TVET CERTIFICATE IV in TAILORING

ARCTAL4001-TVET CERTIFICATE IV
© Workforce Development Authority, 2014
Tel: (+250) 255113365
Fax: (+250) 255113365
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The Competent Development Body of this Curriculum is © Workforce Development Authority
(WDA). Reproduced with permission
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must be included on any reproductions. Learners may copy reasonable portions of the
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© Workforce Development Authority (WDA) 2014
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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
2.5 Employability skills and life skills 4
2.6 Information about competencies 6
3 . T R A I N I N G P A C K A G E 7
3.1 Course structure 7
3.2Competencies chart 7
3.3 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 H E 4 0 1 - I M P L E M E N T I N G S . H . E . P O L I C I E S A N D P R O C E D U R E S 1 3
L U 1 : Identify hazardous areas to be improved. 16
LU 2 : Apply SHE practices. 23
LU 3: Assess and control risks. 33
LU 4: Awareness of SHE in working place. 40
C C M B P 4 0 2 - B U S I N E S S P L A N D E V E L O P M E N T 4 7
LU 1: Identify elements of business plan. 50
LU 2:Write a business plan in line with the identified elements 58
LU 3: Establish strategies to monitor evaluate and update the business plan (Contingency plan). 71
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LU 4: Present a business plan 79
C C M C S 4 0 2 - C O M P U T E R S K I L L S 8 5
LU 1Describe the operating system 88
LU 2:Customize computer features 95
LU 3:Protect computer system 100
C C M E N 4 0 1 - I N T E R M E D I A T E W O R K P L A C E E N G L I S H 1 0 6
LU 1:Write factual, descriptive, and explanatory texts. 109
LU 2:Apply a range of listening strategies to understand predictable messages. 119
LU 3:Discuss general and trade-related topics. 125
LU 4:Read medium texts on general and trade-related topics. 130
C C M K N 4 0 2 - I K I N Y A R W A N D A C Y ’ U M U N Y A M W U G A 1 3 7
LU 1: Gukoresha ubuvanganzo gakondo bufatiye ku mwuga ashyikirana n’abandi. 139
LU 2: Gukoresha Ikinyarwanda kiboneye agaragaza ibyiza by’ikoranabuhanga mu iterambere
ry’umwuga no gutandukany ubwoko bw’inshinga. 144
Imbumbe 150
LU 3: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ububi bw’ibiyobyabwenge mu rubyiruko no
kugaragaza mu izina mbonera amategeko y’igenamajwi agendanye n’ingombajwi ziburizwamo
n’izihinduka izindi. 150
LU 4: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza uburyo bunyuranye bwo gufata neza
ibidukikije no gukoresha indangahantu icyungo” na“ mu nteruro 154
LU 5: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza akamaro k’ubutabazi bw’ibanze no
gukoresha impakanyi n’indango z’inshinga. 159
C C M Q S 4 0 1 - P R O V I D I N G Q U A L I T Y C U S T O M E R S E R V I C E 1 6 5
LU 1: Develop and maintain product, service and market knowledge. 168
LU 2: Provide a quality service experience to customers. 180
LU 3: Deal with complaints and difficult customer service situations. 191
LU 4: Manage and use information about clients and customers. 206
C C M I A 4 0 2 - N D U S T R I A L A T T A C H M E N T P R O G R A M ( I A P ) 2 1 4
LU 1: Investigate and secure industrial attachment place 216
LU 2: Deal with workplace challenges 227
LU 3: Get briefed on industrial attachment program 233
LU 4: Develop one’s competencies on the workplace 240
G E N A M 4 0 1 - E L E M E N T A R Y M A T H E M A T I C A L A N A L Y S I S 2 4 6
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LU 1: Apply numerical and graphical methods to display 248
data 248
LU 3: Apply fundamentals of differentiation 260
G E N B C 4 0 1 - I N T R O D U C T I O N T O O R G A N I C C H E M I S T R Y 2 6 6
LU1: Explain organic compounds 268
LU1: Describe biochemical molecules 276
LU3: Describe polymerization 282
T A I L E D 4 0 1 - E M B R O I D E R Y D E S I G N 2 9 0
LU 1:Identify embroidery design materials 292
LU 2:Make embroidery sketch 297
LU 3:Perform basic maintenance of embroidery equipment and tools 302
T A I L E G 4 0 1 - E M B R O I D E R Y G A R M E N T 3 1 4
LU 1:Operate embroidery machine 316
LU 2:select embroidery stitches 323
LU 3:Apply embroidery on garment 328
T A L H D 4 0 1 - E M B R O I D E R Y H O U S E D R E S S I N G D E C O R A T I O N 3 3 9
LU 1:Identify materials, tools and equipment of embroidery house dressing decoration 342
LU 2:Select types of stitches 347
LU 3:Apply ornament for embroider house dressing decorationLearning 352
T A L B F 4 0 1 - B L O U S E F A S H I O N M A K I N G ( L I B A Y A ) 3 6 2
LU 1:Prepare of workplace 364
LU 2:Make block pattern 368
LU 3:Realize blouse fashion (LIBAYA) 373
T A L E M 4 0 1 - E M B R O I D E R Y M A T E R I A L S T O O L S A N D E Q U I P M E N T 3 8 3
LU 1:Identify embroidery materials, tools and equipment 385
LU 2 : Operate embroidery equipment and tools 389
LU 3:Perform basic maintenance of embroidery equipment and tools 394
T A L T D 4 0 1 - T E C H N I C A L D R A W I N G 3 9 9
LU 1:Identify Technical drawing materials, tools and equipment 401
LU 2:Differentiate lines and lettering 406
LU 3:Make Dimension on drawing 410
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T A L T F 4 0 1 - C A R I N G T E X T I L E F I B E R 4 1 5
LU 1:Distinguish history of textile fibers 417
LU 2:Differentiate textile fibres 421
LU 3:Use textile fibers 426
LU 4:Apply care of textile fibers 430
T A L W G 4 0 1 - W E D D I N G D R E S S A N D W O M E N G A R M E N T C E R E M O N Y 4 3 5
LU 1:Prepare workplace, materials, equipment and tools 437
LU 2:Realize fashion of wedding dress and women garment of ceremony 444
LU 3:Perform finishing 456
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List of abbreviations
CCM Complementary Competencies
PPE Personal Protective Equipment
TSS Technical Secondary School
VIH The Human Immunodeficiency Various
VTC Vocational Training Center
WDA Workforce Development Authority
Acknowledgments
Workforce Development Authority wishes to thank the following persons who participated in
the development of this curriculum:
Coordination
Facilitator
IRIBAGIZA Yvonne Trainer NYAMATA TVET SCHOOL
GASANGWA J.Damascene Trainer IWAWA VTC
KAYIRANGWA Epiphanie Trainer Mpanda TVET SCHOOL
MUKAMPALIRWA Bernadette Tailor Self-employed
MUSHIMIYIMANA Claudine Tailor Self-employed
NSANZABERA Gilbert Tailor NYANZA TVET SCHOOL
UMUGENI Josephine Tailor Self-employed
UMWARI Liliose Tailor Self-employed
MUSONI Jean Claude Trainer Nyabihu TVET School
UWERA Marceline Socio-linguistics Officer RALC
MUTAGANZWA Gilbert Teacher Ecole Secondaire de
Rukara
GASIMBA François Xavier Lecturer UR/College of Education
KAMBARI Vincent Teacher GS St Marcel/Kayonza
MUREGO Yves Quality Assurance
GASANA Vedaste Lecturer INES
Nyanza
1. GENERAL INTRODUCTION
The curriculum presents a coherent and significant set of competencies to
acquire to perform the occupation of a Women Clothing and Embroider
worker. It is designed with an approach that takes into account the training
needs, the work situation, as well as the goals and the means to implement training.
The modules of the curriculum include a description of the expected results at the end of
training. They have a direct influence on the choice of the theoretical and practical learning
activities. The competencies are the targets of training: the acquisition of each is required for
certification.
The curriculum is the reference to carry out the assessment of learning. Assessment tools of
learning are developed on the basis of this document.
The curriculum consists of three parts. The first part is of general interest and shows the nature
and goals of a program and the key concepts and definitions used in the document. The second
part presents the qualification, its level in the qualification framework, its purpose, its rationale
and the list of modules it comprises. The third part deals with the training package. It includes
the competencies chart, the sequencing of module learning, the description of each module
and the course structure.
The pages describing the modules are the heart of a curriculum. They present the title of the
module, the length of training, the amount of credits, the context in which the competency is
performed, the prerequisite competencies, the learning units and the performance criteria.
In each module, a course structure is provided. The course structure describes the learning
outcomes (knowledge, skills and attitude) and the learning contents related to each learning
unit. Also, the learning activities and resources for learning are suggested.
Finally, the assessment specifications and guidelines are included in each module.
Section
1
Section
2
and attitudes for a learner to be competent in
tasks and activities that require the application
of practical skills in a defined context. Work
would be undertaken in textile industry,
clothing manufacturing, workshop, and other
different company, clothing and embroidery
design with full autonomy. This qualification
constitutes a baseline for further leaning in
TVET; the individuals with this qualification can
enter the TVET Certificate V in Tailoring Service
or other related field.
learners will be able to:
1. Implement health safety and environment precaution
2. Develop business plan 3. Provide quality customer service 4. Apply Computer Skills 5. Use Intermediate English at workplace 6. Gukoresha i Kinyarwanda cy’
umunyamwuga 7. Apply Elementary Mathematical
Analysis 8. Demonstrate basic knowledge of
Chemistry 9. Use embroidery materials and tools and
equipements 10. Perfom technical drawing 11. Make embroidery design 12. Care of textile fibre 13. Embroider house dressing decoration 14. Embroider garment 15. Make blouse fashion (Libaya) 16. Make wedding dress and women
garment ceremony 17. Integrate the workplace
2.2 Minimum entry requirements
qualification is to be mentally fit with broad
knowledge, skills and attitude of art and
craft field and textile background.
Title: TVET Certificate IV in Tailoring
Level: REQF Level 4
2.3 Information about pathways
2.4 Job related information
This qualification prepares individuals to integrate the Tailoring sector a specially Women Clothing and
Embroider worker qualification. Also, with the professionalization of frontline worker, this qualification
offers the opportunity to work in textile industrial, clothing manufacturing, workshop, and other
different company clothing and embroidery design. This qualification constitutes a baseline for further
leaning in TVET; the individuals with this qualification can enter the TVET Certificate IV in Tailoring
Service in order to be equipped with the necessary knowledge, skills and attitude to enable them in
TVET Certificate IV.
this qualification include:
tailoring or other relevant/related
Progression route of candidates achieving
this qualification include:
of other related TVET certificate V
qualifications.
Embroidery machine operator
Junior Embroidery design
Clothing markers and cutters
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 technical English and French
Clothing women and embroidery work need strong interpersonal and communication
skills since they interact with clients on a daily basis. Some clients with specific tastes
may have trouble communicating what they want, so women clothing should be skilled
at intuiting what a customer wants. Since is a precise art.
Team work
Working with others in the design team, embroidery team and in sewing such as
buyers. In that case will develop products of company and employability skills of
working on team members
Working collaboratively with the members
Problem- Solving
Able to work well under pressure for resolving problem in enterprise
Ensuring that projects are completed on time
Check material/product for conformance to specification
Identify problems/faults and act/report as required
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Initiative and enterprise
Usually work regular hours, but may need to work overtime at the height of a season. Self-
employed markers and cutters often work irregular hours and their work may be seasonal.
Supporting team member in irregular work
Planning and Organising
Acquire a variety of skills. For a women clothing and embroidery worker new to the
field, working in several different capacities may be beneficial. Skill and experience
with various areas in the clothing field allows women clothing and embroidery worker
will be versatile and marketable to many potential employers.
Technical Skills women clothing and embroidery worker should have skill with design
techniques, tools and materials.
Able to follow instructions
Self-management
Women Clothing or embroidery work would be create and produce clothing and embroidery
design for women. They might work on teams, coordinating every step of the design and
construction process. This can include sketching designs, selecting fabrics and overseeing
construction of garments.
Taking responsibility for own market in relation to specified quality stands.
Working according to market need
Taking decision on elaborate list of materials will need on job.
Computer skills
Operate a computer
Use word processing applications in the production of workplace or personal documents
Create and use CAD software and embroidery design software
Designing embroidery motif by using software
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Number of competencies: 17 Core competencies: 11 Complementary competencies: 6 The total number of Credits: 123
2.6 Information about competencies
1 CCMCS401 Apply Computer skills 3
2 CCMQS401 Provide quality customer service 3
3 CCMHE401 Implement SHE policies and procedures 3
4 CCMEN401 Use intermediate English at workplace 3
5 CCMDB401 Develop a business plan 3
6 CCMKN401 Gukoresha Ikinyarwanda Cy'umunyamwuga 3
Total 18
G EN
ER A
1 TALEM401 Use embroidery materials and tools and equipements 6
2 TALTD401 Perfom technical drawing 6
3 TALTF401 Care of textile fibre 6
4 GENAM401 Apply Elementary Mathematical Analysis 8
5 GENBC401 Demonstrate basic knowledge of Chemistry 4
SP EC
IF IC
7 TALWG401 Make wedding dress and women garment ceremony 12
8 TALED401 Make embroidery design 6
9 TALEG401 Embroider garment 10
10 TALHD401 Embroider house dressing decoration 8
11 TALIA401 Integrate the workplace 30
105
3. TRAINING PACKAGE
The training package includes the competencies chart, the flowchart, the
modules, the course structure, and the assessment guidelines.
3.1 Course structure
The course structure describes the learning outcomes for each learning unit. These learning
outcomes are the essential skills and knowledge to be acquired. The contents to be covered for
each learning outcome are prescriptive. The Learning Activities contain a series of suggestions,
usually with several options, that will guide the learner and the trainer.
3.2Competencies chart
The competencies chart is a table that presents an overview of the specific competencies, the
general competencies, the work process and the time allocated to each competency. This table
provides an overall view of the competencies of the training program and allows identification
of the logical sequence of the learning of these competencies.
The competencies chart shows the relationship between general competencies and specific
competencies that are particular to the occupation, as well as the key stages of the work
process. It shows the links between the elements in the horizontal axis and those in the vertical
axis. The symbol (ο) marks a relationship between a general competency and specific
competency. The symbol () indicates a relationship between a specific competency and a step
in the process of work. When the symbols are darkened, it indicates that the link is taken into
account in the description of the specific competency.
The competencies chart allows the trainer to consider the complexity of the competencies in
the organization of the progress of learning. Therefore, the vertical axis shows the specific
competencies in the order they should be acquired.
Section
3
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
Women Clothing and Embroider worker
PROCESS GENERAL AND COMPLEMENTARY COMPETENCIES
SPECIFIC COMPETENCIES D u
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
quality customer service 3 Computer skills 3
Use intermediate English at workplace 3 Ikinyarwanda cy’umunyamwuga 3
Caring of textile fibre 6
Elementary Mathematical Analysis 8
equipment 6
Wedding dress and women garment
ceremony 10
Business plan development 3
4. ASSESSMENT GUIDELINES
4.1 Assessment Methodology
To assess knowledge, practical, and application skills through any form of continuous evaluation
that encourages learners to display understanding of the principles in application to set
practical tasks and their attendant theory to assess self-learning.
4.2 Portfolio
A portfolio is a collection of learner work representing learner performance. It is a folder (or
binder or even a digital collection) containing the learner’s work as well as the learner’s
evaluation of the strengths and weaknesses of the work. Portfolios reflect not only work
produced (such as papers and assignments, direct demonstration, indirect demonstration,
products, documents), but also it is a record of the activities undertaken over time as part of
learner learning. The portfolio is meant to show learner growth, development, and
achievements in the education system. It also shows that you have met specific learning goals
and requirements. A portfolio is not a project; it is an ongoing process for the formative
assessment.. Besides, it will serve as a verification tool for each candidate that he/she attended
the whole training before he/she undergoes the summative assessment for specific modules.
There are two types of assessment (Formative Assessment and Summative/Integrated
Assessment).
Formative Assessment
The formative assessment is an assessment which is given progressively during the
training
This is applied on all types of modules (e.g. Complementary, General and Specific modules)
Formative assessment are recommended to prepare the trainee for summative/integrated
assessment
Section
4
Summative/Integrated Assessment
This is given at the end of the module delivery. It helps to make sure that the learner has
successfully acquired the competence and he is able to translate the knowledge, skills and
attitude into workplace situation.
All Summative/Integrated assessment should match with the content of the module in the
curriculum.
Summative/Integrated Assessment is always in practical, giving it as a theoretical type of
assessment is not acceptable.
The integrated situation provided in the curriculum is a sample of the assessment to be
carried out, the Trainer/Teacher has the role of developing another one referring to the
task to be carried out in the integrated situation in accordance to the circumstances inside
school, but the integrated situation should stick on the components of a task.
During Summative/Integrated assessment, assessor panel members should be three (3).
This Summative/Integrated assessment can be seen in specific modules and the Trainee
can be declared competent by the following rules:
For YES or NO scoring of indicators in Summative/Integrated Checklist
The trainee can be declared competent based on the assessment CRITERIA and its respective
assessment indicators
assessment indicators
Rest of Criteria/ any other criteria
(example: Safety)
100%
Note: The Assessor should check if the 10% indicator (Quality of Process and Relevance) in
which the Trainee was not able to meet during Summative/Integrated Assessment should not
be among those indicators that can cause any hazard, or the one indicator that is performed
poorly where there is room for improvement.
1. During assessment, trainees with special needs (e.g. people with disability) should be
assisted accordingly.
2. It is the responsibility of the school to consider the status(competent/not yet
competent) of trainees and conduct reassessments when necessary
3. Respect of flowchart and chronogram particularly in considering the delivery of
modules which has prerequisite of a following/subsequent module is highly
recomended
4. All evidences during assessment (e.g. quiz, checklist, forms) should have a written form
that is compiled in the Trainer (source) and Trainee (result) portfolio. Portfolio is the
responsibility of School, Class Teacher, and Trainees. It should be given to trainees after
certification.
5. Industrial Attachment Program (IAP)
- For trainees It is advised to finish and be declared competent on the 30 hours
content of IAP module written in the curriculum before going to workplace or
industry.
- The school should organize visit for all trainees in the workplace or industry to
confirm and assist IAP especially in filling up the logbook.
- An interview to the trainee should be conducted in the school after the IAP has
been completed and should be documented in the trainee portfolio.
- All completed logbooks should be part of the trainee portfolio.
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Competence
C C M H E 4 0 1 - IMPLEMENTING S.H.E. POLICIES AND PROCEDURES
CCMHE402 Implement S.H.E. policies and procedures
REQF Level: 4 Learning hours
Credits: 3 30
Purpose statement
This module describes the outcomes required to implement Safety, Health and Environmental
(SHE) policies and procedures on a site adhering to defined policies and procedures to ensure
own safety and that of others; together with protection of the environment. This includes
Identification of hazardous areas to be improved, application of SHE practices, Assessment
and control of risks and promoting awareness of SHE in working place.
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Learning assumed to be in place
Maintaining SHE at workplace
Learning units describe the essential outcomes of a competency.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competency Performance criteria
1. Identify hazardous areas to be
improved
2. Apply SHE practices 2.1 Proper identification of applicable Occupational Health,
Safety and Environmental (OHSE) requirements
2.2 Appropriate instruction to workers to follow safety best
practices and enforce health and safety regulations
2.3 Proper establishment and maintenance of
communication with others in line with SHE
requirements
2.4 Proper performance of tasks in a safe manner and in
line with SHE best practices
3. Assess and control risks 3.1 Proper analysis of work practices and processes to
identify areas for improvement in relation to SHE issues
and hazards
report and investigation of all incidents/ accidents
3.3 Proper control of hazard to make them less dangerous
by looking at the most effective options
4. Promote awareness of SHE in
working place
4.2 Adequate training of workers to operate tools and
equipment
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hazards
Learning unit
1
Learning Outcomes:
1. Select tools and materials 2. Inspect physical hazardous area 3. Mark and report on the hazardous areas
5 Hours
Types of tools, materials
and equipment used to
equipment
equipment
materials with types of
Timber
Nails
Cement
Formative Assessment1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation)
Task: Select tools and materials for hazardous area
Performance criterion
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Checklist Score
Yes No
Indicator1 :Tools, materials and equipment used to identify hazards are selected correctly
Dust sampler
Noise meter
Rock drill
Tape measure
Infrared thermometer
Indicator2 :Tools, materials and equipment used to control hazards are selected
Hammer
Brushes
Crowbar
Ladder
Timber
Nails
Cement
Content Learning activities
Tools and equipment for
work place examinations
place
place
o On checklists and work place
examinations
materials
aids
Formative Assessment 1.2
Written
Performance
Oral
Multiple choice True or false question Matching Ticking Sentence completion Expose (presentation)
Task: Inspect the hazardous are
Checklist Score
Yes No
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Indicator1 : Tools, equipment and PPEs for inspection are identified and supplied
Tools and equipment for inspection are identified
PPEs for inspection are identified and supplied
Indicator2 : Workplace for unsafe are is examined
Environmental condition
Learning Outcome 1.3: Mark and report on the hazardous areas
Introduction to tools
and equipment for
Through the
equipment and reporting
equipment and reporting
and temporary supporting
materials
materials
administrative
hierarchy
Written
Performance
Oral
Ticking Sentence completion Expose (presentation) Task: mark hazardous areas and report result to the concerned staff
Checklist Score
Yes No
Indicator1 : Tools and equipment for marking hazardous area are introduced
Hammer
Brushes
Crowbar
Ladder
Timber
Nails
Indicator2 : Tools and equipment for marking hazardous area are used
Indicator3: Hazardous areas and the weakness area
Through the administrative hierarchy
Proper marking of hazardous area and proper reporting on the area of
weakness according to company procedure
22 | P a g e
Observation
Learning unit
2
1. Identify applicable Occupational, Health, Safety and environmental (OHSE) requirements
2. Instruct workers to follow safety best practices and enforce health and safety regulations.
3. Establish and maintain communication with others in line with SHE requirements
4. Perform tasks in a safe manner and in line with SHE best practices 10 Hours
Learning Outcome 2.1: Identify applicable Occupational, Health, Safety and
environmental (OHSE) requirements
and Organizational
Legislative and organizational
processes and
Environmental (OHSE) requirements
Written evidence
Oral evidence
Task: identification of applicable Occupational Health, Safety and Environmental (OHSE) requirements
Checklist Score
Yes No
Organizational policies and procedures about
Manual handling
Machine guarding
Emergency and evacuation procedures
Indicator2: Health and safety requirements are identified
Personal protective equipment and clothing
First Aid and Firefighting equipment
Hazard and risk control equipment
Psychological conditions control mechanisms
Safe forest practices
Waste management guidelines
Observation
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Learning Outcome 2.2: Instruct workers to follow safety best practices and enforce
health and safety regulations.
of appropriate SHE
appropriate SHE standards,
used
Content Learning activities Resources
Appropriate instruction to workers to follow safety best practices and to
enforce health and safety regulations.
27 | P a g e
Written evidence
Oral evidence
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Apply safety best practices and enforce health and safety regulations
Checklist Score
Yes No
Indicator 1: SHE standards and regulations to be followed are described
Use of PPEs Use of inspection checklist
Indicator 2:Tools and materials to be used are identified PPEs Inspection checklist
Indicator 3: Safety tools, materials and equipment are used
Observation
Learning Outcome 2.3: Establish and maintain communication with others in line with SHE
requirements
requirements:
communication
Formal and Informal
requirements:
language
etc.
asked during a
questions
Etc
Written evidence
Oral evidence
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Communicate with others in line with SHE
requirements
Proper establishment and maintenance of communication with others in line
with SHE requirements.
Checklist Score
Yes No
Types of effective communication with others
Verbal and Non-Verbal Communication
Formal and Informal Communication
Downward and Upward Communication
Categories of effective communication
Indicator2 :Techniques of Effective Oral communication in line with SHE requirements are used
Active listening
Constructive feedback
Appropriate language and concepts to individually social and cultural differences
Appropriate questioning to clarify and confirm understanding
Effective control of tone of voice and body language
Indicator3 :Types of questions to be asked during communication process are categorized
Close-ended questions
Open-ended questions
Observation
Learning Outcome 2.4: Perform tasks in a safe manner and in line with SHE best
practices
Environmental policy
of the environment policy
environment policy
Written evidence
Oral evidence
Task: Perform tasks in a safe manner and in line with SHE best practices ( according to their specific trade)
Checklist Score
Yes No
Compliance Improvement (where required to reflect) Prevention
Continuous cycle of
Proper performance of tasks in a safe manner and in line with SHE best
practices
implementing, monitoring, reviewing improving practices and systems
Observation
Learning unit
3
1. Analyze work practices and process to identify areas for
improvement in relation to SHE issues and hazards
2. Detect, assess and report SHE issues and Hazards in the work area
to appropriate personnel
3. Control hazard to make them less dangerous by looking at the
most effective options. 10 Hours
Learning Outcome 3.1: Analyse work practices and process to identify areas for
Applying Continuous Process
ones you already have
o Small group discussion about
Continuous Process
Methods
CPI musts and principles
responsibilities of CPI
- Role play scenario
aren’t trying
Written evidence
Oral evidence
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: make analysis of work practices and processes to identify
areas for improvement in relation to SHE issues and hazards
Checklist
Score
Indicator1: Continuous Process Improvement (CPI) concepts and tools are applied
CPI “Musts” and Principles
The best practices are the ones you already have
Changing behavior is more important than changing processes
Proper analysis of work practices and processes to identify areas for
If you aren’t failing, you aren’t trying
CPI Methods
Observation
Learning Outcome 3.2: Detect, assess and report SHE issues and Hazards in the work area to
appropriate personnel
Steps of Risk assessment tool Identify and Describe Risk Identify Triggers Estimate risk impact Estimate risk Likelihood Risk Matrix – Risk
Exposure Threshold Develop Risk Mitigation
Option
Remain calm.
o Presentation about risks assessment findings
o Brainstorming on risks awareness
o Role play about effective verbal intervention
- Role play scenario - Reference books - Online materials - Scholarly materials
Elements of good quality risk statement
Event or condition,
Written evidence
Oral evidence
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Detecting and assessing risks, and detailed report and
investigating all
Checklist Score
Yes No
Identify and Describe Risk Identify Triggers Estimate risk impact
Proper detection and assessment of risk, and detailed report and
investigation of all incidents/ accidents.
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Estimate risk Likelihood Risk Matrix – Risk Exposure Threshold Develop Risk Mitigation Option
Indicator2: Principles for Effective Verbal Intervention are expressed Remain calm.
Isolate the individual.
Use silence. Watch your preverbal
Indicator3: Elements of good quality risk statement are elaborated Event or condition,
Consequences on program objectives, and
Cause
Observation
Learning Outcome 3.3: Control hazard to make them less dangerous by looking at the
most effective options.
Practical Problem Solving Model
of hazards
Problem Solving Model (PPSM)
hazards
Procedural
manuals
Environmental
policy
Break Down the Problem/Identify
Written evidence
Oral evidence
Expose (presentation)
Task: what effective options can you come up with so as to
make hazard less dangerous?
prevention
handle
isolation
Proper control of hazard to make them less dangerous by looking at the most
effective options.
Indicator2: Practical Problem Solving Model (PPSM) is identified
Clarify & Validate the Problem
Set Improvement Targets
Determine Root Causes
Learning unit
4
2. Train workers on operational tools and equipment of SHE
3. Inspect the working area and remedial action to be taken to
minimize or eliminate hazards.
Definition of
o Group discussion Environmental
monitors
Written evidence
Oral evidence
Checklist Score
Yes No
Indicator2: Environmental Sustainability Strategies are expressed
Recycling Strategy
Waste Reduction
Paper Reduction
Travel & Meetings
Proper implementation of environmental procedures
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Learning Outcome 4.2: Train workers on operational tools and equipment of SHE
Design of OH&S package for
training:
and health program
Hazard identification and
crosscutting issues training
trainings
methods of training
Written evidence
Oral evidence
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Ticking Expose (presentation) Task: Training on operating tools and equipment In line with SHE
requirements
Indicator1: Design of OH&S package for training is performed
Program awareness
Hazard identification and controls skills
Indicator2: Best methods in crosscutting issues training are used On the job training
Off the job training
Training Via Internship
Observation
Learning Outcome 4.3: Inspect the working area and remedial action to be taken to
minimize or eliminate hazards.
Remedial actions: Workplace waste management
systems
sustainability
Chemical use control Supply chain management
Written evidence
Oral evidence
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Training on operating tools and equipment In line with SHE
requirements
Indicator1: Environmental Impacts awareness are described
Soil degradation Erosion Leaching Climate change Air, soil, water pollution Land sliding
Indicator2: Remedial actions are elaborated Workplace waste management systems Emissions control of greenhouse gases
Proactive inspection of the working area and appropriate remedial action to
be taken to minimize or eliminate hazards.
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Use of non-renewable resources control Chemical use control Supply chain management
Observation
References:
Principles and guidelines, Switzerland, 2009
2. The Green Workplace: Sustainable Strategies that Leigh Benefit Employees, the Environment
and the Bottom Line, Stringer 2009. New York
3. Occupational Risk Control : Predicting and Preventing the Unwanted by Viner, Derek , ISBN: 9781472419712, Publication Date: 2015
4. OSHA General Industry regulations Book, 29 CFR 1910 Paperback- July1,2014 y MANCOMM Inc. (Author, Editor)
5. OH&S : a management guide by Richard Archer, Kerry Northwick, Susanne Tepe. Publication Date: 2009
6. Safety Management a Comprehensive Approach To developing A Sustainable System, Chitram Lutchman, 2012, Taylor & Francis Group,NY
7. Environmental Sustainability in the Work Place. (2018, Feb 04). Retrieved from
https://paperap.com/paper-on-environmental-sustainability-in-the-work-place/
C C M B P 4 0 2 - BUSINESS PLAN DEVELOPMENT
CCMBP402 Develop a business plan
Competence
30
Purpose statement
This module covers the skills, knowledge and attitude to develop a business plan which is
linked to organizational strategic outcomes and facilitates the achievement of service
delivery. The module will allow the learner to identify elements of business plan, develop
business plan in line with the identified elements, establish strategies to monitor, evaluate
and update the business plan (Contingency plan) and present a business plan.
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Not applicable
1. Identify elements of business plan 1.1 Proper analysis of business environment in accordance
with identified business idea.
with business environment analysis results
1.3 Correct definition of business plan elements
2. Write a business plan in line with the
identified elements
2.1 Proper description of the elements of a business plan in
accordance with business environment analysis results.
2.2 Proper design of business production plan in line with
results from business environment analysis
2.3 Clear design of marketing plan in line with market
feasibility study and business products
2.4 Accurate develop of business staffing requirement plan
in line with business activities
2.5 Proper design of business financial plan in line with
business needs
2. E
environment
in line with the business plan developed
3.3 Clear explanation of business contingency plan
concepts
accordance of assessed risks
1.1 Accurate preparation of business plan presentation in
accordance with business plan Clearly explain Clear
different ways to present the business plan
1.2 Appropriate presentation of a business plan
1.3 Present a business plan
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Learning Outcome 1.1: Analyse business environment in accordance with identified business
idea.
accordance with identified business
1
1. Analyze business environment in accordance with identified business idea.
2. Conduct business feasibility study in line with business environment analysis results
3. Define elements of business plan 4 Hours
Marketing Intermediaries
Learning Outcome 1.1: Analyse business environment in accordance with identified business
idea. (Cont’d)
new entrants)
business
business idea.
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Assessor may collectamong the following evidences and make judgements on whether the
Written evidence
Oral evidence
Product evidence
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced industrial analysis
Checklist Score
Yes No
Indicator 1: Business environment in accordance with identified business idea is analyzed
Business environment is defined
Business situation is defined
Internal environment
Financial resources
Indicator 3: Current industrial trends analysis are applied
Industry rivalry (Degree of competition among existing firms)
Treat of substitutes (products or services)
Bargaining power of buyers
Bargaining power of suppliers
Indicator 4: SWOT analysis of the business is explained
Observation
Learning Outcome 1.2: Conduct business feasibility study in line with business environment
analysis results
feasibility study.
analysis:
o Brainstorming
analysis
income statement
Step 4. Plan business organization
and operations
balance sheet
data
Written
Product evidence
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Problem solving A produced business feasibility study.
Checklist Score
Yes No
environment analysis results
Indicator 1: Business feasibility study in line with business environment analysis results are
conducted
Indicator 2: Components of business feasibility study is explained
Product feasibility
Market feasibility
Organizational feasibility
Financial feasibility
Product feasibility
Market feasibility
Organizational feasibility
Financial feasibility
Step 1. Conduct a preliminary analysis
Step 2. Prepare a projected income statement
Step 3. Conduct a market survey
Step 4. Plan business organization and operations
Step 5. Prepare an opening day balance sheet
Step 6. Review and analyze all data
Step 7. Make "go/no go" decision
Observation
Learning Outcome 1.3:Define elements of business plan
Meaning of the term business plan
Differentiating business plan from project plan
Explaining the Importance of the business plan
Identifying the needs of the business plan: Internal use External use
Describing elements of business plan: Title/cover Page Executive Summary Description of the business Production plan Marketing plan Business staff plan Financial plan
Identifying risks associated to the business
Meaning of business risk Types of risks associated to
the business activities
o Brainstorming o Questions and answers o Story telling o Problem solving o Small group discussion
- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - scenarios
Written
Performance
Multiple choice exercises Essay& Cases study True or false questioning
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Sentence completion
Checklist Score
Yes No
Meaning of the term business plan
Importance of the business plan
The needs of the business plan
Internal use
External use
Title/cover Page
Executive Summary
Meaning of business risk
Observation
Learning unit
LU 2:Write a business plan in line with the identified elements
2
Learning Outcomes:
1. Describe the business plan 2. Design business production plan in line with results from business
environment analysis 3. Design marketing plan in line with market feasibility study and
business products 4. Design business staff in line with business activities 5. Develop business financial plan in line with business needs
20 Hours
Describing the elements of the business plan: Title Page
Business name Business logo Product mark Address Name of person who
developed the business In which month and
year plan is issued. Executive summary
the name and location of the business
Type of business to be done
the industry/market of the business
the uniqueness of the
o Oral presentation o Brainstorming o Questions and answers o Practical exercise
- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - Business plan
template Including questions that guiding trainee to write a business plan
products/services and what proprietary rights of the business
the current stage of development for the venture
the legal form of the organization and why
the key management personnel and what skills do they have that will help the business
Learning Outcome 2.1: Describe the business plan (Cont’d)
Executive summary (Cont’d) Projection of sales the break-even point Who is requesting the funds For what purpose are the funds
being requested the expected benefits of this
investment to your company funds repayment collateral to be used to secure a
loan The business financial
milestones Description of the business The rationale of the business
idea Structure of the business What is the type of the
business (Manufacturing? Services? Construction?
business
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Written evidence
Oral
Product
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced business caver page and description of the business.
Checklist Score
Yes No
Title Page
Business name
Business logo
Product mark
In which month and year plan is issued.
Executive summary
Type of business to be done
the industry/market of the business
the uniqueness of the products/services and what proprietary rights of the business
the legal form of the organization and why
the key management personnel and what skills do they have that will help the business
Projection of sales
Proper description of the business in accordance with business environment
analysis results
the break-even
For what purpose are the funds being requested
the expected benefits of this investment to your company
funds repayment
the business financial milestones
Structure of the business
What is the type of the business (Manufacturing? Services? Construction?
Business mission
Business vision
Business objectives
Observation
Learning Outcome 2.2: Design business production plan in line with results from business
environment analysis
Estimating required equipment and machinery types quality quantity for the production
Designing production planning process under which the production will pass through Estimating raw materials Identifying competing
technologies The technology to be used during
The production process technologies that should be
developed by other and affect your business
Learning Outcome 2.2: Design business production plan in line with results from business
environment analysis (Cont’d)
the cost of manufacturing Reduction of the manufacturing
cost Identifying the qualities control
and ongoing service plan to avoid defects or
imperfections of products Monitoring or inspection that
you intend to build into the production process
strategies will you use to satisfy the customer changing preferences
Accomplishing labor requirements Types of
workers needed during production process
the required
skills of each workers Designing production operations Identifying utilities and office
consumables needed in the production
Water Fuel Electricity
Identification of required packaging equipment
Types of materials that you will use to package your product
Source of supply and the quantity needed
The terms and conditions of suppliers
Explaining the importance of business production plan:
Customer service enhancement
Written evidence
Oral
Product
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced production plan of the business.
Proper designing of business production plan in line with results from
business environment analysis
Checklist Score
Yes No
Indicator 1 : business production plan in line with results from business environment
analysis is designed The product is designed
Business premises and plant location are identified
Required equipment and machinery are estimated
Production planning is designed
Raw materials are estimated
Competing technologies are identified
Quality control and ongoing service are identified
Labor requirements are identified
Production operations are identified
Required packaging equipment are identified
Importance of business product is explained
Indicator 2: The importance of business production plan is explained:
Customer service enhancement
Observation
Learning Outcome 2.3: Design marketing plan in line with market feasibility study and business
products
Designing marketing plan: Market research (Customer description) Market analysis
Geographical location of the customers
The size of the different market segments?
The current and past trends affecting the market you plan to enter
Competition analysis Major competitors The SWOT of your competitors
Use their weakness to compete them
Strategy to address the threats Description of target market
Core customer Group of customers that
made you to start your business Defining marketing objectives
Market share The level of sales
Market intermediaries Explaining 5ps of marketing mix:
Product description: Price of products/services Place Promotion People
o Oral presentation
plan
Learning Outcome 2.3: Design marketing plan in line with market feasibility study and
business products (Cont’d)
Developing market strategies What will be the partners
of your business? How will you manage
your customers? How will you increase
market share? Ongoing marketing evaluation
What methods will you use to track customer satisfaction
What methods will you use to track the effectiveness of your marketing activities
What communication will you use to get feedback from customers
Elaborating marketing budget: What will be the cost of marketing activities
- Oral presentation
Written evidence
Oral
Product
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced marketing plan of the business plan.
Clearly design marketing plan in line with market feasibility study and
business products
Checklist Score
Yes No
Indicator: Marketing plan in line with market feasibility study and business products are designed
Market research Target market is identified Marketing objectives are set Product is described Price is set Place is identified Promotion is developed Market strategies are developed Ongoing marketing is evaluated Marketing budget is elaborated
Observation
Learning Outcome 2.4: Design business staff in line with business activities
Designing business staff in line with business activities
Job analysis What are the business activities?
Job description How each task will be performed?
Job specifications: What are the performances requirements to a specific task? Organizational structure:
What is the hierarchy of the staff
o Oral presentation
o Practical exercise
Written evidence
Oral
Product
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced developed business staff.
Checklist Score
Yes No
Indicator: business staff in line with business activities is designed
Job analysis designed
Job description designed
Job specifications designed
Organizational structure designed
Observation
Learning Outcome 2.5: Develop business financial plan in line with business needs
Develop business financial plan in line with business needs
Estimating total cost Establishing start-up
requirements plan:
- Flipchart - Marker pen - Pen - Internet - Reference
Accurately develop business requirements in terms of staffing in line with
business activities
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Cost items (what are the cost items your business will need in its first year of implementation
Cost: how much each item cost?
Source of funds: what are the source of fund; what is the share owner?
Projected cash flow statement for the first three years.
What is the estimated profit in three years?
Details Period of twelve months
Projected Income: profit & loss statement for the first three years
Projected balance sheet for the first three years. Liquidity
ratio: Debt Equity
ratio Return of
books - Case studies - Business plan
Properly design business financial plan in line with business needs
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Written evidence
Oral
Product
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced business financial plan.
Checklist Score
Yes No
Indicator: Business financial plan in line with business needs are developed Total cost is estimated
Start-up requirements plan is established
Income (Profit & Loss) statement for the first three years is projected
Balance sheet for the first three years is projected
Cash flow statement for the first three years is projected
Liquidity ratio is calculated
Return of investment ratio is calculated
Breakeven point is calculated
Payback period is calculated
Projected sales is planned
Loan payment is planned
Learning Outcome 3.1: Analyse risk in accordance with business environment
Learning unit
LU 3: Establish strategies to monitor evaluate and update the business plan (Contingency plan).
3
Learning Outcomes:
1. Analyze risk in accordance with business environment 2. Assess identified risks in accordance with business plan
developed 3. Explain business contingency plan concepts 4. Development contingency plan in accordance of assessed risks
3 Hours
Analyzing risk in accordance with business environment
Importance of risk analysis Describe steps involved in
risk analysis. Identify the risk Analyze the risk Evaluate /rank the risk Treat the risk Monitor and review the
risk Threats identification tools:
SWOT Analysis PESTEL Analysis
Estimate risks (Quantitative Qualitative)
o Oral presentation
Written evidence
Oral
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist
Checklist Score
Yes No
Importance of risk analysis is explained
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Risk analysis is explained
Observation
Learning Outcome 3.2: Assess identified risks in accordance with business plan developed
Explaining factors influencing risks
plan?
should face?
happening and the effects
What are the mitigation
measures to avoid these
plan in relation with
Define operational plan
Written evidence
Oral
Checklist Score
Yes No
Indicator: Assess identified risks in accordance with business plan are developed
Factors influencing risks assessment are identified
SWOT is analyzed
Critical factors for the success of the plan are identified
Risks associated to the business are identified
Source of the risk, the probability of its happening and the effects are
explained
Define operational plan
PESTEL analysis
What factors are critical for the success of your plan in relation with politics,
economy, social, technological, environment and legal
Mitigation measures to avoid the risks are described
Operational plan is defined
Accurately assess risk associated to the business in line with the business
plan developed
Learning Outcome 3.3: Explain business contingency plan concepts
Explaining business contingency
Continuity of Work. ...
Increases credit availability. ...
Identify preventive controls. ...
Create contingency strategies. ...
Ensure plan maintenance.
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Written evidence
Oral
Product
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced schedule
Checklist Score
Yes No
Purpose of contingency plan is stated
Importance of contingency plan is explained
Steps of business contingency plan are illustrated
Observation
Learning Outcome 3.4: Development of contingency plan in accordance of assessed risks
Identifying Steps involved in
Decide choice to undertake
the contingency plan operational
Describe the risk statement
Written evidence
Oral
Product
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced contingency
Checklist Score
Yes No
Indicator 1: Development of contingency plan in accordance of assessed risks are explained
Steps involved in contingency plan
Requirements related to specific contingency plan are identified
Cost of identified requirements are calculated
Company capacity to cover risks identified is appreciated
Choice to undertake is decided
Indicator 2: Specific strategies to make the contingency plan operational is created
Risk statement is described
The protocol is defined
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Observation
Learning unit
4
Learning Outcomes:
1. Explain different ways to present the business plan 2. Explain different ways to present the business plan 3. Present a business plan
3 Hours
Learning Outcome 4.1: Explain different ways to present the business plan
Describing the purpose of business plan presentation Financing support Strategic orientation Attracting investors
Explaining the types of business plan presentation preparation: Content preparation Material preparation Psychological preparation
Identifying the steps involved in preparation of business plan presentation
Analyze your audience Select a topic Define the objective of the
presentation of business plan. Prepare the body of the business plan
to be presented and anticipate the questions from audience
Prepare the suggestions and conclusion.
Practice delivering the presentation of
o Brainstorming
business plan
Written evidence
Oral
Product
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced presentation of business plan
Checklist Score
Yes No
Financing support
Strategic orientation
Attracting investors
Indicator 2: Types of required business plan presentation preparation are explained Content preparation Material preparation Psychological preparation
Indicator 3: Steps involved in preparation of business plan presentation are identified The audience analyzed The topic is selected The objective of the presentation of business plan is defined The body of the business plan to be presented is prepared and the questions from
audience are anticipated
Accurately prepare of business plan presentation in accordance with business
plan
Suggestions and conclusion are prepared Delivering the presentation of business plan is practiced
Indicator 4: The business plan content is presented
Business idea Market Marketing strategy
Observation
Learning Outcome 4.2: Explain different ways to present the business plan
Defining parties to present the business
plan:
shareholders
stakeholders
minds
visual
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Written evidence
Oral
Checklist Score
Yes No
Indicator 1: Different parties to present the business plan are explained
Shareholders
Stakeholders
Indicator 2 : Procedures involved in business plan presentation are explained
Connect with your audience
Paint a picture in your audience’ minds
Pick out great images and visual
Lasting impression
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Learning Outcome 4.3: Present a business plan
Explaining techniques to present your business plan Only write key points Don’t read them, speak about
them Use visualization, pictures,
symbols, colours, tables Short, concise, come to the
point, not more than 10 min. React positive to questions Use body language, voice,
appearance Try to convince Integrating comments,
suggestions and remarks in the business plan
Planning to maintain and enforce relationship with stakeholders (audience) for further collaboration
o Brainstorming o Small group discussion o Questions and answers o Role play
o Internet o Reference books o Case studies o scenarios o Computer
Written evidence
Oral
Performance
Video Photos
Checklist Score
Yes No
write key points
Integrating comments, suggestions and remarks in the business plan is
explained
Planning to maintain and enforce relationship with stakeholders (audience) for
further collaboration is explained
Use visualization, pictures, symbols, colors, tables
Short, concise, come to the point, not more than 10 min.
React positive to questions
Observation
References:
1. Omagor, P. a. (2010). Entrepreneurship education for advanced level students.
2. Ssempijja, M. (2011). Entrepreneurship education for advanced level and business institutions,
third edition. Uganda: Kyambogo University.
3. SANGSTER, F. W. (2005). Bussiness accounting, tenth edition. UK: Pearson Education Limited.
4. Read more: http://www.businessdictionary.com/definition/breakeven-point.html
Competecnce
Ccompetennn
cec
C C M C S 4 0 2 - COMPUTER SKILLS
CCMCS402 Apply Computer Skills
Credits: 3 30
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The use of ICT in several areas has grown appreciably in recent years. ICT products are now used by most people, ranging from mobile phones and digital TVs through to personal computers and the World Wide Web. This qualification focuses on providing skills, experience and confidence for those learners who struggle to make the most of technology to demonstrate creative thinking, problem solving and knowledge construction. It focuses on completing workplace tasks, such as creating documents with text, graphics and numerical information using commonly used tools such as: Microsoft Office – Excel, PowerPoint. Also the leaner will have the skills on how to protect the data in the computer systems.
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Not applicable
1. Describe the operating
1.2 Proper description of operating system components
1.3 Proper description of operating system types
1.4 proper description of operating system file system
2. C
operating system
for operating system to be used
2.3 Proper customization of operating system
3. Protect computer system
manufacturer specifications
3.2 Regular scanning of computer and elimination of virus as
per safety standards
on OS installation
Learning unit
1
Learning Outcomes:
1. Introduce the operating system 2. Describe the components of operating system 3. Describe the types of operating system 4. Describe the operating system file system
15 Hours
Introduction to operating system Definition Features
Basic functions of operating system Intermediator Process Management File Management Memory
Management Security Job Scheduling
Brainstorming on operating system
- Computer
- Projector
- Whiteboard
- Marker
- Duster
- Internet
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Written evidence
Oral evidence
Checklist Score
Yes No
Features
Process Management
File Management
Memory Management
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User interface Graphical user interface
(GUI). Shell(CLI)
File management system Disk-based Network-based Virtual
o Demonstration on components of operating system
o Group discussions on
Written evidence
Oral evidence
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation )
Checklist Score
Yes No
Graphical user interface (GUI).
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Monolithic kernel
Disk-based
Network-based
Virtual
Observation
Single-user, single task Android Blackberry iOS(iPhone OS) Windows 8 phone
Multi-user, multi-task Unix Lunix
Real Time Operating Systems
machine
Single-user, Multi-tasking Windows xp Windows vista Windows 7 Windows 8 Windows 10 Mac OS
o Group discussions on types of operating system
- Computer
- Projector
- Internet
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Written evidence
Oral evidence
Checklist Score
Yes No
Android
Indicator : Multi-user, multi-task operating system are described Unix
Lunix
Indictor: Real Time Operating Systems operating system are described Industrial machine
Laboratories machine
Windows vista
Windows 7
Windows 8
Windows 10
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File system role
FAT16,FAT32,exFAT) New Technology File System
(NTFS). Apple file system (APFS) Hierarchical file system (HFS
and HFS Plus) Veritas File System(VFS)
o Brainstorming on file system
role
system types
Written evidence
Oral evidence
Checklist Score
Yes No
File Allocation Table(FAT12,FAT16,FAT32,exFAT)
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Apple file system (APFS)
Veritas File System(VFS)
Learning unit
Learning Outcomes:
1. Identify the customer requirements for an operating system 2. Identify the minimum hardware requirements for operating system
for operating system to be used 3. Customize the operating system
10 Hours
Learning Outcome 2.1:Identify the customer requirements for an operating system
Requirements to be
o Group discussions on operating system customer requirements
o Demonstration on operating
used
Written evidence
Oral evidence
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation
Checklist Score
Yes No
Budget constraints
Compatibility with existing applications
Observation
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Learning Outcome 2.2: Identify minimum hardware requirements for operating system
to be used
Possible hardware upgrades RAM capacity Hard drive size CPU Video card memory and
speed Motherboard
- Projector
- Internet
Written evidence
Oral evidence
Checklist Score
Yes No
Proper identification of minimum hardware requirements for operating system to be used
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RAM capacity
Motherboard
Observation
User account creation
Check system events with Event Viewer
Verify your network shares with Shared Folders
Control panel utilities
o Practical exercises on operating system customization
- Computers with OS installed
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Written evidence
Oral evidence
Performance Performance checklist
User account creation
Check system events with Event Viewer
Observation
Description of software tools utilities Anti-virus Anti-malware Anti-spyware Adware Backup software Backup media
Installation of software tools\utilities Anti-virus Anti-malware Anti-spyware Adware Backup software Backup media
o Brainstorming on security software
o Group discussion on computer security
o Practical exercise on antivirus
installation
- Projector
Learning Outcomes:
1. Install software utilities 2. Scan and Eliminate virus 3. Backup and restore of computer data based on OS
5 Hours
Written or Oral
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Performance checklist
Checklist Score
Yes No
Anti-virus
Anti-malware
Anti-spyware
Adware
Anti-virus
Anti-malware
Anti-spyware
Adware
specifications
Learning Outcome 3.2: Scan and Eliminate virus
Description of scan types Full system scan On demand scan On access scan
Description of scan mode Manual Automatic Scheduled
Virus elimination Elimination by neutralization Elimination by deleting Elimination by quarantine
o Presentation on computer virus scan types
o Brainstorming on computer virus scan
o Practical exercises on
- Projector
Written Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Performance checklist
Checklist Score
Yes No
Regular computer scan and elimination of virus as per safety standards
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Full system scan
On demand scan
On access scan
Manual
Automatic
Scheduled
Neutralization
Deleting
Quarantine
Observation
Learning Outcome 3.3: Backup and restore of computer data based on OS
Selection of backup types Normal/Full backup Copy backup Differential backup Incremental backup Daily backups
Selection of common backup devices Tape drive Digital audio
tape(DAT) drives Auto-loader tape
drives Removable disks Disk drives
Selection common restore devices HHD/SSD USB/ Flash Driver Tapes drives Magnetic optical
o Brainstorming on backup types o Practical exercises on backup o Practical exercises on restore
- Computer Lab with internet access
- Projector - Computer with OS
installed - White Board - Markers - HHD/SSD - USB/ Flash Driver - Tapes drives - Magnetic optical drives - CDs - DVDs - Disc drives
Written evidence
Matching Sentence completion Ticking Expose (presentation ) Task on backing up data
Checklist Score
Yes No
Normal/Full backup
Copy backup
Accurate backup and restore of computer data based on OS installation
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Differential backup
Incremental backup
Daily backups
Tape drive
Tape drive
Competence
C C M E N 4 0 1 - INTERMEDIATE WORKPLACE ENGLISH
CCMEN401 Use intermediate English at the workplace
REQF Level: 4 Learning hours
Credits: 3 30
Purpose statement
This module describes the skills, knowledge and attitudes to be acquired for level four trainees. The trainee will be able to present personal ideas and opinions, discuss selected topics of interest, build a convincing argument to support or refute an opinion, support or refute an idea in a debate/discussion, use proper terminology to report facts, describe, explain and state facts , use tenses accurately, write structured factual, descriptive and explanatory texts on a range of topics, produce correspondence texts stating, describe facts in the workplace, produce small scale-reports on trade-related issues, read medium texts on general and trade-related topics, identify different reading techniques, select and apply reading techniques to different texts, draw inferences from medium-length texts ,Identify listening strategies, select
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appropriate listening strategy depe

TVET CERTIFICATE IV in TAILORING

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Transcript of TVET CERTIFICATE IV in TAILORING