleaning and in some

reprographic processes are flammable

Eat and drink carefully, be aware of accidental damage caused by spilt liquid

Cover and secure power cables

Replace damaged plugs

Check regularly plugs, leads and other electrical equipment.

Avoid cluttered cables

Avoid water flooding

Protect the equipment from dust

Insure the equipment

Use mouse pads

Protect computers by UPS

Observation

Assesment Criterion 4: Security precaution (≥1)

Checklist Score

Yes No

Indicator: Example of security related instructions (other possible answers should be considered by the examiner)

Use of antivirus

Protection of sensitive content

Observation

115 | P a g e


TUBEHONEZA Construction Company has contracted to build a 14m x 15m home house in Gasabo district within five months. The study showed that the house will be near the road and 50 workers, female and male, will be involved. Workers will take lunch on construction site. As one of employees, on one page maximum, you are asked to advise the site manager as well as your colleagues on health, safety and security practices so that the work can be accomplished as agreed. You have 40 minutes maximum. For each piece of advice, give precise examples

Papers and pens

Assesment Criterion 1: Security precautions

Checklist Score

Yes No

Indicator: Establish and communicate rules on the workplace

Indicator: Provide protective equipment

Indicator: Store equipment, tools and material

Indicator: Fence the site

Indicator: Use protective equipment

Observation

116 | P a g e

Assesment Criterion 2: Safety precautions

Checklist Score

Yes No

Indicator: Identify Hazards

Indicator: Address unsafe situations

Observation

Assesment Criterion 3: Health precautions

Checklist Score

Yes No

Indicator: Provide clean water

Indicator: Have good diet

Indicator: Use clean water

Indicator: Provide waste disposal

Indicator: Use toilet

Indicator: Sensitize to HIV/AIDS prevention

Observation

117 | P a g e

Assesment Criterion 4: Precision

Checklist Score =3/3

Yes No

Indicator: Relevant examples of security precautions

Indicator: Relevant examples of safety precautions

Indicator: Relevant examples of health precautions

Observation

Reference books: 1. Work Readiness Training Programme-Trainer’s Manual, Akazi Kanoze-Youth Livelihoods Project. 2. Work Readiness Training Programme-Participant’s Manual, Akazi Kanoze-Youth Livelihoods Project. 3. HARE: Prevention of HIV and AIDS in Rwanda through education, Irish Aid and VSO.

118 | P a g e

C C M E N 3 0 1 - PRE-INTERMEDIATE WORKPLACE ENGLISH

CCMEN301 Communicate simply using English in familiar situations


Credits: 3 30

Sector: ALL

Sub-sector: ALL


Purpose statement

This core module describes the skills, knowledge and attitudes to be acquired for the trainee’s. The

trainee will be able to Give accounts of social events attended, Describe social events attended, Justify

social activities engaged in, Talk about professional experiences and ambitions, Discuss and express of

one’s ideas and opinions, Write short compositions on familiar topics, Write different kinds of sentences

and paragraphs, use punctuation marks, Identify different types of compositions, Develop any topic of

interest into a composition, Extract specific information from a reading text, Differentiate between the

main ideas/points and the supporting details, Identify kinds of social letters, Identification of elements

of social letters, Provide appropriate reply to social letters, Capture and report the mains points of a

trade-related relatively slow speech/recording, Separate of the main points from supporting

details/commentary, Express his own opinions/views on the speech/recording listened to, Answer

specific questions on a trade-related audio materials, The sentence structure, Procedures of deep

reading: silent, loud, and close reading, Discuss

119 | P a g e


Not Applicable







1. Talk about familiar events and activities

1.1. Description of social events such as weddings, funerals, social gatherings, religious ceremonies, travels

1.2. Accurate accounts of social events and ceremonies attended

1.3. Justification of social activities engaged in (why do you go to church? Why do you attend weddings, etc.)?

1.4. Talking about professional experiences and ambitions

2. Write short compositions on familiar topics

2.1. Convenient development of any topic of interest into a composition

2.2. Correct identification of parts of a composition (Introduction, the body and conclusion)

2.3. Correct Identification of types of a composition (essays, short stories, letters, emails)

2.4. Correct use of the building blocks of sentences and paragraphs

2.5. Effective use of punctuation marks

3. Read and interpret messages from simple texts and social letter

3.1. Extraction of specific information from the text read 3.2. Identification of the most important ideas in the text 3.3. Effective identification of the lessons conveyed by the

text 3.4. Identification of the main elements of social letters 3.5. Provision of an appropriate reply to social letters

4. React to common trade-related oral English

4.1. Capturing and reporting of the main points from a trade-related relatively slow speech/recording

4.2. Expression of own opinions/views on the recording listened to

4.3. Discussion of ideas and opinions raised in simple trade-related recordings/speeches

4.4. Answering specific questions on a trade-related audio material

120 | P a g e

LU 1: Talk about familiar events and activities

1

Learning Outcomes:

1. Describe social events 2. Give account of social events and ceremonies attended 3. Justify social activities engaged in 4. Talk about professional experiences and ambitions

10 Hours

Learning Outcome 1.1: Describe social events

Description of social events (weddings, parties, birthdays, funerals, graduation ceremonies) using descriptive words:

Adjectives

Adverbs

Verbs

Gerunds

Colours

Shapes

Weather

o Brainstorming on potential social events

o Presentation on description of events

o Role plays on description of events

o Documentary research

- White Board - Chalkboard - Flipchart - Pen - Paper - Markers - Reference books - Trainee manual - Lesson plan - Scenarios


Content Learning

activities

Resources


Describe social events

121 | P a g e




Oral

Performance

Discussions

Presentations

Task: Describe social events using

descriptive words

Checklist Score

Yes No

Use of descriptive words

Observation

Learning Outcome 1.2: Give account of social events and ceremonies attended

Describing events in place and time

Asking and Telling (Reading the clock, Asking and)

Giving Accounts of social events according to

when they happen

where they take place

who is involved in them

how they happen

how long they last

Enquiring about social events using question words

Who?

When?

Where?

What?

How?

Why?

o Story telling o Presentation o Role plays o Group discussions o Brainstorming

- White Board - Chalkboard - Flipchart - Pen - Paper - Markers - Reference books - Trainee manual - Lesson plan - Scenarios

Content Learning

activities

Resources

122 | P a g e





Oral

Performance

Discussions

Presentations

Task: Use question words to enquire about social events your friends attended.

Checklist Score

Yes No

Use of question words

Question formulation

Observation

Learning Outcome 1.3: Justify social activities engaged in

Using conjunctions to justify social activities by expressing their

Reason

Result

Purpose

o Story telling o Presentation o Brainstorming o Group discussions

- White Board - Chalkboard - Flipchart - Pen - Paper - Markers - Reference books - Trainee manual - Lesson plan

Content Learning

activities

Resources


Give account of social events and ceremonies attended

123 | P a g e





Oral

Performance

Discussions

Presentations

Task: Why did you take part in the social

activity you attended?

Checklist Score

Yes No

Use of conjunctions

Sentence structure

Observation

Learning Outcome 1.4: Talk about professional experiences and ambitions

Talking about professional experiences

The use of past tenses

The use of perfect tenses

Talking about professional ambitions

The use of future tenses

Introduction to sentence structure

Simple sentences

o Presentations o Discussions o Role plays o Dialogues o Practical exercises

- Reference books - Scenarios - Flip chart - Marker - Paper - Pen - Notebooks - Audiovisual material - Lesson plan - Trainee manual

Content Learning

activities

Resources


Justify social activities engaged in

124 | P a g e

Compound sentences

Complex sentences





Oral

Performance

Discussions

Presentations

Task: Using appropriate tenses, talk about your future career ambitions.

Checklist Score

Yes No

Sentence structure

Tense use

Observation


Talk about professional experiences and ambitions

125 | P a g e

LU 2: Write short compositions on familiar topics

2

Learning Outcomes:

1. Use the building blocks of sentences and paragraphs 2. Use punctuation marks 3. Identify types of compositions 4. Develop any topic of interest into a composition

5 Hours

Learning Outcome 2.1: Use the building blocks of sentences and paragraphs

Types of sentence:

A simple sentence

A compound sentence

A complex sentence

A compound-complex sentence

The building blocks of a simple sentence /clause

Subject

Predicate:

Verb

Object

Complement/ Predicative noun/adjective

Adverbial/prepositional phrases

Types of paragraph:

A descriptive paragraph

A narrative paragraph

An expository paragraph

A persuasive paragraph

The building blocks of a paragraph

Topic sentence

o Presentation o Group Discussions o Brainstorming o Practical exercises

- Reference books - Flip chart - Marker - Paper - Pen - Lesson plan - Trainee manual - Notebooks

Content Learning

activities

Resources

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Supporting sentences

Concluding sentence





Written

Performance

Matching

Multiple choice

Discussions

Yes or no questions

Task: After identifying the different types of sentences, write a sample sentence for each type.

Checklist Score

Yes No

Building blocks of a sentence

Sentence types

Observation


Use the building blocks of sentences and paragraphs

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Learning Outcome 2.2: Use punctuation marks

Identification and use of different punctuation marks:

Full stop/period

Comma

Question mark

Exclamation mark

Colon

Semicolon

Quotation/Speech marks

Apostrophe

Hyphen

Dash

Round brackets/parentheses

Square brackets

Curly brackets

Ellipsis

Slash

Dot

o Brainstorming o Documentary research o Practical exercises






Written Performance

Sentence completion

Yes or no questions

Multiple choice

Task: Punctuate correctly the sentences given to you by your teacher.

Content Learning

activities

Resources


Use punctuation marks

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Checklist Score

Yes No

Use of Punctuations marks

Observation

Learning Outcome 2.3: Identify types of compositions

Different types of composition

Essay

Letter

Short Story/Narrative

Email

Review

Article

Report

o Documentary research o Presentation o Brainstorming





Content Learning

activities

Resources


Identify types of compositions

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Oral

Written

Performance

Discussions

Rearranging parts of a composition

Yes or no questions

Matching

Presentations

Task: Distinguish between a report and a letter.

Checklist Score

Yes No

Types of compositions

Observation

Learning Outcome 2.4: Develop any topic of interest into a composition

Identification of Parts of a composition

Introduction

Body

Conclusion

Contents of each part of a composition

Introduction

Topic background

Thesis statement

Body

Thesis development

Thesis support

Conclusion

Thesis Restatement

Conclusions drawings

Solution/encouragement

o Brainstorming o Presentations o Documentary research o Practical exercise

- White Board - Chalkboard - Flipchart - Pen - Notebook - Paper - Markers - Reference books - Trainee manual - Lesson plan

Content Learning

activities

Resources

130 | P a g e





Written

Performance

Composition writing

Task: Write a short composition on a topic of your choice you have discussed with your teacher.

Checklist Score

Yes No

Parts of a composition

Content

Observation


Develop any topic of interest into a composition

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LU 3: Read and interpret messages from simple texts and social letters

3

Learning Outcomes:

1. Extract specific information from the text read 2. Identify the most important ideas in the text 3. Identify the lessons conveyed by the text 4. Identify the main elements of social letters 5. Provide an appropriate reply to social letters

5 Hours

Learning Outcome 3.1: Extract specific information from the text read

Brief introduction to

Deep reading

Application of deep reading according to procedures:

Silent procedure

Loud procedure

Close procedure

o Practical reading exercises o Modeling deep reading o Group work o Presentations on read texts

- White Board - Chalkboard - Flipchart - Pen - Paper - Pencil/highlighter - Markers - Reading texts - Reference books - Trainee manual - Lesson plan




Content Learning

activities

Resources


Extract specific information from the text read

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Oral

Written

Performance

Multiple choice

Discussions

Matching

True or false

Yes or no questions

Task: Use deep reading to answer comprehension questions on the text given by the teacher

Checklist Score

Yes No

Text comprehension

Answering comprehension questions

Observation

Learning Outcome 3.2: Identify the most important ideas in the text

Distinction of the most important ideas from the detailed information of the text

Main ideas

Supporting ideas

Detailed information

Examples/illustrations of ideas

o Practical exercise o Modeling o Group work o Presentations o Peer Feedback



Content Learning

activities

Resources


Identify the most important ideas in the text

133 | P a g e




Oral

Written

Performance

Discussions

Presentations

Multiple Choice

Task: Give the main idea of the text you have just read.

Checklist Score

Yes No

Distinction of main ideas from details

Observation

Learning Outcome 3.3: Identify the lessons conveyed by the text

Text purposes

Advising

Warning

Instructing

Informing

o Presentation o Group Discussions o Brainstorming o Practical exercises



Content Learning

activities

Resources


Identify the lessons conveyed by the text

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Written

Performance

Discussions

Presentations

Multiple Choice

Task: What is the purpose of the text you have just read?

Checklist Score

Yes No

Understanding of the text’s purpose

Observation

Learning Outcome 3.4: Identify the main elements of social letters

Kinds of letter

Social letters

Business letters

The main elements of a letter

The heading

The greeting

The body

The closing

The signature

Types of social letters

Friendly/informal letter

Invitation note

Apology letter

Thank you letter

Condolences /Sympathy letter

Acceptance letter

o Brainstorming o Documentary research o Group discussion o Presentation o Writing activities

- White Board - Chalkboard - Flipchart - Pen - Paper - Markers - Reading texts - Reference books - Trainee manual - Lesson plan - Projector - Computer - Drawings - Sample letters

Content Learning

activities

Resources

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Regret letter





Written

Performance

True or false

Matching

Rearranging letter parts

Task: What are the main elements of a social letter?

Checklist Score

Yes No

Elements of a social letter

Observation

Learning Outcome 3.5: Provide an appropriate reply to social letters

Possible replies according to types of social letters

Positive reply

Negative reply

o Brainstorming o Practical exercises o Group work o Presentation o Role play

- Scenarios - Projector - Computer - Flipchart - Marker - White/chalkboard

Content Learning

activities

Resources


Identify the main elements of social letter

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- Stationeries - Trainee manual - Lesson plan

137 | P a g e





• Oral • Written • Performance

Social letter writing

Task: Reply to a social letter given to you by the teacher?

Checklist Score

Yes No

Elements of a social letter

Word choice

Types of social letters

Observation


Provide an appropriate reply to social letters

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LU 4: Write short compositions on familiar topics

4

Learning Outcomes:

1. Capture and report the main points from a trade-related relatively slow speech/ recording

2. Express own opinions/views on the recording listened to 3. Discuss ideas and opinions raised in simple trade-related

recordings/speeches 4. Answer specific questions on a trade-related audio material 10 Hours

Learning Outcome 4.1: Capture and report the main points from a trade-related relatively

slow speech/ recording

Definition of speech

Kinds of speech according to purpose

Speech that informs

Speech that persuades

Speech that entertains

Components of a speech

The introduction

The main points or Body

The conclusion

Transitions

Use of active listening to separate

the main points

supporting details/ commentary

Reporting of the main points of a speech / recording

o Brainstorming o Presentation o Role play o Documentary research o Group discussion o Practical exercise

- Audiovisual materials - White Board - Chalkboard - Flipchart - Pen - Paper - Markers - Reference books - Trainee manual - Lesson plan - Projector - Computer - Radio recorder

Content Learning

activities

Resources

139 | P a g e





Oral

Written

Performance

Discussions

Presentations

Note taking

Task: List the main points discussed by the speaker in the recording played to you by the teacher.

Checklist Score

Yes No

Identification of main points

Reporting of information

Observation

Learning Outcome 4.2: Express own opinions/views on the recording listened to

Expressing ones’ own views using a variety of expressions

In my opinion…

In my view…

Personally, …

To be honest …

To tell the truth …

According to …

As far as I’m concerned/ …. is concerned…

o Presentation o Discussion o Debate o Brainstorming o Rehearsal /practice

- Audiovisual materials

- White Board - Chalkboard - Flipchart - Pen - Paper - Markers - Reference books - Trainee manual

Content Learning

activities

Resources


Capture and report the main points from a trade-related relatively slow

speech/recording

140 | P a g e

From my point of view…

I agree/ disagree

I think that…

I would like to …

- Lesson plan - Projector - Computer - Radio recorder





Oral

Written

Performance

Discussions

Presentations

Task: Using expression studied in class, give reasons why you agree or disagree with the speaker in the recording listened to.

Checklist Score

Yes No

Use of appropriate expressions

Clarity of views/opinions

Observation


Express own opinions/views on the recording listened to

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Learning Outcome 4.3: Discuss ideas and opinions raised in simple trade-related

recordings/speeches

The sides/positions of a discussion

Supporting an idea

Refuting/rebutting an idea

Using linkers/connectors to defend one’s side

First of all

Last but not least

On the one hand, on the other hand

On the contrary

While, whereas

Apart from

For instance/ for example

Finally

As a result

In addition to …

o Presentation o Discussion o Debate o Rehearsal /practice o Brainstorming

- Audiovisual materials - White Board - Chalkboard - Flipchart - Pen - Paper - Markers - Reference books - Trainee manual - Radio recorder - Computer - Projector





Oral

Written

Performance

Discussions

Presentations

Writing practice

Task: Using linkers and connectors, support at least one idea you heard in the recording.

Content Learning

activities

Resources


Discuss ideas and opinions raised in simple trade-related recordings/speeches

142 | P a g e

Checklist Score

Yes No

Use of linkers and connectors

Observation

Learning Outcome 4.4: Answer specific questions on a trade-related audio material

The sides/positions of a discussion

Supporting an idea

Refuting/rebutting an idea

Using linkers/connectors to defend one’s side

First of all

Last but not least

On the one hand, on the other hand

On the contrary

While, whereas

Apart from

For instance/ for example

Finally

As a result

In addition to …

o Presentation o Discussion o Debate o Rehearsal /practice o Brainstorming

- Audiovisual materials - White Board - Chalkboard - Flipchart - Pen - Paper - Markers - Reference books - Trainee manual - Radio recorder - Computer - Projector




Content Learning

activities

Resources


Answer specific questions on a trade-related audio material

143 | P a g e


Oral

Written

Performance

Multiple choice

True or false

Matching

Yes or no questions

Task: Answer the comprehension

questions on the recording played

to you by the teacher

Checklist Score

Yes No

Understanding of audio questions

Identification of main points

Answering questions

Observation

Reference books:

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C C M K N 3 0 1 - IKINYARWANDA KIBONEYE

CCMKN301 Gukoresha Ikinyarwanda Kiboneye

Ikiciro: 3 Amasaha ateganijwe

Credits: 3 30

Ishami: Yose

Agashami: Twose

Igihe yateguriwe: Ukuboza, 2016

Intego nyamukuru

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

Gukoresha ikinyarwanda kiboneye mu kumva, kuvuga, gusoma no kwandika, mu bikorwa bijyanye n’umwuga we.

Gukoresha ubuvanganzo gakondo mu gushyikirana n’abandi abagezaho ibitekerezo bye kandi agaragaza uko yakira ibyabo.

Kugaragaza imyumvire n’imyifatire ikwiye agenda avoma mu myandiko inyuranye.

Gutandukanya ingeri zinyuranye z’ubuvanganzo nyarwanda.

Guhanga no kumurika imyandiko mu rurimi rw’Ikinyarwanda afatiye ku ngeri zinyuranye z’imyandiko.

Gusobanura inshoza y’ubuke, ubumwe n’ ubwinshi.

Gusobanura inshoza ya ntera, kugaragaza amategeko y’igenamajwi no kumurika ibicumbi bya ntera.

Kwandika yubahiriza ikata n’itakara ry’inyajwi mu myandikire y’Ikinyarwanda.

145 | P a g e

Ubushobozi fatizo

Ubushobozi mu Kinyarwanda k’ibanze

Ingingo n’ibipimo by’ubushobozi

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

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

zagezweho.

Ingingo z’Ubushobozi Ibipimo by’Ubushobozi

1. Gukoresha neza ubuvanganzo gakondo ashyikirana n’abandi.

1.1 Gukoresha Ikinyarwanda k’ibanze, uwiga agaragaza ko yumva ubuvanganzo gakondo abinyujije mu ngiro zinyuranye.

1.2 Gusubiza mu mvugo iboneye ibibazo ku buvanganzo gakondo.

1.3 Gusoma neza umwandiko w’ubuvanganzo gakondo yubahiriza utwatuzo n’isesekaza.

1.4 Guhina insigamigani n’ igitekerezo cyo muri rubanda akurikiranya neza ingingo.

1.5 Gutarama akoresheje ubuvanganzo bwizwe.

2. Gukoresha Ikinyarwanda k’ibanze agaragaza ibyiza by’uburinganire n’ubwuzuzanye, itandukaniro ry’amazina bwite n’amazina rusange n’imiterere y’isanisha ryo mu bisekuru.

2.1. Gukoresha Ikinyarwanda k’ibanze, uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko y’uburinganire n’ubwuzuzanye abinyujije mu ngiro zinyuranye.

2.2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko. 2.3. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza. 2.4. Guhina no guhimba umwandiko akurikiranya neza ingingo. 2.5. Kumurika ingero zifatika zihamya n’izibangamira

uburinganire n’ubwuzuzanye mu muryango nyarwanda. 2.6. Gutandukanya izina bwite n’izina rusange no gukora

isanisha riboneye ryo mu bisekuru.

3. Gukoresha Ikinyarwanda k’ibanze agaragaza ibyiza by’uburenganzira bw’umwana no gutandukanya inshoza z’ubuke, ubumwe n’ubwinshi.

3.1. Gukoresha Ikinyarwanda k’ibanze, uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko y’ uburenganzira bw’umwana abinyujije mu ngiro zitandukanye.

3.2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko. 3.3. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza. 3.4. Guhina no guhimba umwandiko akurikiranya neza ingingo. 3.5. Kumurika ingero zifatika zihamya n’izibangamira

uburenganzira bw’umwana mu muryango nyarwanda. 3.6. Gutandukanya inshoza z’ubuke, ubumwe n’ubwinshi.

4. Gukoresha Ikinyarwanda k’ibanze agaragaza uburyo bunyuranye bwo kurwanya

4.1. Gukoresha Ikinyarwanda k’ibanze, uwiga agaragaza ko yumva mu ngiro zinyuranye umwandiko ku nsanganyamatsiko yerekeye kurwanya indwara.

4.2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.

146 | P a g e

indwara no gusobanura intêgo ya ntera.

4.3. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza. 4.4. Guhimba no kumurika umwandiko akurikiranya neza

ingingo. 4.5. Gutandukanya indwara zandura n’indwara zitandura. 4.6. Kugaragaza uturemajambo n’amategeko y’igenamajwi muri

ntera.

5. Gukoresha Ikinyarwanda k’ibanze agaragaza imyifatire ikwiye ku bijyanye n’ubuzima bw’imyororokere no kwandika yubahiriza imyandikire y’Ikinyarwanda.

5.1. Gukoresha Ikinyarwanda k’ibanze, uwiga agaragaza ko yumva ikinamico ku nsanganyamatsiko yerekeye ubuzima bw’imyororokere mu ngiro zinyuranye.

5.2. Gusubiza neza ibibazo mu mvugo iboneye ku ikinamico. 5.3. Gusoma neza ikinamico yubahiriza uturango. 5.4. Guhimba no gukina ikinamico ahuza imvugo n’ingiro. 5.5. Gukoresha neza amagambo yabugenewe avuga ikigero

k’imyaka y’ubukure. 5.6. Gukoresha neza ikata n’itakara ry’inyajwi mu myandikire

y’Ikinyarwanda.

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LU 1: Gukoresha neza ubuvanganzo gakondo ashyikirana n’abandi

1

Umusaruro w’inyigisho:

1. Gukoresha Ikinyarwanda k’ibanze uwiga agaragaza ko yumva ubuvanganzo gakondo abinyujije mu ngiro zitandukanye.

2. Gusubiza mu mvugo iboneye ibibazo ku buvanganzo gakondo. 3. Gusoma umwandiko w’ubuvanganzo gakondo yubahiriza utwatuzo

n’isesekaza. 4. Guhina insigamigani n’ igitekerezo cyo muri rubanda akurikiranya

neza ingingo. 5. Gutarama akoresheje ubuvanganzo bwizwe.

Amasaha 6

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

ubuvanganzo gakondo abinyujije mu ngiro zitandukanye.

Ubuvanganzo gakondo: Insigamigani Ibimenyetso by’utega

amatwi atarogoya abandi;

Insanganyamatsiko; Inyunguramagambo; Ingingo z’umuco

n’amateka; Inshamake y’insigamini; Inshoza n’uturango

by’insigamigani; Isomo ry’ingenzi; Isesekaza n’utwatuzo.

Igitekerezo cyo muri rubanda Insanganyamatsiko; Inyunguramagambo; Ingingo z’umuco ; Inshoza n’uturango

by’igitekerezo; Isomo ry’ingenzi ; Ihinamwandiko; Igitaramo.

o Gutega amatwi Insigamigani. o Gusoma Insigamigani bucece. o Gusoma Insigamigani mu

matsinda. o Gusoma Insigamigani

aranguruye. o Gusubiza ibibazo byo kumva

Insigamigani : o Gusobanura amagambo

akomeye. o Guhuza ibivugwa mu

nsigamigani n’indangagaciro. o Gukoresha Ikinyarwanda

k’ibanze agaragaza insanganyamatsiko z’ingenzi.

o Gusobanura ingingo z’umuco n’amateka.

o Gusobanura inshoza n’uturango by’Insigamigani.

o Guhina Insigamigani. o Gutahura isomo ry’ingenzi. Igitekerezo cyo muri rubanda o Gusoma igitekerezo bucece.

˗ Ibitabo by’ubuvanganzo gakondo (insigamigani n’ibitekerezo byo muri rubanda) ;

˗ Sede (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi ; ˗ Inkoranyamagambo.

Ibyigwa Ibikorwa by’uwiga

activities

Imfashanyigisho

148 | P a g e

o Gusoma igitekerezo mu matsinda.

o Gusoma igitekerezo aranguruye.

o Gusubiza ibibazo byo kumva igitekerezo.

o Gusobanura amagambo akomeye.

o Guhuza ibivugwa mu gitekerezo n’indangagaciro na za kirazira.

o Kugaragaza insanganyamatsiko z’ingenzi.

o Gusobanura ingingo z’umuco n’amateka bikubiye mu gitekerezo.

o Gusobanura inshoza n’uturango by’ igitekerezo.

o Gutahura insanganyamatsiko zikubiye mu gitekerezo.

o Gutahura ingeso mbi zumvikana mu gitekerezo.

o Gusobanura inshoza n’uturango by’igitekerezo cyo muri rubanda.

o Gutandukanya insigamigani n’igitekerezo cyo muri rubanda.

o Gutarama.

Isuzuma Mbonezanyigisho 1.1

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

Gihamya Isuzuma

Amajwi n’amashusho by’uwiga ateze amatwi (Insigamigani/Igitekerezo cyo muri rubanda)

Ubushobozi busuzumwa

Uwiga yakoresheje neza Ikinyarwanda k’ibanze agaragaza ko yumva

ubuvanganzo gakondo abinyujije mu ngiro zitandukanye.

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Urutonde rw’ibisuzumwa Arabishoboye

Yego Oya

Ibimenyetso by’uteze amatwi atarogoya

Umwanzuro

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

Reba Umusaruro w’inyigisho 1.1





Gihamya Isuzuma

Amajwi n’amashusho y’ibisubizo byo kumva umwandiko


activities

Imfashanyigisho


Yashubije mu mvugo iboneye ibibazo ku buvanganzo gakondo.

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Yego Oya

Insanganyamatsiko;

Inyunguramagambo;

Ingingo z’umuco n’amateka;

Isomo ry’ingenzi;

Umwanzuro

Umusaruro w’inyigisho 1.3: Gusoma umwandiko w’ubuvanganzo gakondo yubahiriza

utwatuzo n’isesekaza.






Gihamya Isuzuma

Amajwi n’amashusho y’isomwa ry’umwandiko


activities

Imfashanyigisho


Yasomye neza umwandiko w’ubuvanganzo gakondo yubahiriza utwatuzo

n’isesekaza.

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Yego Oya

Isesekaza n’utwatuzo

Umwanzuro

Umusaruro w’inyigisho 1.4: Guhina insigamigani n’ igitekerezo cyo muri rubanda akurikiranya

neza ingingo.






Gihamya Isuzuma

Inshamake n’umwandiko by’uwiga


Yego Oya

Ihinamwandiko;

Inshamake.

Umwanzuro


activities

Imfashanyigisho


Yahinnye anahimba umwandiko w’ubuvanganzo gakondo akurikiranya neza

ingingo.

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Umusaruro w’inyigisho 1.5: Gutarama akoresheje ubuvanganzo bwizwe.






Gihamya Isuzuma

Amajwi n’amashusho ku gitaramo


Yego Oya

Igitaramo ku buvanganzo gakondo

Umwanzuro


activities

Imfashanyigisho


Yataramye akoresheje ubuvanganzo bwizwe.

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LU 2: Gukoresha Ikinyarwanda k’ibanze agaragaza ibyiza by’uburinganire n’ubwuzuzanye, itandukaniro ry’amazina bwite n’amazina rusange n’imiterere y’isanisha ryo mu bisekuru

2


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

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

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

Amasaha 6

Umusaruro w’inyigisho 2.1: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva

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

ngiro zinyuranye.

Umwandiko ku nsanganyamatsiko y’uburinganire n’ubwuzuzanye;

Ibimenyetso by’uteze amatwi atarogoya abandi.

Inyunguramagambo; Insanganyamatsiko y’umwandiko; Ingingo z’umuco n’amateka; Indangagaciro z’imibereho

n’imibanire myiza y’Abanyarwanda;

Ihinamwandiko ku nsanganyamatsiko y’uburinganire n’ubwuzuzanye;

Ihangamwandiko ku nsanganyamatsiko y’uburinganire n’ubwuzuzanye;

Imurikamwandiko;

o Gutega amatwi. o Kutarogoya ufite ijambo nta

mpamvu. o Gusubiza ibibazo byo kumva

umwandiko n’inyunguramagambo.

o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.

o Gukoresha Ikinyarwanda k’ibanze agaragaza indangagaciro z’uburinganire n’ubwuzuzanye.

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

isesekaza. o Gukusanyiriza mu matsinda

ibitekerezo ku kamaro

˗ Ibitabo bikubiyemo imyandiko yerekeye uburinganire n’ubwuzuzanye ; ibitabo by’ikibonezamvugo;

˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.


activities

Imfashanyigisho

154 | P a g e

Isesekaza n’utwatuzo.

Amazina bwite n’amazina

rusange; Uturango tw’amazina bwite

n’amazina rusange; Isanisha ryo mu bisekuru.

k’uburinganire n’ubwuzuzanye.

o Gukora inshamake y’umwandiko.

o Kujya impaka ku ngaruka zo kutubahiriza uburinganire n’ubwuzuzanye n’ingamba zafatwa mu kwimakaza iryo hame.

o Gutahura amazina bwite n’amazina rusange mu nteruro.

o Gusanisha mu mazina y’ibisekuru.

o Gutandukanya amazina bwite n’amazina rusange mu nteruro.



Gihamya Isuzuma

Amajwi n’amashusho y’uwiga ateze amatwi umwandiko atarogoya


Yego Oya

Umwandiko ku nsanganyamatsiko y’uburinganire n’ubwuzuzanye;

Ibimenyetso by’uteze amatwi atarogoye;

Umwanzuro


Uwiga yakoresheje Ikinyarwanda k’ibanze agaragaza ko yumva umwandiko ku

nsanganyamatsiko y’uburinganire n’ubwuzuzanye abinyujije mu ngiro

zitandukanye.

155 | P a g e

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






Gihamya Isuzuma

Amajwi n’amashusho ku bibazo byo kumva umwandiko


Yego Oya

Inyunguramagambo;

Insanganyamatsiko y’umwandiko;

Ingingo z’umuco;

Indangagaciro z’imibereho n’imibanire myiza y’abanyarwanda;

Umwanzuro

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





activities

Imfashanyigisho


activities

Imfashanyigisho


Yashubije neza ibibazo mu mvugo iboneye ku mwandiko.

156 | P a g e



Gihamya Isuzuma

Amajwi n’amashusho ry’isomwa ry’umwandiko


Yego Oya


Umwanzuro

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







activities

Imfashanyigisho


Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza.


Yahinnye anahimba umwandiko akurikiranya neza ingingo.

157 | P a g e

Gihamya Isuzuma

Inshamake y’umwandiko

Umwandiko w’uwiga


Yego Oya

Ihinamwandiko ku nsanganyamatsiko y’uburinganire n’ubwuzuzanye;

Umwanzuro

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

iterambere ry’umwuga.






Gihamya Isuzuma

Inyandiko, amajwi n’amashusho by’imurikamwandiko


Yego Oya

Imurika ku nsanganyamatsiko y’uburinganire n’ubwuzuzanye;

Umwanzuro


activities

Imfashanyigisho


Yamuritse ingero zihamya n’izibangamira uburinganire n’ubwuzuzanye mu

muryango.

158 | P a g e

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






Gihamya Isuzuma

Ibisubizo by’imyitozo ku mazina bwite/rusange


Yego Oya

Amazina bwite n’amazina rusange;

Umwanzuro


activities

Imfashanyigisho


Yatandukanyije izina bwite n’izina rusange anakora isanisha ryo mu bisekuru.

159 | P a g e

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

3


1. Gukoresha Ikinyarwanda k’ibanze, uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko y’ uburenganzira bw’umwana abinyujije mu ngiro zitandukanye.

2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko. 3. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza. 4. Guhina no guhimba umwandiko akurikiranya ingingo. 5. Kumurika ingero zifatika zihamya n’izibangamira uburenganzira

bw’umwana mu muryango. 6. Gutandukanya inshoza z’ubuke, ubumwe n’ubwinshi.

Amasaha 6

Umusaruro w’inyigisho 3.1: Gukoresha Ikinyarwanda k’ibanze, uwiga agaragaza ko yumva

umwandiko ku nsanganyamatsiko y’ uburenganzira bw’umwana abinyujije mu ngiro

zitandukanye.

Umwandiko ku nsanganyamatsiko y’uburenganzira bw’umwana;

Ibimenyetso by’uteze amatwi atarogoya.

Inyunguramagambo; Insanganyamatsiko

y’umwandiko; Ingingo z’umuco

n’amateka; ingero zifatika

zihamya n’izibangamira uburenganzira bw’umwana mu muryango;

o Gutega amatwi. o Kutarogoya ufite ijambo nta

mpamvu. o Gusubiza ibibazo byo kumva

umwandiko n’inyunguramagambo. o Kuvumbura insanganyamatsiko

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

isesekaza. o Gukorera mu matsinda,

bungurana ibitekerezo ku kamaro k’uburenganzira bw’umwana.

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

kutubahiriza uburenganzira bw’umwana.

o Gusobanura inshoza y’ubuke, ubumwe n’ubwinshi.

˗ Igazeti ya Leta No. 23 yo ku wa 01 /12/2001


activities

Imfashanyigisho

160 | P a g e

Ihinamwandiko ku nsanganyamatsiko y’uburenganzira bw’umwana;

isesekaza n’utwatuzo; Ihangamwandiko ku

burenganzira bw’umwana

Inshoza y’ubuke, ubumwe n’ubwinshi.



Gihamya Isuzuma

Amashusho y’uteze amatwi atarogoya


Yego Oya

Umwandiko ku nsanganyamatsiko y’uburenganzira bw’umwana;

Ibimenyetso by’uteze amatwi atarogoya;

Umwanzuro

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





activities

Imfashanyigisho


Uwiga yakoresheje neza Ikinyarwanda k’ibanze agaragaza ko yumva umwandiko

ku nsanganyamatsiko y’uburenganzira bw’umwana abinyujije mu ngiro

zitandukanye.

161 | P a g e



Gihamya Isuzuma

Amajwi n’amashusho by’ibisubizo ku kumva umwandiko


Yego Oya

Inyunguramagambo;

Insanganyamatsiko y’umwandiko;

Ingingo z’umuco n’amateka by’uburenganzira bw’umwana;

Umwanzuro

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







activities

Imfashanyigisho





162 | P a g e

Gihamya Isuzuma

Amajwi n’amashusho y’usoma ry’umwandiko


Yego Oya


Umwanzuro

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






Gihamya Isuzuma

Ihinamwandiko

Ihangamwandiko


activities

Imfashanyigisho


Yahinnye anahimba umwandiko akurikiranya neza ingingo.

163 | P a g e


Yego Oya

Ihinamwandiko ku nsanganyamatsiko;

Ihangamwandiko ku burenganzira bw’umwana;

Umwanzuro

Umusaruro w’inyigisho 3.5: Kumurika ingero zifatika zihamya n’izibangamira uburenganzira

bw’umwana mu muryango.






Gihamya Isuzuma

Amajwi n’amafoto amurika ingero zifatika zihamya n’izibangamira uburenganzira bw’umwana mu muryango nyarwanda


activities

Imfashanyigisho


Yamuritse ingero zifatika zihamya n’izibangamira uburenganzira bw’umwana mu

muryango nyarwanda.

164 | P a g e


Yego Oya

Ingero zifatika zihamya n’izibangamira uburenganzira bw’umwana mu

muryango;

Umwanzuro

Umusaruro w’inyigisho 3.6: Gutandukanya inshoza z’ubuke, ubumwe n’ubwinshi.






Gihamya Isuzuma

Imyitozo ku buke, ubumwe n’ubwinshi


Yego Oya

Inshoza y’ubuke, ubumwe n’ubwinshi;

Umwanzuro


activities

Imfashanyigisho


Yatandukanyije ubuke, ubumwe n’ubwinshi.

165 | P a g e

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

4


1. Gukoresha Ikinyarwanda k’ibanze uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko yerekeye kurwanya indwara mu ngiro zitandukanye

2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko 3. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza 4. Guhimba no kumurika umwandiko akurikiranya neza ingingo 5. Gutandukanya indwara zandura n’indwara zitandura 6. Kugaragaza uturemajambo n’amategeko y’igenamajwi muri ntera

Amasaha 6

Umusaruro w’inyigisho 4.1: Gukoresha Ikinyarwanda k’ibanze uwiga agaragaza ko yumva

umwandiko ku nsanganyamatsiko yerekeye kurwanya indwara mu ngiro zitandukanye.

Umwandiko ku nsanganyamatsiko yerekeye kurwanya indwara;

Ibimenyetso cy’uteze amatwi atarogoya;

Inyunguramagambo; Insanganyamatsiko

y’umwandiko; Ibitera indwara

n’ibizirinda; Ihimbamwandiko; Ihinamwandiko; imurikamwandiko; isesekaza n’utwatuzo; Inshoza ya ntera,

uturango twa ntera n’ibicumbi bya ntera;

Uturemajambo twa ntera n’amategeko y’igenamajwi muri ntera;

Ibicumbi bya ntera.

o Gutega amatwi umwandiko ku nsanganyamatsiko yerekeye kurwanya indwara.

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

umwandiko n’inyunguramagambo. o Kuvumbura insanganyamatsiko

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

isesekaza. o Gukorera mu matsinda, bungurana

ibitekerezo kuri za gahunda zo kurwanya indwara.

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

gahunda zo kurwanya indwara. o Gusobanura Inshoza ya ntera

n’uturango twa ntera. o Kugaragaza intego no kurondora

ibicumbi bya ntera.

˗ MINEPRISEC, Izina na ntera, 1988;

˗ Igitabo gikubiyemo imyandiko;

˗ ku nsanganyamatsiko yerekeye kurwanya indwara.


activities

Imfashanyigisho

166 | P a g e

o Kugaragaza amategeko y’igenamajwi muri ntera.



Gihamya Isuzuma

Amajwi n’amashusho by’uwiga ateze amatwi atarogoya


Yego Oya

Umwandiko ku nsanganyamatsiko yerekeye kurwanya indwara;

Ibimenyetso cy’uteze amatwi atarogoya;

Umwanzuro

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





activities

Imfashanyigisho


Uwiga yakoresheje neza Ikinyarwanda k’ibanze agaragaza ko yumva umwandiko

ku nsanganyamatsiko yerekeye kurwanya indwara mu ngiro zitandukanye.

167 | P a g e



Gihamya Isuzuma

Amajwi n’amashusho ku bisubizo byo kumva umwandiko


Yego Oya

Inyunguramagambo

Insanganyamatsiko y’umwandiko

Umwanzuro

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







activities

Imfashanyigisho





168 | P a g e

Gihamya Isuzuma

Amajwi n’amashusho uwiga asoma umwandiko


Yego Oya


Umwanzuro

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






Gihamya Isuzuma

Amajwi, amashusho n’inyandiko ku Ihimbamwandiko,

Ihinamwandiko n’imurikamwandiko


activities

Imfashanyigisho


Yahimbye anamurika umwandiko akurikiranya neza ingingo.

169 | P a g e


Yego Oya

Ihimbamwandiko;

Ihinamwandiko;

Imurikamwandiko;

Umwanzuro

Umusaruro w’inyigisho 4.5: Gutandukanya indwara zandura n’indwara zitandura






Gihamya Isuzuma

Amashusho n’amajwi uwiga atandukanya indwara


Yego Oya

Indwara zandura n’izitandura;

Umwanzuro


activities

Imfashanyigisho


Yatandukanyije indwara zandura n’indwara zitandura.

170 | P a g e

Umusaruro w’inyigisho 4.6: Kugaragaza uturemajambo n’amategeko y’igenamajwi muri ntera






Gihamya Isuzuma

Ibisubizo ku mikoreshereze y’indangahantu


Yego Oya

Ibicumbi bya ntera;

Igenamajwi muri ntera;

Umwanzuro


activities

Imfashanyigisho


Yagaragaje uturemajambo n’amategeko y’igenamajwi muri ntera.

171 | P a g e

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

5


1. Gukoresha Ikinyarwanda k’ibanze, uwiga agaragaza ko yumva ikinamico ku nsanganyamatsiko yerekeye ubuzima bw’imyororokere mu ngiro zitandukanye.

2. Gusubiza ibibazo mu mvugo iboneye ku ikinamico. 3. Gusoma ikinamico yubahiriza uturango..

Amasaha 6

Umusaruro w’inyigisho 5.1: Gukoresha Ikinyarwanda k’ibanze, uwiga agaragaza ko yumva

ikinamico ku nsanganyamatsiko yerekeye ubuzima bw’imyororokere mu ngiro zitandukanye.

Ikinamico ku nsanganyamatsiko yerekeye ubuzima bw’imyororokere;

-bimenyetso by’uteze amatwi atarogoya;

Inyunguramagambo ku ngeri y’ikinamico;

Amagambo yabugenewe avuga ku myaka y’ubukure;

Isesekaza n’utwatuzo; Ingingo z’umuco

n’amateka; Udukino ku

nsanganyamatsiko y’ ubuzima bw’imyororokere.

Ikata ry’inyajwi zizoza

ibinyazina ngenera

o Gutega amatwi ikinamico ku nsanganyamatsiko yerekeye ubuzima bw’imyororokere.

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

ikinamico n’inyunguramagambo. o Kuvumbura insanganyamatsiko ivugwa mu

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

abakinankuru. o Gukorera mu matsinda, bungurana

ibitekerezo ku nsanganyamatsiko ivugwa mu ikinamico.

o Kujya impaka ku ngaruka z’imyitwarire idakwiye.

o Gukata ku buryo buboneye inyajwi zizoza ibinyazina ngenera, ibyungo “na” na “nka” n’indangahantu “ku”na ”mu” bikurikiwe n’ijambo ritangiwe n’inyajwi.

o Gutahura no gukosora amakosa yubahiriza ikata n’itakara ry’inyajwi.

˗ Ibitabo bikubiyemo imyandiko yerekeyeubuzima bw’imyorororkere;

˗ Ibitabo by’ikibonezamvugo ;

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

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


activities

Imfashanyigisho

172 | P a g e

n’ibyungo “na” na “nka”;

Inyajwi zisoza zidakatwa;

Inyajwi zitangira amazina; akurikira indangahantu “mu” na ”ku”.



Gihamya Isuzuma

Amajwi n’amashusho by’uwiga ateze amatwi atarogoya


Yego Oya

Ikinamico ku nsanganyamatsiko yerekeye k’ubutabazi bw’ibanze

Ibimenyetso by’uteze amatwi atarogoye

Umwanzuro

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





activities

Imfashanyigisho


Uwiga yakoresheje neza Ikinyarwanda k’ibanze agaragaza ko yumva ikinamico

ku nsanganyamatsiko yerekeye ubuzima bw’imyororokere mu ngiro

zitandukanye.

173 | P a g e



Gihamya Isuzuma

Amashusho n’amajwi ku bibazo byo kumva ikinamico


Yego Oya

Inyunguramagambo ku ngeri y’ikinamico;

Ingingo z’umuco n’amateka

Umwanzuro

Umusaruro w’inyigisho 5.3: Gusoma ikinamico yubahiriza uturango.







activities

Imfashanyigisho


Yashubije ibibazo mu mvugo iboneye ku ikinamico.


Yasomye ikinamico yubahiriza uturango twayo.

174 | P a g e

Gihamya Isuzuma

Amajwi n’amashusho by’uwiga asoma ikinamico


Yego Oya


Umwanzuro

Umusaruro w’inyigisho 5.4: Guhimba no gukina ikinamico akurikiranya neza ingingo.






Gihamya Isuzuma

Amajwi, amashusho n’inyandiko z’udukino


activities

Imfashanyigisho


Yahimbye anakina ikinamico ahuza imvugo n’ingiro.

175 | P a g e


Yego Oya

Udukino ku nsanganyamatsiko y’ ubuzima bw’imyororokere;

Umwanzuro

Umusaruro w’inyigisho 5.5: Gukoresha amagambo yabugenewe avuga kigero k’imyaka

y’ubukure.






Gihamya Isuzuma

Ibisubizo ku myitozo y’amagambo avuga ku myaka y’ubukure


Yego Oya

Amagambo yabugenewe avuga ku myaka y’ubukure;

Umwanzuro


activities

Imfashanyigisho


Yakoresheje amagambo yabugenewe avuga ikigero k’imyaka y’ubukure.

176 | P a g e

Umusaruro w’inyigisho 5.6: Gukoresha ikata n’itakara ry’inyajwi mu myandikire

y’Ikinyarwanda.






Gihamya Isuzuma

Ibisubizo ku myitozo ku ikata n’itakara ry’inyajwi mu myandikire


Yego Oya

Ikata ry’inyajwi zizoza ibinyazina ngenera n’ibyungo “na” na “nka”;

Inyajwi zisoza zidakatwa

Inyajwi zitangira amazina akurikira indangahantu “mu” na ”ku”.

Umwanzuro


activities

Imfashanyigisho


Yakoresheje neza ikata n’itakara ry’inyajwi mu myandikire y’Ikinyarwanda.

177 | 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.

178 | P a g e

C C M B C 3 0 1 - BUSINESS CREATION

CCMBC301 Create a business


Credits: 3 30

Sector: All

Sub-sector: All

Issue date: July, 2014

Purpose statement

This module describes the skills and knowledge required to start up and operate a business. At

the end of this module, the participants will be aware of the characteristics of an entrepreneur,

principles and tools behind socio-economic environment assessment. They can apply

techniques to recognize business opportunities. They can convert business opportunity into

business ideas, determine business requirements and produce a business idea proposal. They

are able to organize, follow and record day to day business operations. The participants

simulate a market after which they are familiar with the business operations. They can manage

relationship with different business stakeholders.

179 | P a g e

Learning assumed to be in place Communicate effectively at workplace







1. Describe entrepreneurial characteristics

1.1. Proper identification of personal entrepreneurial characteristics

1.2. Proper description of personal entrepreneurial characteristics

2. Assess business environment 2.1. Proper application of methods, principles and techniques in identification of problems related to economic environment

2.2. Relevant recognition of business opportunities that are linked to the identified problems.

2.3. Adequate application of techniques to generate a business idea.

2.4. Adequate use of tools and techniques to identify business requirements.

3. Produce business idea proposal

3.1. Adequate identification of the proposal components according to the template proposed

3.2. Relevant development of the components in terms of formulation of the business naming, description of the business idea and business operations, the product and/or service of the business, target customers, requirement in terms of capital, location and timeline of main phases of the business.

3.3. Proper presentation of the business proposal according to the criteria defined.

4. Run a business. 4.1. Appropriate planning of operations of the business in terms of activities, allocation of resources, milestones and time period for the achievement.

4.2. Adequate classification of business operations 4.3. Adequate recording of day to day business operations in

terms of financial activities, sales and operational activities. 4.4. Adequate filing of documents related to business 4.5. Appropriate identification of business laws and regulations

180 | P a g e

LU 1: Identify and describe entrepreneurial characteristics

1

Learning Outcomes:

1. Identify entrepreneurial characteristics 2. Describe entrepreneurial characteristics

3 Hours

Learning Outcome 1.1: Identify entrepreneurial characteristics.

Definition of entrepreneurship

Characteristics and competencies of an entrepreneur

o Brainstorming on definition of entrepreneurship

o Group work on characteristics and competencies of an entrepreneur

o Presentation on characteristics and competencies of an entrepreneur

o Individual work (Case studies analysis)

o Guest speaker o Self-Assessment o Elaborate strategies for

improvement (individually)

- Flipchart - Markers - Pen - Notebooks - Projector - Computer - Questionnaire - Pen - Reference books




Content Learning

activities

Resources


Proper identification of personal entrepreneurial characteristics

181 | P a g e


Written True and false questions: Circle the right answer (s) from the statement given about the list of personal characteristics

Multiple choice questions : underline the characteristics that fall in the specified category

From the case study given identify the possessed and missing

entrepreneurial characteristics of the person in the scenario.

Checklist Score

Yes No

Personal characteristics of an entrepreneur

Categories of personal characteristics of an entrepreneur: - Performance group - Power group - Planning group

Observation

Learning Outcome 1.2: Describe entrepreneurial characteristics.

Definition of entrepreneurship

Characteristics and competencies of an entrepreneur

o Brainstorming on definition of entrepreneurship

o Group work on characteristics and competencies of an entrepreneur

o Presentation on characteristics and competencies of an entrepreneur

o Individual work (Case studies analysis)

o Guest speaker o Self-Assessment o Elaborate strategies for

improvement (individually)

- Flipchart - Markers - Pen - Notebooks - Projector - Computer - Questionnaire - Pen - Reference books

Content Learning

activities

Resources

182 | P a g e





Written Essay on description of personal entrepreneurial characteristics

(the case is given in section B)

Checklist Score

Yes No

Explanation in detail of personal characteristics

Description categories of personal characteristics of an entrepreneur

Observation


Proper description of personal entrepreneurial characteristics.

183 | P a g e

LU 2: Assess business environment

2

Learning Outcomes:

1. Apply methods, principles and techniques in identification of problems related to economic environment

2. Recognize business opportunities 3. Apply techniques to generate a business idea. 4. Use tools and techniques to identify business requirements.

6 Hours

Learning Outcome 2.1 Apply methods, principles and techniques in identification of problems

related to economic environment

Definition of socio-economic environment

Types of problems linked to economic environment

Environment screening methods, principles, techniques and process.

o Brainstorming on the socio economic environment definition

o Identification of problems linked to economic environment on the field

o Presentation of the field outcomes

- Flipchart - Markers - Pen - Internet - Reference books




Content Learning

activities

Resources


Proper application of techniques in identification of problems related to

economic environment

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Product Produce a 1 page report including : Problems identified in a chosen specific area.

Techniques used.

Checklist Score

Yes No

Techniques in identification of problems

Reporting format

Observation

Learning Outcome 2.2 Recognize business opportunities.

Definition of market

Definition of business opportunity

Business opportunities recognition process

Innovation and creativity techniques of converting business opportunities into business ideas

Techniques of selecting the best business idea

Macro screening

Micro screening

SWOT

o Group discussion on market o Brainstorming on business

opportunity o Case studies analysis on

recognition of business opportunities

o Individual practical exercises on converting business opportunity into business ideas.

o Individual practical exercises on filtering the business idea.





Content Learning

activities

Resources


Relevant recognition of business opportunities that are linked to the identified problems.

185 | P a g e


Product Identify opportunities linked to the previously identified problem.

Checklist Score

Yes No

Process and techniques used to recognize business opportunities

Potential solutions to the problem.

Observation

Learning Outcome 2. 3 Apply techniques to generate a business idea.

Definition of market

Definition of business opportunity

Business opportunities recognition process

Innovation and creativity techniques of converting business opportunities into business ideas

Techniques of selecting the best business idea

Macro screening

Micro screening

SWOT

o Group discussion on market o Brainstorming on business

opportunity o Case studies analysis on

recognition of business opportunities

o Individual practical exercises on converting business opportunity into business ideas.

o Individual practical exercises on filtering the business idea.





Content Learning

activities

Resources


Adequate application of techniques to generate a business idea.

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Product Produce the best business idea and present a report of the process

followed and techniques used.

Checklist Score

Yes No

Techniques for Generating business ideas

Observation

Learning Outcome 2. 4 Use tools and techniques to identify business requirements.

Techniques and process of business requirements analysis

Data collection techniques

Use cases

Building prototypes

Categories of business requirements

Transitional

Functional

Operational

Technical

o Conducting data collection on business requirements

o Role-play o Group discussion on business

requirements o Individual practice on identification

of business requirements

- Flipchart - Markers - Pen - Reference books - Computer - Internet




Content Learning

activities

Resources


Adequate use of tools and techniques to identify business requirements.

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Perfomance evidence Through simulation in class, apply techniques and tools to identify

the requirements related to the selected business idea.

Checklist Score

Yes No

Techniques and process of business requirements analysis

Observation

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LU 3: Assess and react to play incidents

3

Learning Outcomes:

1. Identify business idea proposal components 2. Develop a business idea proposal 3. Present business proposal

10 Hours

Learning Outcome 3.1: Identify business idea proposal components

Identification and description of elements of components of the proposal: Identification of the owner Business idea description Product/service description Market Cost of the project Feasibility

Guidelines in elaborating a business proposal

o Brainstorming on business proposal components

o Individual practice on production of business proposal of the previously selected business idea

o Group work o Case studies analysis o Presentation of the business

proposal

- Template of a business idea proposal

- Flipchart - Pen - Reference books - Case studies of

proposals




Content Learning

activities

Resources


Adequate identification of the proposal components according to the template proposed

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Written Multiple choice : From the below list, encircle the true components of a business idea proposal.

Checklist Score

Yes No

Components of business idea proposal

Observation

Learning Outcome 3.2 Develop a business idea proposal






proposal



proposals




Content Learning

activities

Resources


Relevant description of the components in terms of formulation of the business

naming, description of the business idea and business operations, the product

and/or service of the business, target customers, requirement in terms of

capital, location and timeline of main phases of the business.

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Product Produce a business idea proposal of maximum 2 pages

Checklist Score

Yes No

Business idea proposal document content

Business idea proposal template

Observation

Learning Outcome 3.3. Present business proposal






proposal



proposals




Content Learning

activities

Resources


Proper presentation of the business proposal according to the criteria defined.

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Perormance evidence Present to the class audience your business idea proposal.

Checklist Score

Yes No

Presentation techniques

Observation

192 | P a g e

LU 4: Run a business

4

Learning Outcomes:

1. Plan business operations 2. Classify business operations 3. Record day to day business operations 4. Perform filing of documents related to business 5. Identify business laws and regulations

11 Hours

Learning Outcome 4.1: Plan business operations

Planning of operations of the business Activities Allocation of resources, Milestones Time period for the

achievement

o Brainstorming on elements of a plan of business operations

o Demonstration on Operational plan elaboration

o Individual practice on Operational plan elaboration

- Reference books - Operational plan

template - Flipchart - Markers




Content Learning

activities

Resources


Appropriate planning of operations of the business in terms of activities, allocation of resources, milestones and time period for the achievement.

193 | P a g e


Product

Written

True and false questions: Circle the right answer (s) from the statement given about the components of Action Plan

From the components of an Action plan, produce an action Plan

using the given template

Checklist Score

Yes No

Components of action plan

Action plan of content

Action Plan template

Observation

Learning Outcome 4.2 Classify business operations

Financial activities Accounting procedures and

principles Accounting books Accounting documents identification of income and

expenses to create a profit and loss statement

identification of business assets and liabilities

identification of the timing of income and expenses to create a cash flow forecast

Ways of spending money effectively

Saving and loan management

Sales activities: Sales daily operations and

techniques Sales system Marketing and advertising costs

o Brainstorming on business operations

o Group work o Case studies analysis o Create a balance sheet o Individual practical

exercises on negotiating with stakeholders.

o Designing your production process

o Performance evidence presentation on stakeholders relationship

o Role play on stakeholders relationship s

o Individual practice on money spending

o Individual practice on loan management

- Role play scenarios - Hand-outs - Performance

evidences - Flipchart - Markers - Case studies - Worksheet of

production process - Performance

evidences projector

- Computer

Content Learning

activities

Resources

http://i.usatoday.net/money/smallbusiness/startup/production-process-worksheet.pdf


194 | P a g e

Operational activities: Functions of your business Production process Technology, equipment and raw

materials Administrative procedures and

tasks - Meetings - Correspondences

Stakeholders relationship: Dealing with suppliers Dealing with customers Dealing with employees Financial institutions Local government





Written Match business activities with operations

Checklist Score

Yes No

Categorization of business operations:

Operational activities.

Administrative activities.

Financial activities.

Observation


Adequate classification of business operations

195 | P a g e

Learning Outcome 4.3. Record day to day business operations

Financial activities Accounting procedures and

principles Accounting books Accounting documents identification of income and

expenses to create a profit and loss statement

identification of business assets and liabilities

identification of the timing of income and expenses to create a cash flow forecast

Ways of spending money effectively

Saving and loan management

Sales activities: Sales daily operations and

techniques Sales system Marketing and advertising costs

Operational activities: Functions of your business Production process Technology, equipment and raw

materials Administrative procedures and

tasks - Meetings - Correspondences

Stakeholders relationship: Dealing with suppliers Dealing with customers Dealing with employees Financial institutions Local government

o Brainstorming on business operations

o Group work o Case studies analysis o Create a balance sheet o Individual practical exercises

on negotiating with stakeholders.

o Designing your production process

o Performance evidence presentation on stakeholders relationship

o Role play on stakeholders relationship s

o Individual practice on money spending

o Individual practice on loan management

- Role play scenarios - Hand-outs - Performance

evidences - Flipchart - Markers - Case studies - Worksheet of

production process - Performance

evidences projector - Computer

Content Learning

activities

Resources



196 | P a g e





Product

Written

True or False Quiz: Find out if each of the following activities is either involved or not in specified type of business activity.

Multiple choice questions: underline the documents that fall in the specified category

From the case study given record the operating, investing, and

financing activities.

Checklist Score

Yes No

List of core business activities (manufacturing, distributing, marketing, selling a product or service, and etc…)

List and categories of documents needed for daily, weekly, monthly, quarterly, annual and year-end bookkeeping & bookkeeping start-up

Use recordkeeping system to ensure that we never miss a thing.

Observation


Adequate recording of day to day business operations in terms of financial

activities, sales and operational

197 | P a g e

Learning Outcome 4.4: Perform filing of documents related to business

Business documents filing system

Filing techniques and procedures of business operations: Type of the operation Existing filing system

o Brainstorming on filing system, techniques and procedures of business operations

o Development of own filing system catered to his own business

o Practical exercise on classification of business operations

- Shelves - Files - Flipchart - Reference books - Papers - Markers - Business

document samples





Product

Written

Essay: briefly explain the implications involved in losing or misplacing business documents.

Task: File the business documents.

Checklist Score

Yes No

Importance of filing business documents

Consequences or implications relating to misplacing and/or losing business documents

Filing system

Filing techniques: By categories By chronologic order

Filing tools and storage Appropriate containers of files in safe environment

Observation

Content Learning

activities

Resources


Adequate filing of documents related to business

198 | P a g e

Learning Outcome 4.5. Identify business laws and regulations

Legal framework Commercial law Labor law Tax law Tax registrations in Rwanda and

business structure

Legal issues and implications of business contract

o Case studies analysis o Group work o Presentation o Guest speaker

- Case studies - Reference books - Projector - Business laws - Computer - Internet





Product Produce the best business idea and present a report of the process

followed and techniques used.

Checklist Score

Yes No

Observation

References:

Content Learning

activities

Resources


Appropriate identification of business laws and regulations

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C C M K K 3 0 1 - KISWAHILI WASTANI

CCMKK301 Kutumia Kiswahili Wastani

Daraja: 3 Saa zinazofaa

Idadi ya vipindi: 3 30

Idara: Zote

Mikondo: Yote

Wakati ilipoandaliwa: Januari, 2017

Lengo

Moduli hii inaeleza ujuzi na uwezo vinavyostahiliwa ili mwanafunzi aweze:

Kutumia kiswahili wastani kwa kusikiliza, kusoma, kuzungumza na kuandika katika shughuli za kazi;

Kutumia herufi kimaandishi na kiamzungumzo kwa kuzingatia lafudhi na shada za kiwasihili; Kuwasilisha habari/ujumbe kimazungumzo na kimaaandishi kwa kuzingatia matumizi ya

nyakati za Kiswahili; Kuwasilisha habari/ujumbe kimazungumzo na kimaaandishi kwa kuzingatia matumizi ya aina

za maneno na upatanisho wa kisarufi.

200 | P a g e

Ujuzi wa awali

Si lazima

Kitengo na vigezo vya kitengo

Kitengo kinaeleza mategemeo muhimu yanayohitajiwa.

Vigezo vya kitengo vimepangwa kupima ikiwa mwanafunzi anazingatia kitengo ifaavyo.

Mwishoni mwa moduli hii mwanafunzi atakuwa na uwezo wa:

Kitengo Vigezo vya kitengo

1. Kutumia herufi za kiswahili katika maandishi na mazungumzo.

1.1. Matamshi ya herufi ya kiswahili kwa kuzingatia lafudhi. 1.2. Uwezo wa kusoma maneno anayoandikiwa. 1.3. Uwezo wa kuandika maneno na sentensi

anayosomewa.

2. Kutumia kimaandishi na kimazungumzo nyakati za kiswahili.

2.1. Uwezo wa kutumia nyakati zinazofaa katika sentensi ya kimazungumzo.

2.2. Matumizi ya nyakati zinazofaa katika sentensi ya kimaandishi.

2.3. Matumizi ya viambishi nyakati na viambishi nafsi katika sentensi sahihi.

3. Kutumia kimazungumzo na kimaandishi aina za maneno ya lugha ya kiswahli.

3.1. Uwezo wa kutunga tungo sahihi kwa kutumia aina mbali mbali za maneno kimazungumzo na kimaandishi.

3.2. Uwezo wa kuelewa tungo zilizotolewa na mtu mwingine.

3.3. Uwezo wa kutoa kimazungumzo na kimaandishi sentensi kulingana na upatanisho wa kisarufi.

201 | P a g e

LU 1: Kutumia herufi za Kiswahili katika maandishi na mazungumzo

1

Yanayotegemewa:

1. Matamshi ya herufi za kiswahili kwa kuzingatia lafudhi. 2. Uwezo wa kusoma maneno anayoandikiwa. 3. Uwezo wa kuandika maneno na sentensi anayosomewa.

Saa 10

Yanayotegemewa 1.1: Matamshi ya herufi za kiswahili kwa kuzingatia lafudhi.

Kifungu cha habari:

Msamiati;

Irabu ;

Konsonanti;

Mwambatano wa konsonanti;

Sauti za mkopo.

o Kutega sikio kifungu cha habari; o Kusoma kimya; o Kusoma katika makundi; o Kusoma kwa sauti; o Kutia shada kwenye maneno mbali

mbali.

- Vitabu vya sarufi ya kiswahili;

- Vitabu vya habari za kiswahili;

- Kanda (CD); - Ubao; - Chaki; - Mtandao ; - Kamusi ya kiswahili.

Tathimini Endelezi /Arifu1.1

Mwongozo wa Tathimini. Tathimini Endelezi/Arifu

Yaliyomo Kazi ya mwanafunzi Vifaa

Vigezo vya kitengo

Matamshi ya herufi za kiswahili kwa kuzingatia lafudhi na shada za kiswahili.

202 | P a g e

Aina za thibitisho Vifaa

Thibitisho simulizi

Kanda ya filamu

Kusoma kwa sauti

Yatakayochunguzwa Matokeo

Ndiyo Bado

Lafudhi ya herufi

Lafudhi ya silabi

Lafudhi ya sauti za mkopo

Maoni

Yanayotegemewa 1.2: Uwezo wa kusoma maneno anayoandikiwa.

Kifungu cha habari:

Msamiati;

Silabi ;

Mofimu;

Fonimu;

Viambishi;

Sauti za mkopo;

Shada.

o Kutega sikio kifungu cha habari; o Kusoma kimya; o Kusoma katika makundi; o Kusoma kwa sauti; o Kutia shada kwenye maneno mbali

mbali; o Kunyambua maneno katika silabi.

- Vitabu vya sarufi ya kiswahili;


- Kanda (CD); - Ubao; - Chaki; - Mtandao; - Kamusi ya kiswahili.




Vigezo vya kitengo

Kusoma maneno anayoandikiwa

203 | P a g e


Thibitisho simulizi

Kanda ya filamu

Kusoma kwa sauti


Ndiyo Bado

Lafudhi ya maneno

Shada ya maneno

Maoni

Yanayotegemewa 1.3: Uwezo wa kuandika maneno na sentensi anayosomewa.

Kifunguchahabari

Maneno;

Sentensi.

o Kutega sikio kifungu cha habari o Kuandika maneno o Kuandika sentensi


- Kanda (CD); - Mtandao; - Kamusi ya kiswahili; - Kipazasuti; - Kinasa-sauti;




Thibitisho simulizi

Kanda ya filamu

Imla


Vigezo vya kitengo

Kuandika maneno na sentensi anayosomewa.

204 | P a g e


Ndiyo Bado

Mchoro sulubi wa maneno

Mchoro sulubi wa sentensi

Maoni

205 | P a g e

LU 2: Kutumia kimaandishi na kimazungumzo nyakati za kiswahili

2

Yanayotegemewa:

1. Uwezo wa kutumia nyakati zinazofaa katika sentensi ya kimazungumzo.

2. Matumizi ya nyakati zinazofaa katika sentensi ya kimaandishi. 3. Matumizi ya viambishi nyakati na viambishi nafsi katika sentensi

sahihi.

Saa 10

Yanayotegemewa 2.1: Uwezo wa kutumia nyakati zinazofaa katika sentensi ya kimazungumzo.

Kifungu cha habari:

Vitenzi

Sentensi

Viambishi nyakati.

o Kutumia kimazungumzo nyakati katika vitenzi

o Kutumia kimazungumzo nyakati katika sentensi.

- Vitabu vya habari za kiswahili

- Kanda (CD) - Mtandao - Kamusi ya kiswahili - Kipazasuti - Kinasa-sauti.

Tathimini Endelezi /Arifu 2.1



Thibitisho andishi Majibizano

Usaili

Yaliyomo Kazi ya

mwanafunzi

Vifaa

Vigezo vya kitengo

Kutumia nyakati zinazofaa katika sentensi ya kimazungumzo.

206 | P a g e


Ndiyo Bado

Viambisho nyakati

Upatanisho wa kisarufi

Maoni

Yanayotegemewa 2.2: Matumizi ya nyakati zinazofaa katika sentensi ya kimaandishi.

Kifungu cha habari:

Vitenzi

Sentensi

Viambishi-nyakati.

o Kutumia kimaandishi nyakati katika vitenzi

o Kutunga kifungu cha habari kimandishi kwa kutumia viambishi nyakati.


- Kanda (CD) - Mtandao - Kamusi ya kiswahili - Ubao - Chaki




Thibitisho andishi

Kanda ya filamu

Maswali yakinifu


Vigezo vya kitengo

Matumizi ya nyakati zinazofaa katika sentensi ya kimaandishi.

207 | P a g e


Ndiyo Bado

Viambishi nyakati


Maoni

Yanayotegemewa 2.3: Matumizi ya viambishi nyakati na viambishi nafsi katika sentensi sahihi.

Kifungu cha habari:

Viambishi nafsi;

Viambishi nyakati;

Vitenzi;

Sentensi.

o Kutunga sentensi kwa kutumia vizuri viambishi nafsi na viambishi nyakati;

o Kutunga kifungu cha habari kimaandishi kwa kutumia viambishi nyakati;

o Kutumia viambishi nafsi na viamabishi nyakati vizuri katika majibizano.


- Kanda (CD) - Mtandao - Kamusi ya kiswahili - Ubao - Chaki


Mwongozo wa Tathimini. Tathimini Endelezi/Arifu Aina za thibitisho Vifaa


Ndiyo Bado

Maoni


Vigezo vya kitengo

208 | P a g e

LU 3 Kutumia kimazungumzo na kimaandishi aina za maneno ya lugha ya kiswahli.

3

Yanayotegemewa:

1. Uwezo wa kutunga tungo sahihi kwa kutumia aina mbali mbaliza maneno kimazungumzo na kimaandishi.

2. Uwezo wa kuelewa tungo zilizotolewa na mtu mwingine. 3. Uwezo wa kutoa kimazungumzo na kimaandishi sentensi

kulingana na upatanisho wa kisarufi.

Saa 10

Yanayotegemewa 3.1: Uwezo wa kutunga tungo sahihi kwa kutumia aina mbali mbaliza maneno kimazungumzo na kimaandishi.

Kifungu cha habari:

Nomino;

Vivumishi;

Viwakilishi;

Viunganishi;

Vitenzi;

Vielezi;

Vihisishi.

o Kutunga sentensi kwa kutumia aina mbali mbali za maneno kimazungumzo na kimaandishi.

o Kutunga kifungu cha habari kimaandishi kwa kutumia aina mbali mbali za maneno.

o Kutumia vizuri aina mbali mbali za maneno katika majibizano.


- Vitabu vya sarufi - Kanda (CD) - Ubao - chaki.



Vigezo vya kitengo

Utungaji wa tungo sahihi kwa kutumia aina mbali mbali za maneno,

kimazungumzo na kimaandishi.

209 | P a g e


Thibitisho simulizi/andishi

Kanda ya filamu

Maswali yakinifu

Usaili

Uwasilishaji


Ndiyo Bado

Nafasi ya maneno

Muundo wa tungo (Kiima-kitensi-kijalizo)

Maoni

Yanayotegemewa 3.2: Uwezo wa kuelewa tungo zilizotolewa na mtu mwingine.

Kifungu cha habari:

Msamiati;

Ufahamu.

o Kusikiliza kifungu cha habari; o Kusoma Kifungu cha habari; o Kujibu maswali ya ufahamu kimaandishi

na kimazungumzo.


- Kanda (CD) - Kamusi ya Kiswahili - Kipaziasauti - Kinasa-sauti.



Thibitisho simulizi

Kanda ya filamu

Kusoma

Usaili


Vigezo vya kitengo

Kuelewa tungo zilizotolewa (na mtu mwingine).

210 | P a g e


Ndiyo Bado

Matumiza ya ishara za mwili

Maelezo ya maana ya tungo.

Maoni

Yanayotegemewa 3.3: Uwezo wa kutoa kimazungumzo na kimaandishi sentensi kulingana na upatanisho wa kisarufi.

Kifungu cha habari:

Aina mbali mbali za maneno;

Ngeli za majina.

o Kusikia kifungu cha habari o Kujibu maswali ya ufahamu

kimazungumzo kwa kuzingatia upatanisho wa kisarufi

o Kutunga sentensi sahihi kwa kutumia aina mbali mbali za maneno na ngeli za majina


- Kanda (CD) - Kamusi ya Kiswahili - Kipaziasauti - Kinasa-sauti



Thibitisho simulizi

Kanda ya filamu

Maswali yakinifu

Usaili


Ndiyo Bado

Matumizi ya viambishi

Tungo sahihi


Maoni


Vigezo vya kitengo

Kutoa kimazungumzo na kimaandishi sentensi kulingana na upatanisho wa

kisarufi.

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Marejeo:

1. Nkwera F.V.M. (1985). Sarufi na Fasihi Sekondari na Vyuo, Tanzania Publishing House, Dar es Salaam.

2. TUKI (2004), Kamusi ya Kiswahili Sanifu. Dar Es Salaam: Oxford University Press 3. Wamitila, K.W. (2003), Kamusi ya Fasihi, Istilahi na Nadharia. Nairobi: Focas Book 4. Hassan O. Ali& Ali Mazrui (2004). Teach yourself Swahili.Nairobi: Oxford University Press.

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C C M F T 3 0 1 - ACTIVITES DE COMMUNICATION EN FRANÇAIS DANS LE METIER

CCMFT301 Pratiquer les activités de communication en français dans le métier

Niveau: 3 Heures d’apprentissage

Credits: 3 30

Section: Toutes

Option: Toutes

Date d'élaboration: Novembre, 2017

But visé

Ce module décrit les activités de communication en français dans le métier. A la fin de ce

module, l’apprenant sera capable de réagir à un message oral qui lui est adressé, répondre

oralement aux questions de compréhension, exposer une opinion devant l’auditoire, lire un

texte lié à son métier, exécuter les accords, et utiliser les discours (direct et / ou indirect) dans

la phrase.module décrit l’application des éléments de la langue aux domaines techniques. A la

fin de ce module, l’apprenant sera capable de lire les différents textes techniques devant le

public, rédiger des textes simples et autres écrits techniques, appliquer certains éléments de la

littérature en rapport avec le métier, utiliser les expressions usuelles de la langue française tels

que jeux de rôles, devinettes, humours, proverbes et dictons et rédiger des lettres en rapport

avec le métier.

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Prérequis pour le nouvel apprentissage

Eléments fondamentaux de la communication en Français

Expression dans le langage simple en Français

Eléments de compétence et les Critères de performance

Les unités d’apprentissage décrivent les résultats essentiels d’une compétence

A la fin de ce module, l’apprenant sera capable de:

Elements de competence Critères de performance

1. Réagir à un message oral qui

lui est adressé.

1.1. Ecoute attentive du message par les gestes appropriés

1.2. Manifestation des émotions d’une façon appropriée

1.3. Rétroaction adaptée au message par des réactions conformes

aux connotations identifiées

2. Répondre oralement aux

questions de compréhension.

2.1. Précision nette de sa réponse relative au texte

2.2. Prononciation distincte des énoncés de ses réponses

2.3. Articulation convenable tenant compte de la ponctuation

3. Exposer une opinion devant

l’auditoire.

3.1. Production effective d’avis personnels dans son

argumentation devant l’auditoire

3.2. Défense systématique des arguments pertinents

3.3. Application correcte des techniques de l’éloquence

4. Lire un texte lié à son métier. 4.1. Lecture appropriée respectant les signes de ponctuation

4.2. Lecture méthodique respectant les éléments segmentaux et

supra segmentaux

4.3. Production effective des messages personnels liés à son

métier

5. Exécuter les accords 5.1. Traitement correct des règles d'accord du verbe avec le sujet

5.2. Traitement correct des règles d'accord avec le participe

5.3. Traitement correct des règles d'accord avec le genre et le

nombre

5.4. Traitement correct des accords particuliers du participe passé

6. Utiliser les discours (direct et

/ ou indirect) dans la phrase

6.1. Utilisation correct du discours direct.

6.2. Utilisation correct du discours indirect

6.3. Utilisation approprié de la ponctuation et du changement

des temps liée au passage du discours direct vers le discours

indirect.

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LU 1: Réagir à un message oral qui lui est adressé

1

Résultats d’apprentissage:

1. Réaliser l’écoute du message par les gestes appropriés. 2. Manifester des émotions suite au message reçu. 3. Répondre au message par des réactions conformes aux connotations

identifiées.

6 Heures

Résultats d’apprentissage 1.1: Réaliser l’écoute du message par les gestes appropriés.

Ecoute du message Faire des gestes d’acceptation ou de

refus réagissant au message.

- Livres et Textes - Illustrations - Dialogues - CD audio-visuels

Evaluation Formative 1.1

Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré le critere de

performance à observer atteint ou a atteint le résultat escompté

Types de preuves Instruments d’evaluation du portfolio

Preuves ecrites

Preuves orales

Contenus Activités d’Apprentissage Ressources

Critère de performance

Ecoute attentive du message par les gestes appropriés

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Liste de contrôle Résultat

Oui Non

Gestes répondant au message reçu :

Gestes d’accord

Gestes de désaccord

Gestes de confusion

Observations

Résultats d’apprentissage 1.2: Manifester des émotions suite au message reçu.

Manifestation des émotions

Manifester des émotions de joie ou de tristesse en réponse au message reçu.





Types de preuves Instruments d’evaluation du portfolio

Preuves écrites

Preuves orales



Manifestation des émotions d’une façon appropriée

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Oui Non

Emotions de joie (rire)

Emotions de désolation (pleurs).

Observations

Résultats d’apprentissage 1.3: Répondre au message par des réactions conformes aux

connotations identifiées.

Rétroaction à la connotation du message

Répondre aux messages oraux ou écrits compte tenu de leur connotation en rapport avec le métier





Types de preuves Outils d’evaluation Portfolio

Preuves écrites

Preuves orales

Activités proposées :

Identifier les termes liés au métier dans le message reçu.


Oui Non

Interprétation de trois (3) termes qui connotent le métier évoqué dans le message.

Observations



Rétroaction adaptée à la connotation du message

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LU 2: Répondre oralement aux questions de compréhension.

2


1. Préciser la réponse relative au texte. 2. Prononcer des énoncés de ses réponses. 3. Articuler en tenant compte de la ponctuation.

4 Heures

Résultats d’apprentissage 2.1: Préciser la réponse relative au texte.

Précision de sa réponse liée au texte

Répondre oralement à des questions de compréhension du texte.

- Textes - Illustrations - Dialogues - CD audio-

visuels;






Précision nette de sa réponse relative au texte

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Preuves ecrites

Preuves orales


Oui Non

Trois (3) réponses aux questions de compréhension

Observations

Résultats d’apprentissage 2.2: Prononcer des énoncés de ses réponses

Prononciation des énoncés de ses réponses

Prononcer des énoncés en articulant distinctement.

- Textes - Illustrations - Dialogues - CD audio-visuels;





Preuves ecrites

Preuves orales

Activités Proposées :

Lire silencieusement les énoncés.



Prononciation distincte des énoncés de ses réponses

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Oui Non

Prononciation de trois (3) énoncés dans ses réponses

Observations

Résultats d’apprentissage 2.3: Articuler en tenant compte de la ponctuation

Articulation

Ponctuation

Répondre oralement en respectant la ponctuation.






Preuves ecrites

Preuves orales


Oui Non

Réponses à trois (3) questions de compréhension du texte en respectant la ponctuation.

Observations



Articulation convenable tenant compte de la ponctuation

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LU 3: Exposer une opinion devant l’auditoire

3


1. Produire des avis personnels dans son argumentation devant l’auditoire.

2. Défendre des arguments pertinents. 3. Appliquer des techniques de l’éloquence.

6 Heures

Résultats d’apprentissage 3.1: Produire des avis personnels dans son argumentation devant

l’auditoire

Production d’avis dans son argumentation devant l’auditoire

Produire un texte défendant son opinion et le lire en classe.







Production effective d’avis personnels dans son argumentation devant

l’auditoire

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Preuves écrites

Preuves orales


Préparer par écrit les arguments à exposer.


Oui Non

Trois (3) arguments pour défendre sa position

Observations

Résultats d’apprentissage 3.2: Défendre des arguments pertinents.

Arguments

Forts

Faibles

Produire un texte d’opinion contenant des arguments de défense.






Preuves écrites

Preuves orales


Préparer par écrit le texte à exposer..



Défense systématique des arguments pertinents

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Oui Non

Production d’un texte avec trois (3) idées enchaînées avec logique

Observations

Résultats d’apprentissage 3.3: Appliquer des techniques de l’éloquence.

Techniques de l’éloquence

Produire un texte d’opinion contenant des précautions oratoires.






Preuves écrites

Preuves orales


Lire le texte donné.


Oui Non

Application de trois (3) techniques de l’éloquence :

Observations



Application correcte des techniques de l’éloquence

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LU 4: Lire un texte lié à son métier

4


1. Lire en respectant les signes de ponctuation. 2. Lire en respectant les éléments segmentaux et supra

segmentaux. 3. Produire des messages personnels liés au métier.

4 Heures

Résultats d’apprentissage 4.1. Lire en respectant les signes de ponctuation.

Signes de ponctuation

Point

Point d’interrogation

Point d’exclamation

Point de suspension

Virgule

Point-virgule

Guillemets

Double point.

Lire des textes de son métier en respectant les signes de ponctuation.







Lecture appropriée respectant les signes de ponctuation

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Preuves écrites

Preuves orales

Activités Proposées

Lire le texte donné.


Oui Non

Lecture d’un paragraphe d’un texte sur le métier en respectant les signes de ponctuation à l’intérieur et en fin de la phrase.

Observations

Résultats d’apprentissage 4.2 Lire en respectant les éléments segmentaux et supra

segmentaux.

Eléments segmentaux

Voyelles

Consonnes

Syllabes

Supra segmentaux

Accents

Intonations

Rythmes.

Lire des textes de son métier en respectant l’articulation et l’intonation.

Textes

Illustrations

Dialogues

CD audio-visuels;






Lecture méthodique respectant les éléments segmentaux et supra segmentaux

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Preuves écrites

Preuves orales


Lire le paragraphe donné.


Oui Non

Lecture d’un paragraphe en respectant :

Les syllables

Les liaisons

Les accents

Observations

Résultats d’apprentissage 4.3 Produire des messages personnels liés au métier.

Messages personnels

Avis

Arguments.

Composer un texte lié à son métier et le lire en classe.







Production effective des messages personnels liés à son métier

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Preuves ecrites

Preuves orales


Rédiger un texte


Oui Non

Production d’un texte contenant au moins cinq (5) termes relatifs à son métier

Observations

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LU 5: Exécuter les accords

5

Résultats d’apprentissage

1. Traiter les règles d'accord du verbe avec le sujet. 2. Traiter les règles d'accord avec le participe. 3. Traiter les règles d'accord avec le genre et le nombre. 4. Traiter les accords particuliers du participe passé

6 Heures

Résultats d’apprentissage 5.1. Traiter les règles d'accord du verbe avec le sujet.

Règles d'accord

Verbe avec le sujet.

Exécuter l’accord du verbe avec le sujet en construisant les phrases avec les verbes déjà étudiés.

- Livres et Textes - Illustrations - Dialogues - CD audio-visuels - Site internet





Preuves écrites

Preuves orales



Traitement correct des règles d'accord du verbe avec le sujet

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Oui Non

Correction de trois (3) phrases d’applications des règles d'accord du verbe avec le sujet

Observations

Résultats d’apprentissage 5.2 Traiter les règles d'accord avec le participe.

Règles d'accord

Participe

Exécuter l’accord avec le participe dans les phrases proposées.






Preuves écrites

Preuves orales



Traitement correct des règles d'accord avec le participe

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Oui Non

Correction de trois (3) phrases d’applications des règles d'accord du verbe avec le participe.

Observations

Résultats d’apprentissage 5.3 Traiter les règles d'accord avec le genre et le nombre.

Règles d'accord

Genre

Nombre

Exécuter l’accord avec le genre et le nombre dans les phrases proposées.






Preuves écrites

Preuves orales



Traitement correct des règles d'accord avec le genre et le nombre

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Oui Non

Correction de trois (3) phrases d’applications des règles d'accord avec le genre

Correction de trois (3) phrases d’applications des règles d'accord avec le nombre

Observations

Résultats d’apprentissage 5.4 Traiter les accords particuliers du participe passé.

Accords particuliers du participe passé

Participe passé suivi d’un infinitive

Participe passé des verbes pronominaux

Exécuter les accords particulier du participe passé






Preuves écrites

Preuves orales



Traitement correct des accords particuliers

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Oui Non

Production d’un texte contenant au moins cinq (5) termes relatifs à son métier

Observations

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LU 6: Exécuter les accords

6

Résultats d’apprentissage

1. Utiliser le discours direct. 2. Utiliser le discours indirect. 3. Utiliser la ponctuation et les changements des temps liés au

discours direct et au discours indirect

4 Heures

Résultats d’apprentissage 6.1. Utiliser le discours direct.

Discours direct Mettre les phrases au discours direct. - Livres et Textes - Illustrations - Dialogues - CD audio-visuels - Site internet





Preuves écrites

Preuves orales



Utilisation correcte du discours direct

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Oui Non

Composition de deux (2) phrases en utilisant le discours direct

Observations

Résultats d’apprentissage 6.2. Utiliser le discours indirect.

Discours indirect Mettre les phrases au discours indirect. - Livres et Textes - Illustrations - Dialogues - CD audio-visuels - Site internet





Preuves écrites

Preuves orales



Utilisation correcte du discours indirect

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Oui Non

Composition de deux (2) phrases en utilisant le discours indirect

Observations

Résultats d’apprentissage 6.3 Utiliser la ponctuation et les changements des temps liés au

discours direct et au discours indirect.

Ponctuation

Discours direct

Discours indirect

Utiliser les signes de ponctuation propres au discours direct.

Utiliser les signes de ponctuation et les changements des temps propres au discours indirect.






Preuves écrites

Preuves orales



Utilisation correcte de la ponctuation liée au discours direct et au discours

indirect

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Oui Non

Correction d’un texte en indiquant quatre (4) cas de ponctuation liée au discours direct et au discours indirect

Correction d’un texte en indiquant quatre (4) cas liés au changement de temps lors du passage du vers discours direct et au discours indirect

Observations

References:

1. Édouard BLED et Odette BLED, BLED Orthographe, HACHETTE LIVRE, 1998Ministère de l’Enseignement Primaire et Secondaire (1983) Ma Colline, Méthode de français pour les écoles primaires. 5ème, Livre du maître

2. GREVISSE Maurice (1990). Précis de grammaire française 3. Librairie Larousse (Canada) (1972). Dictionnaire PETIT LAROUSSE en couleurs 4. National Curriculum Development Centre (2007). A l’unisson : Méthode de français. ISBN : 978-2-

7531-0103-6 5. EDICEF – CNDP MINEDUC (2002). Apprenons le français au Rwanda. ISBN : 978-2-84129-826-6 Y.DELATOUR et all, Grammaire du français, HACHETTE, Paris, 1991

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C C M I A 3 0 1 - INDUSTRIAL ATTACHMENT PROGRAM (IAP)

CCMIA301 Integrate workplace


Credits: 30 300

Sector: ALL

Sub-sector: ALL

Issue date: September, 2014

Purpose statement

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

internship or employment. At the end of this module, participants know how to apply for and present

themselves for employment. They demonstrate good time management and show up for work on time.

They demonstrate behavior and attitudes that are appropriate for the workplace and understand that

workplaces have policies and procedures that need to be followed. They take initiative and responsibility

for their own work and know how to work under and respect supervision. Participants are familiar with

the rights and responsibilities of workers and employers and have explored ways to exercise rights in the

workplace.

237 | P a g e


All the modules covered at REQF level 3.


Learning units describe the essential outcomes of a competence


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


1. Apply for internship/employment

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

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

2. Demonstrate workplace behavior and attitudes

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

effectively 2.3. Efficient management of personal and work lives

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

o Respect of universal human rights o Respect of worker’s and employer’s obligations according to

the Rwandan Labour code o Respect of worker’s rights and responsibilities at the

workplace o Respect of employer’s rights and responsibilities at the

workplace o Appropriate reaction when the labour code is broken

4. Organize and evaluate one’s internship

a. Appropriate securing of the internship agreement with the enterprise

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

required elements as well as one’s own findings and

experience

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

5. Develop one’s competences on the workplace

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

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

5.3. Adequate demonstration of work behaviour and attitudes

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LU 1: Apply for internship/employment

1

Learning Outcomes:

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

8 Hours

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

Resources to find employment in the community and at national level

Identify contact persons

Small group work Panel discussion Large group discussion Speakers

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


Content Learning

activities

Resources


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

239 | P a g e




Checklist Score

Yes No

Observation

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

Differences between a CV and an application letter

Types of application letters

Elements of a well written CV

Elements of an application letter

Large group discussion Individual work Pair work

- Sample CVs and application letters

- Format of an application letter





Content Learning

activities

Resources


Proper writing of a basic accurate and neat CV

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Checklist Score

Yes No

Observation

Learning Outcome 1.3: Take part in an interview.

Main parts of an interview

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

Typical questions asked during an interview

Small group work Interview role plays Large group discussion

- Interview observation tool





Content Learning

activities

Resources


Proper demonstration of effective interviewing skills

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Checklist Score

Yes No

Observation

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LU 2: Demonstrate appropriate workplace behavior and attitudes

2

Learning Outcomes:

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

5 Hours

Learning Outcome 2.1: Identify appropriate workplace behaviours and attitudes.

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

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

Small group work Large group discussion Brainstorming

- Workplace behaviour scenarios

- Work habits inventory


Content Learning

activities

Resources


Appropriate application of workplace habits and attitudes

244 | P a g e




Checklist Score

Yes No

Observation

Learning Outcome 2.2: Manage time.

Importance of task planning and managing time

Strategies to better manage time

Large group discussion Small group activity (tower

building) Reflection Pair sharing

- Workplace behaviour

scenarios - Work habits inventory




Content Learning

activities

Resources


Adequate implementation of strategies to manage time effectively

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Checklist Score

Yes No

Observation

Learning Outcome 2.3: Balance work and personal life.

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

Tips to manage personal and work lives

Large group discussion Individual work Self-assessment Pair sharing

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




Content Learning

activities

Resources


Efficient management of personal and work lives

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Checklist Score

Yes No

Observation

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

3

Learning Outcomes:

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

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

8 Hours

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

Definition of “right” and “human right”

Universal Declaration of Human Rights

Small group work Large group discussion

-Universal Declaration of Human Rights - Plain language version





Content Learning

activities

Resources


Appropriate of universal human rights

248 | P a g e

Checklist Score

Yes No

Observation

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

Legal obligations of employers

Legal obligations of workers

Large group activity Discussion Small group work Observation

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

- Articles 47 and 48 of the labour code





Content Learning

activities

Resources


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

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Checklist Score

Yes No

Observation

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

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

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

Large group discussion Small group work Skits

- Worksheet on rights and responsibilities at work.





Checklist Score

Yes No

Observation

Content Learning

activities

Resources


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

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

Definition of “responsibility”

Relationship between rights and responsibilities

Individual work Pair share Large group brainstorming

and discussion

- Worksheet on rights and responsibilities at work.





Checklist Score

Yes No

Observation

Content Learning

activities

Resources


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

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

Possible solutions or responses in case the labour code is broken

Small group work Scenario analysis Large group discussion

- Labour code scenarios

- Labour code excerpts





Checklist Score

Yes No

Observation

Content Learning

activities

Resources


Appropriate reaction when the labour code is broken

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LU 4: Organize and evaluate one’s internship

4

Learning Outcomes:

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

9 Hours

Learning Outcome 4.1: Conclude an internship agreement.

Definition of the concept “internship”

Objectives of the internship

Presentation of internship agreement

Brainstorming Group discussion Presentation by the trainer

- Sample internship agreement





Content Learning

activities

Resources


Appropriate securing of the internship agreement with the enterprise

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Checklist Score

Yes No

Observation

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

Presentation of the logbook

Tips to fill in the logbook

Presentation by the trainer - Logbook





Content Learning

activities

Resources


Adequate outlining of findings and experience

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Checklist Score

Yes No

Observation

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

Contents of the internship report

Presentation techniques

Group discussion Role play

- Sample internship report





Checklist Score

Yes No

Observation

Content Learning

activities

Resources


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

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

Internship assessment and self-assessment package s

Group discussion Presentation by the trainer





Checklist Score

Yes No

Observation

Reference books:

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

Content Learning

activities

Resources


Active participation in the assessment of one’s internship

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H K O C T 3 0 1 - CLEANING EQUIPMENT AND TECHNIQUES

HKOCT301 Use cleaning equipment and techniques

RTQF Level: 3 Learning hours

Credits: 6 60

Sector: HOSPITALITY

Sub-sector: HOUSEKEEPING


Purpose statement

This module describes the skills and knowledge required to clean and use the appropriate equipment

following the techniques depending on which surface is being cleaned.

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Health, Safety, security and environment in the workplace







1. Use cleaning materials and

equipment

1.1 Different tools, materials and equipment are selected

according to the surface to be cleaned.

1.2 The tools, materials and equipment are used properly.

1.3 Detergents and chemicals are selected according to the

surface to be cleaned.

1.4 Detergents and chemicals are used efficiently and

effectively (cost cutting).

2. Apply cleaning techniques 2.1 Cleaning procedures are followed.

2.2 Appropriate cleaning techniques are applied to the

different surfaces.

2.3 Security and hygiene are maintained.

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LU 1: Use cleaning equipment

1

Learning Outcomes:

1. Identify cleaning equipment, tools, materials and products. 2. Use cleaning equipment and products 3. Maintain and store cleaning equipment

20 Hours

Learning Outcome1.1: Identify cleaning equipment, tools, materials and products.

Different equipment,

tools and materials:

Machinery

Tools

Materials

Different cleaning

products used:

Stain removers

Liquid soap/multi-

purpose cleaner

Window cleansers

Shampoos

Polishes

Creams

cleaners/brass

Akline /acids

Air freshener

o Brainstorming different types of

cleaning equipment, tools and

materials

o Group Discussion

o Research / visit of a shop

- Buckets, hard brushes,

hand brushes, soft

brooms, dustpans and

brooms, scrubbing

machine, sucking

machine, vacuum

cleaner, shampooing

machine, rugs, gloves,

water, wet pick up,

sponges cobweb brooms

ladder, scouring powder

- Detergents, stain

removers, carpet

shampoo, liquid

soap/multi-purpose

cleaner, floor polish,

furniture polish/metal

polish, upholstery

shampoo, methylated

spirit, and blower, hazard

warning signs, protective

Content Learning

activities

Resources

259 | P a g e

clothing, gloves, rubbish

bags.





Checklist Score

Yes No

Observation

Learning Outcome 1.2: Use cleaning equipment and products

Different cleaning equipment and products for : dusting

cleaning

o Presentation by the teacher

o Demonstration of equipment

usage

o Manipulation by learners

Content Learning

activities

Resources


Different tools, materials and equipment are selected according to the

surface to be cleaned.

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polishing.

Moping

Scrubbing

Shampooing

Vacuuming

Sanitizing

Appropriate quantities of cleaning products according to the use.

Manual & mechanical equipment use





Checklist Score

Yes No

Observation

Learning Outcome 1.3: Maintain and store cleaning equipment


The tools, materials and equipment are used properly.

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Methods of equipment maintenance

Different storage and pantry areas and devices

Storage methods

Safety precautions

o Visit the store of different cleaning equipments, tools and materials.

o Research on proper handling and risk for each item in stores.

o Practical exercise

- Store room (where machines are stored after use),

- Shelves with different tools and materials





Checklist Score

Yes No

Observation

Content Learning

activities

Resources


Propoer maintenance and storage of cleaning equipment

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LU 2: Apply cleaning techniques

2

Learning Outcomes:

1. Follow cleaning procedures 2. Clean furniture surfaces 3. Clean floor surfaces 4. Clean walls and ceilings 5. Clean glass surfaces 6. Clean ceramic surfaces 40 Hours

Learning Outcome 2.1: Follow cleaning procedures

Cleaning procedures : Clock-wise

Anti clock-wise

o Brainstorming

o Discussion

- Reference books - Pictures - Internet





Content Learning

activities

Resources


Cleaning procedures are followed.

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Checklist Score

Yes No

Observation

Learning Outcome 2.2: Clean furniture surfaces

Different types of furniture surfaces: Plastic

Glass

metalic

wooden

textile

leather

Ceramic

Different cleaning methods applied to the different surfaces:

Clean plastic

Cleanse glass

Dust and polish metalic

Dust and polish wooden

Attend to textile

Dust and polish leather

Cleaning ceramic

o Brainstorming o Discussions o Personal research o Visit of a hotel in the

neighbourhood o Practical exercise

- Detergents - Stain removers - Carpet shampoo - Liquid soap/multi-

purpose cleaner, - Floor polish - Furniture

polish/metal polish - Upholstery

shampoo - Methylated spirit - Blower




Content Learning

activities

Resources


Appropriate cleaning techniques are applied to the different surfaces.

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Checklist Score

Yes No

Observation

Learning Outcome 2. 3: Clean floor surfaces

Different types of floor surfaces: Soft floor

Carpet Hard floor

Wooden Tiles Terazzo Cement Concrete

Different cleaning methods : Vacuuming Mopping polishing Blooming Scrubbing

- Buckets, hard brushes, hand brushes, soft brooms, dustpans and brooms, scrubbing machine, sucking machine, vacuum cleaner, shampooing machine, rugs, gloves, water, wet pick up, sponges cobweb brooms ladder, scouring powder

- Detergents, stain removers, carpet shampoo, liquid soap/multi-purpose cleaner, floor polish, furniture

Content Learning

activities

Resources

265 | P a g e

polish/metal polish, upholstery shampoo, methylated spirit, and blower





Checklist Score

Yes No

Observation

Learning Outcome 2.4: Clean walls and ceilings

Clean painted walls, dust and damp

wipe wall paper

Clean wall fittings and fixtures

Clean ceiling and fixtures according to

kind

- Mops, brooms, brushes, dustpans, cleaning pads.

Content Learning

activities

Resources


Proper cleaning of floor surfaces

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Checklist Score

Yes No

Observation

Learning Outcome 2.5. Clean glass surfaces

Cleanse lightly soiled glass

Periodic cleaning heavily soiled glass

- Glass cleaner, detergents, ladder, sponge, window squeezer


Content Learning

activities

Resources


Prpoer cleaning of walls and ceilings


Proper cleaning of glass surfaces

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Checklist Score

Yes No

Observation

Learning Outcome 2.6: Clean ceramic surfaces

Cleaning techniques o Brainstorming o Discussions o Personal research o Visit of a hotel in the

neighbourhood o Practical exercise

- Detergents - Window squeezer





Content Learning

activities

Resources


Propeer cleaning of ceramic surfaces

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Checklist Score

Yes No

Observation

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Housekeeping manager asks the guest room attendant to do a deep

cleaning of a bathroom. Perform this cleaning following these

instructions:

Select materials and cleaning agents to use according to the surface.

Clean by respecting the procedures and make the report.

Surfaces to clean (floor,

walls,

water closet,

mirrors,

shower,

doors, and bathtub)

Cleaning agents to use (scouring powder, liquid soap, stain remover, air freshener, and disinfectants)

The material to use while cleaning (toilet brush,damp cloth, hand brush, mops, scotch bright)

270 | P a g e

Assesment Criterion 1: Quality of Process

Checklist Score

Yes No

Indicator: Correct use of cleaning materials , tools & agents (10)

Correct use of cleaning materials , tools & agents (10)

Last glance is performed

Indicator: Cleaning procedures are respected (8)

Cleaning procedures are respected (8)

Indicator: Cleaning materials and tools are clean after use and stored

Cleaning materials and tools are clean after use and stored (6)

Proper report is made

Observation

Assesment Criterion 2: Quality of product

Checklist Score

Yes No

Indicator: A pleasant smell

A pleasant smell

Indicator: Free from stains, dirt and dust

Free from stains, dirt and dust

Indicator: Appropriate amenities are replenished

Free from stains, dirt and dust

Observation

271 | P a g e


Checklist Score

Yes No

Indicator: Correct cleaning materials, tools & agents are selected 15)

Correct cleaning materials, tools & agents are selected

Indicator: : Appropriate cleaning techniques in accordance to surface (0-5-10)

Appropriate cleaning techniques in accordance to surface

Indicator: All surfaces are cleaned (5)

All surfaces are cleaned (5)

Observation

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H K O W L 3 0 1 - WASHING AND IRONING LINEN AND CLOTHES

HKOWL301 Wash and iron linen and clothes


Credits: 10 100

Sector: TOURISM-HOSPITALITY

Sub-sector: HOSPITALITY


Purpose statement

This module describes the skills and knowledge required to wash and iron different types of

linen and clothes using different techniques and appropriate equipment.

273 | P a g e


CM302 : Health, Safety, security and environment in the workplace

HOTHK304 : Landry equipment and techniques







1. Prepare for washing 1.1 Dirty linen, clothes and staff uniforms are received.

1.2 The linen and clothes to wash are sorted according to

their colour, types, fabric and usage.

1.3 The washing products are identified according to the

fibre and fabric.

1.4 The appropriate equipment and tools are selected

accordingly.

2. Wash linen and clothes 2.1 Proper wet or dry cleaning procedure is used.

2.2 Proper cleaning methods and techniques are applied

according to the type of fabric.

2.3 The drying is done according to the clothes or linen

types, colour, fabric and usage

3. Iron and fold linen and clothes 3.1 Proper ironing, pressing or steaming techniques are

used according to the clothes or linen types, colour,

fabric and usage.

3.2 The linen and clothes are folded and stored

4. Deliver clean laundry 4.1 The treated laundry is delivered to the guest and copy

of the laundry list is handed to the reception.

4.2 The clean linen is issued to the different departments

upon request.

4.3 The staff uniforms are issued to the staff upon request

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LU 1: Prepare for washing

1

Learning Outcomes:

1. Receive linen, clothes and staff uniforms 2. Sort out linen and clothes 3. Select the type and quantity of washing product 4. Select the equipment and tools

10 Hours

Learning Outcome1.1: Receive linen, clothes and staff uniforms

Guest clothes : Laundry list from

the guest

Hotel linen : Reception of linen at

the issuing desk/ window/ place

Verification of the quantity and quality of received dirty linen

Staff uniform : Clean for dirty

principle

o Demonstration o Individual practice

- Laundry or workshop room,

- Linen - Staff uniforms and

clothes




Content Learning

activities

Resources


Dirty linen, clothes and staff uniforms are received.

275 | P a g e


.

Checklist Score

Yes No

Observation

Learning Outcome 1.2: Sort out linen and clothes

Identification of linen and clothes by: Colour Soiling Fabric and fibre Size Types


- Different types of clothes and linen




,


Content Learning

activities

Resources


The linen and clothes to wash are sorted according to their colour, types,

fabric and usage.

276 | P a g e

Checklist Score

Yes No

Observation

Learning Outcome 1.3: Select the type and quantity of washing product

Choice of product according to type of fabric and degree of soiling.

Quantity of product according to amount of clothes or linen to be washed.


- Detergents - Weighing machine





Checklist Score

Yes No

Content Learning

activities

Resources


The washing products are identified according to the fibre and fabric.

277 | P a g e

Observation

Learning Outcome 1.4: Select the equipment and tools

Equipment use according to washing technique.


- Basins - Laundry bag - Laundry paper and - Laundry baskets - Detergents - Hot and cold water





Checklist Score

Yes No

Observation

Content Learning

activities

Resources


The appropriate equipment and tools are selected accordingly

278 | P a g e

LU 2: Wash linen and clothes

2

Learning Outcomes:

1. Soak linen and clothes 2. Hand wash clothes and linen 3. Load and offload the washing machine 4. Dry linen and clothes

40 Hours

Learning Outcome 2.1: Soak linen and clothes

Identification of linen and clothes to be soaked either in hot or cold water in order to remove stains or loosen the dirt.


- Basins - Laundry bag - Laundry paper and laundry

baskets - Detergents - Hot and cold water - Linen and clothes





Content Learning

activities

Resources


Proper wet or dry cleaning procedure is used.

279 | P a g e

Checklist Score

Yes No

Observation

Learning Outcome 2.2: Hand wash clothes and linen

Hand washing techniques


- Basins - Laundry bag - Laundry paper and

laundry baskets - Detergents - Hot and cold water

Linen and clothes





Checklist Score

Yes No

Observation

Content Learning

activities

Resources


Proper cleaning methods and techniques are applied according to the type

of fabric.

280 | P a g e

Learning Outcome 2. 3: Load and offload the washing machine

Process for the use of washing machine: Weigh the linen and

clothes Load the washing

machine Apply chemicals as

per instructions Select the program Stop the program

according to timeline


- Different types of clothes

- Linen - Washing

machine - Detergents - Weighing scale.





Checklist Score

Yes No

Observation

Content Learning

activities

Resources


Proper loading and off-loading of the washing machine

281 | P a g e

Learning Outcome 2. 4: Dry linen and clothes

Drying techniques

Dry according to the indicated instructions: Temperature Fiber and fabric Colour Off load the tumble

dryer

o Demonstrate how to dry the clothes and linen

- Linen and clothes

- Sunshine - Basins - Drying machine - Lines - Pegs





Checklist Score

Yes No

Observation

Content Learning

activities

Resources


The drying is done according to the clothes or linen types, colour, fabric and

usage

282 | P a g e

LU 3: Iron, steam or press and fold the linen and clothes

3

Learning Outcomes:

1. Iron, steam or press linen and clothes 2. Fold the linen and clothes 3. Store the linen and clothes

40 Hours

Learning Outcome 3.1: Iron, steam or press linen and clothes

Use of appropriate machine according to the fabric and fiber, those include: Calendar machine Pressing machine Steam pressing Steam former Iron box


- Linen and clothes - Calendar machine - Steam pressing - Iron box - Steam former - Ironing table - Starch - Hangers, shelves,

laundry bags and covers

- Cupboard - Wardrobe - Drawers


Content Learning

activities

Resources


Proper ironing, pressing or steaming techniques are used according to the

clothes or linen types, colour, fabric and usage.

283 | P a g e




Checklist Score

Yes No

Observation

Learning Outcome 3.2: Fold the linen and clothes

Folding techniques o Demonstration o Individual practice





Content Learning

activities

Resources

284 | P a g e




Checklist Score

Yes No

Observation

Learning Outcome 3.3: Store the linen and clothes

Storage devices : On the shelves Hangers

Laundry bags and covers





Content Learning

activities

Resources


The linen and clothes are folded and stored

285 | P a g e





Checklist Score

Yes No

Observation


Proper storage of the linen and clothes

286 | P a g e

LU 4: Deliver clean laundry

4

Learning Outcomes:

1. Deliver laundry to the guest 2. Issue linen to departments 3. Issue staff uniforms

10 Hours

Learning Outcome 4.1: Deliver laundry to the guest

Laundry delivery process : Verification of the

laundry against

laundry list

Return of the

laundry to the guest

room

Transmission of the

copy of the laundry

list to the reception

o Role play o Demonstration o Individual practice

- Laundry list - Hangers - Laundry covers - Laundry baskets.




Content Learning

activities

Resources


The treated laundry is delivered to the guest and copy of the laundry list is

handed to the reception.

287 | P a g e


Checklist Score

Yes No

Observation

Learning Outcome 4.2: Issue linen to departments

Laundry requisition form


- Requisition form - Laundry baskets.





Checklist Score

Yes No

Content Learning

activities

Resources


The clean linen is issued to the different departments upon request.

The staff uniforms are issued to the staff upon request

288 | P a g e

Observation

289 | P a g e

Learning Outcome 4.3: Issue staff uniforms

Clean for dirty principle o Demonstration o Individual practice

- Staff uniforms





Checklist Score

Yes No

Observation

Content Learning

activities

Resources


Staff uniforms are issued properly

290 | P a g e



Last night Chez Lando hotel had a banquet of 50 guests, table cloths and napkins were used and had to be washed and ironed. On that same day 10 guests from rooms 301 to 311 of Muhabura wing, requested to have their dirty cloths washed, pressed and steamed and they would like their clean laundry back in their respective rooms before 5:00pm. Soiled staff uniform is to be laundered.

Characteristics of the Situation of a Laundry Attendant and Valet Attendant

Context: chez lando Hotel Problem: wash, iron and steam, deliver linen & guest laundry Production: linen, guest laundry washed, ironed and steamed Constraints: Time 5:00pm and load of work Instructions: 5:00pm and at least hotel linen washed and ironed

Tasks

launder restaurant linen

Launder guest clothes

Launder staff uniform

Task - Launder restaurant linen - Launder guest clothes - Launder staff uniform Equipment - Washing machine - Tumble Dryer - Steaming machine - Pressing machine - Calendar machine - Steam pressing - Iron box - Steam former Agents - Water - Detergents - Powder - Solid - liquid - Bleaches - Softeners Materials - Hangers and stands - with rails - Laundry baskets, buckets

and laundry bags - Linen and clothes - Starch Tools - Iron box, ironing board

and table - Mobile trolleys - Shelves - Spray Bottle - Brushes - Ironing table - shelves, - laundry bags and covers - Cupboard - Wardrobe - Drawers

291 | P a g e


Indicator: Folding or hanging is performed according types. Can be tolerated. Storing:

Storage devices are used (on the shelves, hangers, laundry bags and covers

Or Delivering:

Deliver laundry to the guest room according to laundry list, transmission of the copy of the laundry list to the reception. Can tolerate

Observation


Checklist Score

Yes No

Indicator: Initial Activities are followed:

Receive linen, guest clothes and staff uniforms

Sort out linen and clothes by:(Colour, Soiling, Fabric and fibre, Size & usage)

Select the type and quantity of washing product (according to type of fabric and degree of soiling and the amount of clothes or linen to be washed.)

Select the equipment and tools (according to washing technique.). Can tolerate the initial activities

Indicator: Washing procedures:

Soak linen and clothes (linen and clothes to be soaked either in hot or cold water in order to remove stains or loosen the dirt)

Hand wash clothes and linen (washing techniques)

Load and offload the washing machine (Weigh the linen and clothes load the washing machine apply chemicals as per instructions select the program stop the program according to timeline)

Indicator: Drying procedures:

Drying techniques (according to the indicated instructions:

Temperature, Fibre and fabric, Colour, Off load the tumble dryer No toleration

Indicator: Ironing or pressing, steaming procedures:

Use of appropriate machine according to the fabric and fibre (

Calendar machine, Pressing machine, Steam pressing, Steam former, Iron box ) No toleration

292 | P a g e

Checklist Score

Yes No

Indicator: Guest laundry is cleaned, ironed and delivered to appropriate room the rooms. None is tolerated

Indicator: Bed room linen and restaurant Linen is cleaned, ironed and delivered to linen room. None is tolerated

Indicator: Staff uniform is cleaned and delivered to linen room. None is tolerated

Indicator: Records are kept and copies sent to different departments. None is tolerated

Observation


Checklist Score

Yes No

Indicator: Washing techniques are respected according to fibre, fabric , nature of linen, colour, texture, soilage & usage) can be tolerated

Indicator: : Appropriate techniques is used according to type of clothes/linen(ironing, steaming or pressing) can be tolerated

Indicator: Appropriate chemicals, tools, materials and equipment are used. none can be tolerated.

293 | P a g e

Indicator: : Appropriate storage devises are used.(on the shelves, hangers, laundry bags and covers. Can be tolerated

Observation

Assesment Criterion 4: Safety

Checklist Score

Yes No

Indicator: Protective gear is worn (gloves, gum boots, plastic apron) No tolerance

Indicator: Correct use of chemicals, tools, materials and equipment is respected (right chemicals, tools and equipment according to the instructions, ) No tolerance

Indicator: Storage techniques are respected ( two corrosive agents must not be kept together, hazard liquid agent must be stored at a lower level on the shelf, squeegees and mops must be stored head up) only squeegees are tolerated

Indicator: Any spillage is wiped immediately. No tolerance

Observation

294 | P a g e

H K O P A 3 0 1 - CLEANING PUBLIC AREA

HKOPA301 Clean Public area


Credits: 8 80

Sector: Hospitality and tourism



Purpose statement

This module describes the skills and knowledge required to clean public area. At the end, the

trainee(s) will be able to clean different surfaces of public area. These include halls, lobby,

stores and pool, etc. At the end of the module, learners will have the ability to set up cleaning

equipment and to safely clean premises and equipment using resources efficiently to reduce

negative environmental impacts.

295 | P a g e


CM302 : Health, Safety, security and environment in the workplace

HOTHK301 : Cleaning equipment and techniques







1. Prepare for cleaning the public area 1.1 The public area to be cleaned is identified

1.2 Protective clothing is worn to protect the employee

from harm

1.3 The accurate cleaning equipment and materials are

selected

2. Clean public area 2.1 The public area is cleaned using the proper cleaning

equipment, materials and techniques

2.2 The appropriate cleaning equipment and materials are

used correctly, avoiding any contamination, danger or

hazard

2.3 Furniture are correctly arranged in accordance with

company’s requirements

2.4 The public area is continuously kept clean.

2.5 Procedures and regulations are followed in disposing of

waste products and rubbish

3. Dispose of waste and rubbish 3.1 Rubbish and waste are disposed of following

enterprise’s requirements

3.2 Waste bins are cleaned according to standards

4. Close shift 4.1 Cleaning equipment and materials are cleaned,

maintained and kept well in the relevant store.

4.2 A handover report containing any relevant information

on completed and incomplete work is written and

handed over to the supervisor.

296 | P a g e

LU 1: Prepare the cleaning equipment and materials

1

Learning Outcomes:

1. Identify public areas 2. Identify cleaning equipment and materials

20 Hours

Learning Outcome 1.1: Identify public areas

Different publics areas : Corridors Staircases Leisure and sports

areas Changing rooms Washrooms Lobbies Conference rooms Restaurant area Lounge Lift Offices Gift shops Parking area Reception area Garden public phone

booths/area, front entrance, bar area

o Brainstorming o Recognizing public areas on

pictures o Visit of a hotel, a guest house, a

hospital or an office

- Pictures


Content Learning

activities

Resources

297 | P a g e




Checklist Score

Yes No

Observation

Learning Outcome 1.2: Identify cleaning equipment and materials

Different equipment according to area

Materials and chemicals according to surfaces

o Brainstorming o Group discussion o Demonstration

- Books, - Internet, - Pictures


Content Learning

activities

Resources


The public area to be cleaned is identified


Proper identification of cleaning equipment and materials

298 | P a g e




Checklist Score

Yes No

Observation

299 | P a g e

LU 2: Clean public area

2

Learning Outcomes:

1. Prepare the public area for cleaning 2. Clean public area 3. Maintain the cleanliness of the public area 4. Report for maintenance

40 Hours

Learning Outcome 2.1: Prepare the public area for cleaning

Steps in preparation of the area : Switch off unnecessary

lights and water Secure the area

(warning signs) Empty all wastebaskets

and other trash receptacles. Remove trash to designated areas.

Move furniture Check and report

unusual properties


Content Learning

activities

Resources


Public area is properly prepared for cleaning

300 | P a g e




Checklist Score

Yes No

Observation

Learning Outcome 2.2: Clean public area

Clock-wise procedure

Use cleaning techniques according to the type of public area, e.g. : Sweep all entrances, steps, and

exit areas. Dust all areas within hand-high

reach - window sills, wall edges, chairs, desks, tables, file cabinets, etc.

Spot-clean glass on entrance doors and display cabinets, all doors, frames, and light switches.

Damp wipe tables and desktops. Damp wipe floor spillages. Thoroughly clean elevators,

including floors, walls, and saddles.

Clean and disinfect public phone booths.

Clean and disinfect drinking fountains.

Remove chewing gum and other foreign matter from floor.

o Research o Brainstorming o Presentation o Observation o Demonstration o Individual practice

Reference books Pictures Internet

Content Learning

activities

Resources

301 | P a g e

Spot vacuum high-traffic areas.





Checklist Score

Yes No

Observation

Learning Outcome 2. 3: Maintain the cleanliness of the public area

Public area maintenance techniques :

Spot check at regular time intervals

Fill in the maintenance check list

Refresh the public area and replenish supplies


Reference books Pictures Internet

Content Learning

activities

Resources


Public area is properly cleaned

302 | P a g e





Checklist Score

Yes No

Observation

Learning Outcome 2. 4: Report for maintenance

Communication of the problems to the supervisor :

by phone through maintenance

checklist


Reference books Report Samples Internet


Content Learning

activities

Resources


Proper maintenance of the cleanliness of public area


Appropriate reporting for maintenace

303 | P a g e




Checklist Score

Yes No

Observation

304 | P a g e

LU 3: Dispose of rubbish and waste

3

Learning Outcomes:

1. Dispose of rubbish and waste 2. Clean waste bins

10 Hours

Learning Outcome 3.1: Dispose of rubbish and waste

Types: Rubbish Waste

Disposal methods

o Research o Brainstorming o Presentation o Observation o Demonstration o Individual practice






Content Learning

activities

Resources


Proper disposal of rubbish and waste

305 | P a g e

Checklist Score

Yes No

Observation

Learning Outcome 3.2: Clean waste bins

Cleaning techniques o Research o Brainstorming o Presentation o Observation o Demonstration o Individual practice

- Reference books - Pictures - Internet - Cleaning tools - Detergents





Checklist Score

Yes No

I

Observation

Content Learning

activities

Resources


Proper cleaning of of waste bins

306 | P a g e

307 | P a g e

LU 4: Close shift

4

Learning Outcomes:

1. Clean the equipment and materials 2. Store the equipment, materials and products in the store and pantry 3. Write the reports and hand over

10 Hours

Learning Outcome 4.1: Clean the equipment and materials

Equipment cleaning and maintenance techniques

o Individual practice o Reference books o Pictures o Internet





Content Learning

activities

Resources


Appropriate cleaning of the equipment and materials

308 | P a g e

Checklist Score

Yes No

Learning Outcome 4.2: Store the equipment, materials and products in the store and pantry


Storage arrangement


o Reference books o Pictures o Internet





Checklist Score

Yes No

Observation

Content Learning

activities

Resources


Proper storage of the equipment, materials, and products in the store and

pantry

309 | P a g e

Learning Outcome 4.3: Write the reports and hand over

Types of reports :

Maintenance report Lost & found report Missing items report Double lock report Out of order report

Route of reports from public area attendant to :

Supervisor to Heads of different

departments Rooms division

manager







Checklist Score

Yes No

Eucalyptus floor application

Observation

Content Learning

activities

Resources


Proper report writing and handover

310 | P a g e

311 | P a g e



HEMULE Hotel Kigali Rwanda is hosting the 5 East African country presidents these include 1 woman and 4 men for harmonization of currency. They will be using a medium international standard conference hall, a lobby and washrooms. The conference will last for 2days. As a public area attendant you have been asked to maintain cleanliness of these 2 areas.

Equipments - Scrubbing machine, - Vacuum cleaner, - shampooing machine Tools: - Dry rugs - Damp Cleaning clothes Materials:

Cleaning agents: - carpet shampoo, - multipurpose - cleaner, - polishes air - fresheners, - toilet cleaners, - hazard warning signs, - rubbish bins


Checklist Score

Yes No

Indicator: Cleaning process are respected :

litter is collected

waste bins are emptied

Appropriate cleaning equipment, tools and materials are selected correctly.

Appropriate cleaning procedures are respected(Dusting, damp cleaning[shampooing , mopping], dry cleaning, polishing walls windows, desks tables chairs)

Safety instructions are observed

Furniture is rearranged in accordance to the requirements of the guests.

Cleaning equipment and materials and tools are cleaned, maintained and kept in relevant store.

Observation

312 | P a g e


Checklist Score

Yes No

Indicator: All surfaces are cleaned

Indicator: The last glance is performed

Indicator: pleasant smell

Indicator: Report is prepared

Observation


Checklist Score

Yes No

Indicator:The appropriate materials tools, equipment are selected

Indicator: : Protective clothes are worn (for washrooms; gloves, masks etc)

Indicator: Equipment tools & materials are used in accordance to instructions

Observation

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H K O L T 3 0 1 - LAUNDRY EQUIPEMENT, TOOLS, MATERIAL AND TECHNIQUES

HKOLT301 Use laundry equipment, tools, materials and techniques


Credits: 6 60



Issue date: January 2013

Purpose statement

This unit describes the skills and knowledge required to use laundry equipment, tools and materials

according to the requirements of the industry. The laundry techniques are also acquired by the learner

at the end of the module.

314 | P a g e









1. Use laundry equipment, tools,

materials and products.

1.1 Different tools, materials and equipment are selected

according to usage.

1.2 The laundry tools, materials and equipment are used

properly.

1.3 Detergents and products are selected according to

usage.

1.4 Detergents and products are used efficiently and

effectively (cost cutting).

1.5 The laundry tools, materials and equipment are

cleaned, maintained and stored.

2. Apply laundry techniques 2.1 Laundry procedures are followed.

2.2 Appropriate laundry techniques are applied to the

different fibre and fabric types.

2.3 Security and hygiene are maintained.

315 | P a g e

LU 1: Use laundry equipment, tools, materials and products

1

Learning Outcomes:

1. Identify laundry equipment, tools, materials and product 2. Use laundry equipment and products 3. Maintain and store laundry equipment

30 Hours

Learning Outcome 1.1: Identify laundry equipment, tools, materials and product

Different equipment, tools and materials: Machinery

Washing machine

Tumble dryer

Dry-cleaning machine

Pressing machine

Steam pressing

machine

Steam former

Weighing machine

Calendar

Tools

Iron box

Ironing board

Measuring jugs

brushes

Hangers

Hanging rail

Spraying bottles

Materials

o Brainstorming on different

types of laundry equipment,

tools and materials

o Group Discussion

- Resource books - Pictures - Laundry equipment

and tools and products

Content Learning

activities

Resources

316 | P a g e

Laundry bags

Buckets

Basins

Pegs

Peg holder

Different laundry products: Bleeches

Powder soap

Liquid soap

Softeners

Stain removers

Rust removers

Starches





Checklist Score

Yes No

Observation


Proper identification of laundry equipment, tools, materials, and products

317 | P a g e

Learning Outcome 1.2: Use laundry equipment and products

Different laundry equipment and products for :

soaking

washing

pressing

rinsing

drying

steaming

ironing

dry-cleaning

Appropriate quantities of products according to the use.

Manual & mechanical equipment use.

o Research / visit of a laundry

o Presentation by the teacher

o Demonstration of equipment

usage

o Manipulation by learners

o Observation in a laundry

- Laundry equipment - Washing products





Checklist Score

Yes No

Observation

Content Learning

activities

Resources


Appropriate use of laundry equipment and products

318 | P a g e

Learning Outcome 1.3: Maintain and store laundry equipment

Methods of equipment maintenance

Different storage areas and devices

Storage arrangement

Safety precautions

o Visit the store of different cleaning equipments, tools and materials.

o Observation of proper handling and risk for each item in stores.


- Store room (where machines are stored after use)

- Shelves with different tools and materials





Checklist Score

Yes No

Observation

Content Learning

activities

Resources


Proper maintenance and storage of laundry equipment

319 | P a g e

LU 2: Apply cleaning techniques

2

Learning Outcomes:

1. Follow laundry procedures 2. Wash different fabric and fibres 3. Iron, steam and press linen and clothes

30 Hours

Learning Outcome 2.1: Follow laundry procedures

Laundry procedures : Sort by colour, type,

fibre and fabric,

degree of soiling

Check

Weigh

Mark

Load (machine)

Wash

Off-load (machine)

Dry

Iron

Press

Fold

Stock or deliver

o Brainstorming

o Discussion

- Laundry procedures sheet


Content Learning

activities

Resources

320 | P a g e




Checklist Score

Yes No

Observation

Learning Outcome 2.2: Wash different fabric and fibres

Different types of fabric and fibres: Wool

Silk

Cotton

Linen

Polyesther / Synthetic

Nylon

Velvet

Different washing methods applied to the different textiles:

Wet cleaning

Dry cleaning

o Brainstorming

o Discussions

o Visit of a laundry

o Demonstration


- Measuring jugs - Bleeches - Powder soap - Liquid soap - Softeners - Stain removers - Starches - Lust removers - Weighing machine - Washing machine - Drying machine - Dry-cleaning

machine

Content Learning

activities

Resources


Laundry procedures are followed

321 | P a g e

Wet washing techniques : Soaking

Spot cleaning

Hand washing / Machine

washing

Squeezing

Hanging / drying

- Buckets - Bassins - Spraying bottles - Hangers - Hanging rail - Brushes





Checklist Score

Yes No

Observation

Learning Outcome 2. 3: Iron, steam and press linen and clothes

Content Learning

activities

Resources


Proper washing of different fabric and fibers

322 | P a g e

Ironing techniques according to type of clothes (shirt, trousers, skirts, dresses)

Steaming technique

Pressing while respecting the temperature according to the fabric type

Folding techniques

- Water spray - Plastic bags - Iron - Iron board - Steam pressing

machine - Hangers - Hanging rail - Pressing machine - Starches





Checklist Score

Yes No

Observation


Proper ironing, steaming, and pressing linen and clothes

323 | P a g e



Context: HenLea laundry Problem: Different techniques to demonstrate the use of laundry machine, tools and chemicals. Production: the correct use of machine, tools and materials on different tasks Constraints: Time 5:00pm and load of work Instructions: Show how to us machines, tools and materials to wash, dry & iron in the process.

Task - techniques of the use a

washing machine & tumble dryer

- Techniques of the use of different chemicals

- Techniques on how to use an tool

Tools: - Mobile trolleys - Work table - Wpray bottle - Brushes - Work tables Equipment: - Washing machine - Tumble dryers - Iron box - Iron board chemicals - Water - Detergen - Powder - Solid - Liquid - Bleachers - Softeners - stain remover

324 | P a g e


Checklist Score

Yes No

Indicator: The procedure of switching on and off the machine is not tolerated

Indicator: The way to follow the instructions of the machines is not tolerated

Indicator: The way of loading and off - loading a washing machine, is not tolerated

Indicator: The procedure of opening and measuring different chemicals (Bleaches, Powder soap, Liquid soap, Softeners, Stain removers, Rust removers, Starches) is not tolerated

Indicator: The procedure of reading instructions of the chemicals for different fibres and fabrics (Wool, Silk, Cotton, Line, Polyesther / Synthetic, Nylon, Velvet) is tolerated

Indicator: The manner in which to apply chemicals for different fibres and fabrics is not tolerated

Indicator: Load and offload drying machine is tolerated

Indicator: The methods to use tools (an iron box, Iron board, Hangers, Hanging rail, Spraying bottles, laundry baskets and laundry bags)Methods of using hangers are tolerated.

Observation

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Checklist Score

Yes No

Indicator: Adequate techniques are used when using tools. can be tolerated

Indicator: Proper techniques are used when using washing machine& drying machine. cannot be tolerated

Indicator: Proper techniques are used when using equipment. cannot be tolerated

Indicator: The right tools are used is cannot tolerated

Indicator: The proper machines are used is not tolerated

Indicator: The correct equipments are used is not tolerated

Indicator: The cleanliness of equipments and tools is achieved. Is not tolerated

Observation

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Checklist Score

Yes No

Indicator: Appropriate chemicals are used for appropriate fibre and fabric. Is not tolerated

Indicator: Appropriate tools are used for the suitable fibre and fabric can be tolerated

Indicator: Appropriate equipments are used for the appropriate fibre and fabric is not tolerated

Indicator: Appropriate techniques are used, properly according to fibre and fabric is not tolerated

Indicator: Chemicals are stored in suitable place is not tolerated

Observation


Checklist Score

Yes No

Indicator: Protective gear is worn (gloves, gum boots, plastic apron) is not tolerate

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Indicator: Any spillage is wiped immediately. is not tolerate

Indicator: Equipment should not be left lying around is not tolerate

Indicator: Chemicals should not be mixed is not tolerate

Indicator: Chemicals to be used in correct dilution can be tolerated

Indicator: Mild chemicals are used first can be tolerated

Indicator: The equipments and tools are stored accordingly can be tolerated

Indicator: The chemicals are stored according to safety procedures can be tolerated

Observation

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H K O G R 3 0 1 - GUEST ROOM SERVICING

HKOGR301 Service a guest room


Credits: 12 120



Issue date: January 2013

Purpose statement

This unit describes the skills and knowledge required to clean and prepare rooms including bedrooms

and bathrooms for guests in an accommodation establishment. It requires the ability to set up cleaning

equipment and trolleys and to safely clean guest rooms using resources efficiently to reduce negative

environmental impacts.

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Cleaning equipment and techniques







1. Prepare for servicing of the guest

room

1.1 The difference between day and evening shift is

described

1.2 Rooms requiring servicing are identified from

information supplied to housekeeping staff.

1.3 Protective clothing is worn to protect the employee

from harm

1.4 Work tools and materials are selected and arranged in a

professional manner.

1.5 Entry procedures are followed.

2. Make the bed 2.1 The process for bed making is followed.

2.2 The appropriate linen are used and arranged properly

according to the type of bed

2.3 The bed is decorated according to the establishment

standards

3. Clean the room 3.1 All guest room furniture, fixtures, fittings and

accessories are cleaned according to type, enterprise

procedures, and safety and hygiene guidelines.

3.2 Bathroom fittings and fixtures, as well as toilet and

attachments are cleaned.

3.3 Fumigation is performed according to safety and

enterprise procedures

3.4 Floor surfaces are cleaned and dried according to type.

3.5 Furniture and accessories are correctly arranged in

accordance with company’s requirements

4. Close shift 4.1 Cleaning equipment and materials are cleaned,

maintained and kept well in the relevant store

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4.2 All the information about the operation of the shift is

written in a report which is handed over to the

supervisor.

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LU 1: Prepare for servicing of the guest room

1

Learning Outcomes:

1. Identify the types of shifts 2. Interpret the rooming list, the room status and room allocation 3. Select and arrange work tools and materials 4. Apply the entry procedures

20 Hours

Learning Outcome 1.1: Identify the types of shifts

Types of shifts :

Day shift Turn down service or

evening shift

Procedures of day service

Entry procedure Cleaning procedure

Procedures of turn down service

Entry procedure Cleaning procedure

o Guest speaker o Brainstorming o Observation o Research o Group discussion o Presentation of results of group

work


Content Learning

activities

Resources


Proper identification of the types of shifts

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Checklist Score

Yes No

Observation

Learning Outcome 1.2: Interpret the rooming list, the room status and room allocation

Elements of the rooming list Room number Number of people

occupying the room Name National ID Nationality Check in date Check out date Duration of stay

Different room status : Vacant Occupied Checked out Out of order Sleepover Do Not Disturb (DND)

Different room lay out : Twin room

o Guest speaker o Brainstorming o Observation o Research o Group discussion o Presentation of results of group

work

- Different examples of rooming lists

- Reference books - Internet

Content Learning

activities

Resources

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Double room Junior suite Executive suite Presidential suite Paraplegic room Smoking room Non-smoking room

Room allocation





Checklist Score

Yes No

Observation


Proper interpretation of the rooming list, the room status, and room allocation

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Learning Outcome 1.3: Select and arrange work tools and materials

Mise en place of different tools and materials for : Dusting Cleaning Scrubbing Vacuuming

Arranging the different tools and materials on the trolley

o Brainstorming o Documentary research o Group Discussion o Demonstration on how to

arrange different tools and materials in the trolley

- Trolley - Caddy box - Dust bins - Sanitary bins - Glass cloth - Glass coaster - Vacuum cleaners - Water sucking machine - Shampooing machine - Carpet sweepers - Scrubbing machine - Mops - Brushes - Dusters - Long feather duster - Dust pans - Rubber Squeezers - Bucket - Foot pedal - Pedal bin - Rubbish bag - Polishing machine - Cleaning products - Guest amenities





Content Learning

activities

Resources


Appropriate selection and arrangement of work tools and materials

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Checklist Score

Yes No

Observation

Learning Outcome 1.4: Apply the entry procedures

Steps of the entry procedures : Park the trolley in front of

the room Knock on the door and

identify yourself Enter the room Confirm the status of the

room Open the curtains Open the windows Check the lost and found Check the damaged items Check the missing items

- Trolley - Caddy box - Dust bins - Sanitary bins - Glass cloth - Glass coaster - Vacuum cleaners - Water sucking

machine - Shampooing machine - Carpet sweepers - Scrubbing machine - Mops - Brushes - Dusters - Long feather duster - Dust pans - Rubber Squeezers - Bucket - Foot pedal - Pedal bin - Rubbish bag - Polishing machine - Cleaning products - Guest amenities


Content Learning

activities

Resources

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Checklist Score

Yes No

Observation


Entry procedures are properly applied

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LU 2: Make the bed

2

Learning Outcomes:

1. Identify the types of beds 2. Identify the types of linen 3. Make the bed

30 Hours

Learning Outcome 2.1: Identify the types of beds

Types of beds : Spring bed Base board Wooden bed Baby cot Single bed Double bed Queen size bed King size bed

Types of headboards : Soft hard

o Brainstorming o Presentation o Observation

- Spring bed - Base board - Wooden bed - Baby cot - Single bed - Double bed - Queen size bed - King size bed




Content Learning

activities

Resources


Proper identification of the types of beds

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Checklist Score

Yes No

Observation

Learning Outcome 2.2: Identify the types of linen

Types of linen : night frill / bed valence mattress protector Bedsheets Blanket Bedcover / bedspread Duvet Pillows Pillows cases Pillow protectors Decorative cushions Bed throw

o Brainstorming o Presentation o Observation

- night frill / bed valence

- mattress protector - Bedsheets - Blanket - Bedcover /

bedspread - Duvet - Pillows - Pillows cases - Pillow protectors - Decorative

cushions - Bed throw


Content Learning

activities

Resources

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Checklist Score

Yes No

Observation

Learning Outcome 2. 3: Make the bed

Steps of the process for making the bed : Pull the bed Strip the bed Clean the bed Turn the mattress Make the bed Push the bed back

Bed making technique : Check the condition of

the bed linen Lay the bedsheets Make angles Finish the bed (iron) Decorate the bed

o Brainstorming o Presentation o Observation o Demonstration o Practical exercises

- night frill / bed valence

- mattress protector

- Bedsheets - Blanket - Bedcover /

bedspread - Duvet - Pillows - Pillows cases - Pillow protectors - Decorative

cushions - Bed throw

Content Learning

activities

Resources


Proper identification of the types of linen

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Checklist Score

Yes No

Observation


The bed is properly made

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LU 3: Clean the guest room

3

Learning Outcomes:

1. Attend to walls, ceilings, fixtures and furniture 2. Clean and dry floor surfaces 3. Arrange furniture and accessories 4. Clean the bathroom fittings and fixtures 5. Clean the toilet and toilet attachments 6. Clean the bathroom floor 7. Finish the room

60 Hours

Learning Outcome 3.1: Attend to walls, ceilings, fixtures and furniture

Respect of clock-wise or non-clockwise procedure

Respect of up-to-bottom process

Use of proper cleaning techniques, materials and products according to type of surface.

o Brainstorming o Demonstration o Individual practice

- Buckets, hard brushes, hand brushes, soft brooms, dustpans and brooms, scrubbing machine, sucking machine, vacuum cleaner, shampooing machine, rugs, gloves, water, wet pick up, sponges cobweb brooms ladder, scouring powder.


Content Learning

activities

Resources


Walls, ceilings, fixtures, and furniture are properly attented to

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Checklist Score

Yes No

Observation

Learning Outcome 3.2: Clean and dry floor surfaces

Use of proper cleaning techniques, materials and products according to type of surface.

o Brainstorming o Group discussion o Demonstration

- Detergents, stain removers, carpet shampoo, liquid soap/multi-purpose cleaner, floor polish, furniture polish/metal polish, upholstery shampoo, methylated spirit, and blower.




Content Learning

activities

Resources


Floors are properly cleaned and dried

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Checklist Score

Yes No

Observation

Learning Outcome 3.3: Arrange furniture and accessories

Standard arrangement of furniture and accessories

o Visit of a hotel guest room o Observation o Demonstration o Practical exercise

- Furniture - Accessories





Checklist Score

Yes No

Content Learning

activities

Resources


Proper arrangement of furniture and accessories

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Observation

Learning Outcome 3.4: Clean the bathroom fittings and fixtures

Use of proper cleaning techniques,

materials and products according to

type of surface.


- Bathroom - Fittings - Fixtures





Checklist Score

Yes No

Observation

Learning Outcome 3.5: Clean the toilet and toilet attachments

Content Learning

activities

Resources


Proper cleaning of the bathroom fittings and fixtures

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type of surface.


- Detergents - Cleaning tools





Checklist Score

Yes No

Observation

Content Learning

activities

Resources


Proper cleaning of toilet and toilet attachments

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Learning Outcome 3.6: Clean the bathroom floor



type of surface.


- Detergents - Cleaning tools





Checklist Score

Yes No

Observation

Learning Out come 3.7: Finish the room

Replenishment of amenities :

Bathroom linen Body amenities Sanitary bags Stationeries

o Brainstorming o Group discussion o Demonstrate amenities used

- Bathroom linen - Body amenities - Sanitary bags

- Stationeries

Content Learning

activities

Resources

Content Learning

activities

Resources


Proper cleaning of the bathroom floor

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Check the cleanliness of the room and the arrangement of the furniture and accessories (last glance)

Spraying air freshener





Checklist Score

Yes No

Observation


Proper finish up of the room

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LU 4: Close shift

4

Learning Outcomes:

1. Clean the equipment and materials 2. Store the equipment, materials and products in the store and pantry 3. Write the reports and hand over

10 Hours

Learning Outcome 4.1: Clean the equipment and materials

Equipment cleaning and maintenance techniques

o Individual practice - Cleaning equipment - Cleaning materials





Content Learning

activities

Resources


Proper cleaning of the equipment and materials

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Checklist Score

Yes No

Observation

Learning Outcome 4.2: Store the equipment, materials and products in the store and pantry


Storage arrangement


- Store room - Shelves - Boxes





Checklist Score

Yes No

Content Learning

activities

Resources


Appropriate storage of the equipment, materials, and products in the store and

pantry

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Observation

Learning Outcome 4.3: Write the reports and hand over

Types of reports :

Maintenance report Lost & found report Missing items report DND (Do Not Disturb)

report Pick-up laundry report Make-up room report Double-locked room

report Out of order report

Route of reports from guest room attendant to :

Supervisor to Heads of different

departments Rooms division

manager


- Report samples - Reference books - Internet





Content Learning

activities

Resources


Proper report writing and hand over

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Checklist Score

Yes No

Observation



Busogo Secondary School is technical school accredited located at musanze district, is looking for an experienced graphic designer, to design a website of busogo secondary school. The website should display the information to the students such as the announcement, location of bss, logo, the gallery for events and receiving comments coming in for the website visitors. The website is needed within 2 Hours

Task - Clean the standard room - Clean a suite room - Clean a twin room Amenities - Bath towel, Face towel,

Hand towel - Slippers Soaps/ Soap dish

Shampoos, Bath Gels, Bath Lotions, Shower Caps, Dental Kits, Shaving Kits, Sewing Kits

- Shoe Shines, Shoe Mitts Combs

- Cotton Balls, Sanitary Bags Cotton buds, Loofah Bathrobes Nail files

- Clothes Brushes Carry Bags Shoe Horns, Racks Garbage Barrels Tissue Boxes, Shoe baskets Rattan Baskets Pallets Hangers Swizzle Sticks Umbrellas, Gargle Tumblers Toilet Rolls Fruit Sticks, Water tumblers, Service

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directory Guest stationery, ‘Do Not Disturb’ cards Bible / Gita, Ash tray, Breakfast knob cards Room service menu, Match Box/ Lighter, Polish my shoe card, Room beverage menu, Guest house rules

Tools - Blushes - Mops - Bloom - Squeegees clothes - Carpet sweeper,spray - bottle

Materials

- Water - Acids & Alkali (vinegar,

caustic soda) - Window cleaners: - Abrasives(vim) - Detergent & soaps - Liquid Cleaning Agent

(Methylated spirits) - Polishes - Disinfectants, Antiseptics

& Deodorants Equipment - Vaccum - cleaners

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Checklist Score

Yes No

Indicator: Initial Activities are followed

entering procedures

knock 3 times announce your presence,

open the windows

collect litter

empty and clean the ash tray & bin

gather soiled towels & bed linen

(but aerating the room can be tolerated}

Indicator: Cleaning procedures are followed when

Cleaning the bathroom

toilet 1st

the tub or shower

then sinks and mirrors

last scrub the floor

If cleaning sequence is not followed can be tolerated

Indicator: Cleaning balcony

sweep

wash and dust furniture

water live plants

wash/dust artificial plants then close doors


Indicator: Cleaning bed room

High dust

sweep

vacuum

wash floor/tiles/carpet

all furniture and window sills

drawers are checked for left items and other things

under and behind furniture


Indicator: Making bed procedures are applied

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the bed is stripped

straighten the mattress

lay the bed sheets and bedcover

put in clean pillowcase

dust all sills and ledges

No tolerance

Indicator: Final activities are performed

Apply polish

check working condition of fixtures

TV

TV control device

clock, and phone

Replenishing guest amenities (for example towels, soap, water, disposable slippers, check guest information folder:

Note repairs and maintains:

Close window and curtains

Report to

front office on finished room. Close and lock room

If checking sequence is not followed can be tolerated

Observation


Checklist Score

Yes No

Indicator: The room is clean, fresh and presentable. No tolerance

Indicator: Bed is made as per standards. Can be tolerated

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Indicator: The furniture is arranged accordingly.

Indicator: All room amenities are replenished as per room categories. Can be tolerance

Indicator: Bathroom is free from stains and odours and shinny. No tolerance

Indicator: All records of rooms are ready (for selling, maintenance and security purposes). No tolerance

Observation


Checklist Score

Yes No

Indicator: Cleaning techniques are respected according to surfaces being cleaned

dusting

cleaning

scrubbing

vacuuming

mopping

drying

polishing

shinning

Indicator: Appropriate chemicals, tools, materials and equipment are used. Use of tools and materials can be tolerated.

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Observation


Checklist Score

Yes No

Indicator: Protective gear is worn (gloves, close shoes, apron) (we can tolerate only the apron)

Indicator: Caution signs are used

cleaning in progress

slippery floor

Indicator: Correct use of chemicals, tools, materials and equipment is respected

right chemicals

tools and equipment according to the instructions

2 mistakes of wrong use of tools and material can be tolerated)

Indicator: Storage techniques are respected

two corrosive agents must not be kept together

hazard liquid agent must be stored at a lower level on the shelf

clean dry all equipments, brooms and mops must be stored head up

only brooms and mops are tolerated

Observation

GLOSSARY

Assessment: A process of gathering and judging

evidence in order to decide whether a person

has attained a standard of performance.

Assessment criteria: Statements which describe

performances and place them in context with

sufficient precision to allow valid and reliable

assessment.

Best practice: Management practices and work

processes that lead to outstanding or top-class

performance and provide examples for others.

Competency standard: An industry-determined

specification of performance which sets out the

skills, knowledge and attitudes required to

operate effectively in employment. Competency

standards are made up of units of competency,

which are themselves made up of elements of

competency, together with performance

criteria, a range of variables, and an evidence

guide.

Competency: means the ability to apply

knowledge, skills and personal, social and

methodological skills in the workplace or

during learning, as well as in personal and

professional development. This ability or

capacity is acquired through leaning, exposure to

the tasks and series of training allowing one to

perform specific task autonomously. Reason

why in the context of the CBE Framework

competencies are described as responsibility

and independence.

Competency-based assessment (or CBA): The

gathering and judging of evidence in order to

decide whether a person has achieved a

standard of competency.

Complementary competencies: Set of

knowledge, skills and attitudes which are not

directly linked to a specific occupation or

industry, but which are important for work,

education and life in general, such as

communication, mathematics, organizational

aptitude, and computer literacy, interpersonal

and analytical competency.

Core modules: Modules leading to

competencies’ acquisition that an industry

sector has agreed upon as essential for a person

to be accepted as competent at a particular

level. All modules may be core, but in many cases

competency at a level will involve core modules

plus optional or specialization modules. Core

competencies are normally those central to work

in a particular industry.

Credential: Formal certification issued for

successful achievement of a defined set of

outcomes, e.g. successful completion of a course

in recognition of having achieved particular

knowledge, skills or competencies; successful

completion of an apprenticeship or traineeship.

Credit: The acknowledgement that a person has

satisfied the requirements of a module.

Curriculum: The specifications for a course or

subject (module) which describe all the learning

experiences a learner undergoes, generally

including objectives, content, intended learning

outcomes, teaching methodology,

recommended or prescribed assessment tasks,

assessment exemplars, etc.

Evidence guide: The part of a competency

standard which provides a guide to the

interpretation and assessment of the unit of

competency, including the aspects which need

to be emphasized in assessment, relationships to

other units, and the required evidence of

competency.

Flexible delivery: A range of approaches to

providing education and training, giving learners

greater choice of when, where and how they

learn. Flexible delivery may involve distance

education, mixed-mode delivery, online

education, self-paced learning, self-directed

learning, etc.

Formal education: Also formal training

education or training provided in educational

institutions such as schools, universities,

colleges, etc. or off the job in a workplace,

usually involving direction from a teacher or

instructor.

General competencies: competencies

correspond to larger operations that go beyond

the tasks, but generally contribute to their

implementation. These activities require more

fundamental learning and are generally common

to several tasks and transferable to many work

situations.

Generic modules: Modules leading to the

attainment of complementary competencies.

Informal education: The acquisition of

knowledge and skills through experience,

reading, social contact, etc.

Internship: An opportunity for a learner to

integrate career related experience by

participating in planned, supervised work.

Key competencies: Any of several generic skills

or competencies considered essential for people

to participate effectively in the workforce. Key

competencies apply to work generally, rather

than being specific to work in a particular

occupation or industry. The following are key

areas of competency which were developed into

seven key competencies: collecting, analyzing

and organizing information; communicating

ideas and information; planning and organizing

activities; working with others and in teams;

using mathematical ideas and techniques;

solving problems; and using technology.

Knowledge: means the result of the adoption

of information through the learning process.

Knowledge is a set of facts, principles, theories

and practices related to area of work or study. In

CBE context lifelong learning knowledge is

described as theoretical and / or factual.

Learning outcomes: are statements of what

learner knows, understands and can perform,

based on the completion of the learning

process, defined by knowledge, skill and

competency.

Learning activities: Suggested activities that can

be developed during lesson planning and activity

preparation. The choice of learning activities

must be tailored according to group size,

available material resources and communication

tools.

Learning hours: Amount of hours required to

acquire the competency, including the time

allocated to evaluation, which is estimated

between 5 and 10% of the total learning time of

the competency.

Learning outcomes: Statements that indicate

what learners will know or be able to do as a

result of a learning activity. Learning outcomes

are usually expressed as knowledge, skills, or

attitudes.

Learning unit: Any of the basic building blocks

of a module, which describes the key activities

or the elements of the work covered by the

module

Module: A unit of training which corresponds to

one competency and which can be completed on

its own or linked to others.

Occupation: The principal business of one’s life.

Performance criteria The part of a competency

standard specifying the required level of

performance in terms of a set of outcomes which

need to be achieved in order to be deemed

competent. It describes the quality requirements

of the result obtained in labor performance.

Qualification: means the formal name for the

result of a process of assessment and validation,

which is obtained when a competent body

determines that an individual has achieved

learning outcomes to the standards laid down.

Quality assurance: The systems and procedures

designed and implemented by an organization to

ensure that its products and services are of a

consistent standard and are being continuously

improved.

Recognition of prior learning (or RPL): The

acknowledgement of a person’s skills and

knowledge acquired through previous training,

work or life experience, which may be used to

grant status or credit in a subject or module.

Skills: are the ability to apply knowledge and use

the principle of “know how” to perform a specific

task and to solve the problem. In the context

of the CBE Framework, skills are defined as

cognitive (involving the use of logical, intuitive

and creative thinking), practical (including

physical skill and use of methods, materials,

devices and instruments) and social skills

(communication and cooperation skills,

emotional intelligence and other).

Specific competencies: Competencies that are

directly related to the tasks of the occupation in

the workplace context. They refer to concrete,

practical, and focused aspects

Traineeship: A system of vocational training

combining off-the-job training at an approved

training provider with on-the-job training and

practical work experience. Traineeships

generally take one to two years and are now a

part of the New Apprenticeships system.

Unit of competency: A component of a

competency standard. A unit of competency is a

statement of a key function or role in a particular

job or occupation. See also element of

competency, performance criteria, range of

variables.

WORKFORCE DEVELOPMENT AUTHORITY – WDA P. O. BOX 2707 Kigali Rwanda T +250 255113365 F +250 255113365 E [email protected] I www.wda.gov.rw

Workforce Development Authority

Empowering people with employable skills and entrepreneurship capacity

TVET CERTIFICATE III in HOUSEKEEPING

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Transcript of TVET CERTIFICATE III in HOUSEKEEPING