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5

TVET CERTIFICATE V in

CROP PRODUCTION

CODE

AGRCRP5001

Kigali ,March, 2014

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AGRCRP5001-TVET CERTIFICATE V

Crop Production

REQF Level 5 CURRICULUM

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© Workforce Development Authority, 2014

Copies available from:

Workforce Development Authority (WDA)

P. O. BOX 2707 Kigali

Tel: (+250) 255113365

Fax: (+250) 255113365

Email: [email protected]

Web: www.wda.gov.rw

Original published version updated:

March, 2014

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Copyright

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

(WDA). Reproduced with permission.

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

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

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

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

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

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

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

necessarily represent the views of WDA. The competent Body does not give warranty nor

accept any liability.

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

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

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

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

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

© Workforce Development Authority (WDA) 2014

Published by

Workforce Development Authority (WDA)

P. O. BOX 2707 Kigali

Tel: (+250) 255113365

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

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 i x

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

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

2.1 Description 2

2.2 Minimum entry requirements 2

2.3 Information about pathways 3

2.4 Job related information 3

2.5 Employability skills and life skills 4

2.6 Information about competencies 6

4 . 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

3.4 Flowchart 9

5 . 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 M S 5 0 1 - M O N I T O R I N G O F O C C U P A T I O N A L S H E A T W O R K P L A C E 1 3

LU1: Conduct OSH (occupational safety and health) monitoring 15

LU 2: Collect and analyze Occupational health, safety incidents report 19

LU 3: Train all staff on occupational health and safety matters 24

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

LU 1: Communicate orally in social and professional situations with ease 33

LU 2: Read correctly a range of materials 38

LU 3:Listen to audio messages with different English accents to get the intended message 42

LU 4:Produce a variety of medium texts on professional and general topics 47

C C M S E 5 0 1 - W O R K I N G I N A S O C I A L L Y D I V E R S E E N V I R O N M E N T 5 4

LU 1: Communicate with customers and colleagues from diverse backgrounds 56

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LU 2: Address cross-cultural misunderstandings 60

C C M K N 5 0 1 - I K I N Y A R W A N D A K ’ I N T Y O Z A 6 5

LU 1:Gukoresha ubuvanganzo nyandiko ashyikirana n’abandi 68

LU 2:Gukoresha Ikinyarwanda k'intyoza agaragaza uburyo bunyuranye bwo gukemura amakimbirane

no gukoresha ibinyazina binyuranye. 75

LU 3: Gukangurira abandi akamaro k’isuku n’isukura no gukoresha ibinyazina binyuranye. 84

LU 4: Gukoresha Ikinyarwanda k'intyoza agaragaza uburyo bunyuranye bwo gutunganya ubutaka no

gukoresha ibinyazina binyuranye 94

LU 5: Gukoresha neza uburyo bunyuranye bw ’ ubwumvane no kwandika yubahiriza imyandikire

y’Ikinyarwanda. 104

C C M I W 5 0 1 - I C T A T W O R K P L A C E 1 1 5

LU 1: Prepare document Layout 117

LU 2: Apply basic computer operations 121

LU 3: Manage Data 127

C C M P E 5 0 1 - P R O F E S S I O N A L E T H I C S 1 3 4

LU 1:Apply human values 136

LU 2:Respect engineering ethics 141

LU 3:Apply safety 145

C C M B O 5 0 1 - B U S I N E S S O R G A N I S A T I O N 1 5 0

LU 1: Identify Activities To Be Accomplished For Real Business 152

LU 2: Create a productive working environment 159

LU 3: Run real business operation 167

LU 4: Monitor and evaluate the business 174

E L S 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 ) 1 8 0

LU 1: Apply for internship/employment 183

LU 2: Demonstrate appropriate workplace behavior and attitudes 187

LU 3: Respect worker’s and employer’s rights and responsibilities 192

LU 4: Organize and evaluate one’s internship 198

G E N A M 5 0 1 - A D V A N C E D A N A L Y S I S A N D S T A T I S T I C S 2 0 4

LU 1: Apply fundamentals of integrals 206

LU 2: Identify measures of dispersion and interpret bivariate data 210

G E N G C 5 0 1 - A P P L Y G E N E R A L C H E M I S T R Y 2 1 5

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LU 1:Describe the transition metals 217

LU 2:Perform chemical titration 222

LU 3:Perform electrochemical cell reactions 228

LU 4: Describe polymerization 233

G N E G P 5 0 1 - G E N E R A L P H Y S I C S 2 3 9

LU 1: Sources of Energy in the world 242

LU 2:Motion in orbits 247

LU 3: Mobile phone and radio communication 252

LU 4: Climate change and Greenhouse effect. 257

LU 5: Earthquakes, Tsunami, floods landslides and cyclone 261

LU 6: Application of optical fibre in telecommunication systems 266

C R P E T 5 0 1 - E X T E N S I O N T E C H N I Q U E S 2 7 3

LU 1: Prepare target group and area 276

LU 2: Select extension methods 281

LU 3: Disseminate technology 287

LU 4: Follow up and report 292

Summative Assessment 296

A N H P F 5 0 1 - P I G F A R M I N G 3 0 2

LU 1:Describe pig breeds 305

LU 2:Design and equip piggery 309

LU 3:Rotate and maintain supplies. 314

A N H R F 4 0 1 - R A B B I T F A R M I N G 3 3 9

LU 1: Describe rabbit breed 342

LU 2: Design and equip rabbit hutches 347

LU 3: Manage rabbit farming 352

LU 4: Perform rabbit health and diseases control 360


C R P C D 5 0 1 - C O M M O N P L A N T P E S T S A N D D I S E A S E S M A N A G E M E N T 3 7 6

LU 1: Identify disease and pest development stage 378

LU 2: Determine criteria for management methods 384

LU 3: Apply management methods 389

C R P S L 4 0 1 - S O I L L A B O R A T O R Y A N A L Y S I S 4 0 1

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LU 1:Perform soil sampling 403

LU 2:Perform soil sample analysis 408

LU 3:Perform results interpretation 413

C R P M I 5 0 1 - S I M P L E M E T H O D S O F I R R I G A T I O N 4 1 8

LU:1 Apply manual methods of irrigation 420

LU 2: Establish sprinkler irrigation system 424

LU 3:Establish drip irrigation method 430

C R P I C 5 0 1 - I N D U S T R I A L C R O P S G R O W I N G 4 4 1

LU 1: Prepare the field, tools, materials and equipment 443

LU 2: Conduct industrial crops plantation 448

LU 3: Harvest industrial crops 453


C R P P L 5 0 1 - P L A N T L A B O R A T O R Y A N A L Y S I S 4 6 5

LU 1: Perform plant sampling 467

LU 2:Perform plant sample analysis 472

LU 3:Perform results interpretation 477

G L O S S A R Y 4 8 3

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List of abbreviations

APEFE Association pour la promotion de l’éducation et de la formation à l’étranger

AQA Accreditation and quality assurance unit

BRC British retail consortium

CDU Curriculum development unit

CE Certification and examination unit

CV Curriculum vitae

EAV Ecole agri-vétérinaire

ES Ecole secondaire

GAP Good agricultural practices

GPS Global positioning system

IFS International food standard

ILO International labour organization

ISAE Higher institute of agriculture and animal husbandry

ISCO International standard classification of occupations

NAEB National agriculture export development board

NTQF National TVET qualification framework

OHS Occupational health and safety

PAFP Programme d’appui à la formation professionnelle

PPE Personal protective equipment

QA Quality assurance

RHIO Rwanda horticulture interprofessional organization

RDB Rwanda Development board

RHODA Rwanda horticulture development authority

RRWA Rwanda rainwater harvesting association

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ToT Training of trainers unit

TVET Technical and vocational education and training

UGAMA Centre de services aux coopératives

UR University of Rwanda

VVOB Flemish association for development cooperation and technical assistance

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, TVET Training Department - WDA

MUHIRE Jean Marie Vianney, CDU - WDA

Facilitation

NTAHONTUYE Félix, CDU-WDA

HATEGEKIMANA Gratien, CDU-WDA

TUMAINI MANIMBI, CDU-WDA

MUKANGARAMBE Judith, CDU-WDA

MUKARUKAKA Placidie, TVET Trainer KABUTARE

Curriculum Development Team

# NAMES INSTITUTION /COMPANY

1 BAYIZERE Venuste Trainer agriculture, KINAZI TSS

2 GASHABUKA NSANA Eugène RAB

3 HAKIZIMANA Alfred TSS KINAZI

4 HATEGEKIMANA Olivier Nyabikenke TSS/Trainer

5 IMPANO Clarisse ISAE

6 MANIRAGUHA Dieudonné NAEB

7 MFURANZIMA Aury-Boris Private Consultant

8 NIZEYIMANA Evelyne Nyabikenke TSS

9 NKUNDWAKAZI Olive RAB

10 NSENGIYUMVA Emmanuel ,Agronomist, Private Consultant

11 UMUTONIWASE Primitive Kabutare TSS

12 URAYENEZA Xavier EAV Kabutare

13 UWANYIRINKA Marie Aimée EAV FO Kibisabo

14 UZAMUKUNDA Francoise Trainer agriculture 15 UMUHOZA Chantal FAIM Company

16 NYANZIRA Clemence Trainer Nyabikenke T.S.S 17 18 19

MANISHIMWE Aphrodis NZIBONERA Gilbert UWAYO Guillaume

Trainer KINAZI T.S.S Trainer KABUTARE EAV FO Kibisabo

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20 21 22 23 24 25 26 27 28 29 30 31

MUSONI Jean Claude KAMBARI Vincent NIYIRERA Eugenie NGEZAHAYO Emmanuel NIYODUSENGA Patrick UWINEZA Patrice UMUGABEKAZI Yvette UWINEZA Patrick UWIHOREYE Jean Patrice NZASANGAYEZU Theoneste HANGANIMANA Paul NZIRORERA MUHIRE Eugene MANIRAGUHA Francois

Nyabihu TVET School GS St Marcel/Kayonza School of Arts, Multimedia, and Sports RUSUMO HIGH SCHOOL ECOLE DES SCIENCES DE NYANZA NYAMATA TVET SCHOOL ADM-IBTC ADECOR Rwanda G.S Gisovu Bigogwe TVET School The New Forests Company Kabutare TVET School Kibisabo TVET School

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1. GENERAL INTRODUCTION

The curriculum presents a coherent and significant set of competencies to

acquire to perform the occupation of AGRICULTURE TECHNICIAN. It is designed

with an approach that takes into account the training needs, the work

situation, as well as the goals and the means to implement training.

The modules of the curriculum include a description of the expected results at the end of

training. They have a direct influence on the choice of the theoretical and practical learning

activities. The competencies are the targets of training: the acquisition of each is required for

certification.

The curriculum is the reference to carry out the assessment of learning. Assessment tools of

learning are developed on the basis of this document.

The curriculum consists of three parts. The first part is of general interest and shows the nature

and goals of a program and the key concepts and definitions used in the document. The second

part presents the qualification, its level in the qualification framework, its purpose, its rationale

and the list of modules it comprises. The third part deals with the training package. It includes

the competencies chart, the sequencing of module learning, the description of each module

and the course structure.

The pages describing the modules are the heart of a curriculum. They present the title of the

module, the length of training, the amount of credits, the context in which the competency is

performed, the prerequisite competencies, the learning units and the performance criteria.

In each module, a course structure is provided. The course structure describes the learning

outcomes (knowledge, skills and attitude) and the learning contents related to each learning

unit. Also, the learning activities and resources for learning are suggested.

Finally, the assessment specifications and guidelines are included in each module.

Section

1

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Section

2 2. QUALIFICATION DETAILS

2.1 Description

This Qualification provides the skills,

knowledge and attitude required for a

qualified learner to become economically

active in Agriculture sector that will have a

direct impact on local economic with

production of food. Work would be

undertaken in various Agriculture-related

industries where different works, industrial

crops are grown, agriculture extension is

applied, rabbits and pigs are reared under

minimum supervision.

At the end of this qualification, qualified

learners will be able to:

1. Monitor Occupational SHE best practices

2. Maintain professional conversation in upper-intermediate English

3. Gukoresha ikinyarwanda cy’’intyoza 4. Work in a socially diverse environment 5. Use ICT at workplace 6. Apply professional ethics 7. Manage a team 8. Organise a business 9. Perform soil laboratory analysis 10. Perform plant laboratory analysis 11. Perform Simple method of irrigation 12. Demonstrate basic knowledge of

electromagnetism and optics 13. Perform rabbit farming 14. Perform pig farming 15. Apply extension techniques 16. Grow industrial crops (Coffee, Tea,

Pyrethrum, Sugarcane) 17. Manage common Plant pest and

disease 18. Integrate workplace

2.2 Minimum entry requirements TVET Certificate IV crop Production in or other relevant qualifications or through Recognition

of Prior Learning.

Title: TVET Certificate III in Animal Health

Level: REQF Level 5

Credits: 120

Sector: Agriculture

Sub-sector: Crop Production

Issue date: March, 2014

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2.3 Information about pathways

3.

2.4 Job related information

This qualification prepares individuals to integrate the crop production sub-sector and operate as an

Agriculture assistant technician. This qualification constitutes a basis for further learning in crop

production. The individuals with this qualification can move to other levels as per REQF requirements in

Crop production.

Possible jobs related to this qualification

Agriculture technician Industrial crops plantation Team leader Rabbit farmer Pig farmer Extensionist

Preferred pathways for candidates entering

this qualification include:

Candidates enter this qualification after achieving TVET Certificate IV in Crop production or other relevant qualifications or through Recognition of Prior Learning

Progression route of candidates achieving

this qualification include:

Candidates exiting this qualification are able to enter in TVET diploma in Crop Production

Pathways into the qualification

Pathways from the qualification

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2.5 Employability skills and life skills

Through the generic modules, individuals with this qualification have acquired the life and

employability skills to meet the following industry or enterprise requirements:

Communication

Documenting technical work in plain English

Writing and presenting reports

Safety and security precautions

Working collaboratively with project team members

Health and environment

Health reproduction

Rwanda environmental protection, practices rules and regulations

Business Plan

Producing a small IT business plan

Planning and organizing

Preparing feasibility reports that take into account project scope, time, cost, quality,

communications and risk management

Self-management

Taking responsibility for own outputs in relation to specified quality standards

working according to the Rwandan Computer Society Code of Ethics regarding security, legal,

moral and ethical issues

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Technology

Manipulate computer

Using internet

Languages other than Kinyarwanda

Using English as the medium of communication in the working environment

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Number of competencies: 19 Core competencies : 12 Complementary competencies : 7 The total number of Credits: 120

2.6 Information about competencies

No Code Complementary competencies Credit

1 CCMMS501 Monitor occupational SHE at workplace 3

2 CCMUE501 Maintain professional conversation in upper-intermediate English 3

3 CCMKN501 Gukoresha ikinyarwanda cy’intyoza 3

4 CCMSE501 Work in a socially diverse environment 3

5 CCMIW501 Use ICT at workplace 3

6 CCMBO501 Organize a business 3

7 CCMPE501 Apply professional ethics 3

Total 21

No Code Core competencies Credit

GEN

ERA

L 1. GENAM501 Apply Advanced Analysis and Statistics 8

2. GENGC501 Apply General Chemistry 5

3. GENGP501 Apply general physics 6

SPEC

IFIC

4. CRPSL501 Perform soil laboratory analysis 6

5. CRPPL501 Perform plant laboratory analysis 5

6. CRPMI501 Perform Simple Method of Irrigation 6

7. CRPRF501 Perform Rabbit Farming 6

8. CRPPM501 Perform Pig Farming 5

9. CRPET501 Apply Extension Techniques 7

10. CRPIC501 Grow industrial crops (Coffee, Tea, Pyrethrum, Sugarcane) 8

11. CRPPM501 Manage Common Plant Pest and Disease 7

12. CRPIA501 Integrate workplace 30

Total 63

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4. 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.

Section

3

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AGRICULTURE TECHNICIAN PROCESS GENERAL AND COMPLEMENTARY COMPETENCIES

SPECIFIC COMPETENCIES Du

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2

3

4

5

6

7

8

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Duration (400 Hrs) 30

30

30

30

30

30

30

60

50

80

1 Perform soil laboratory analysis 60

▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

2 Perform plant laboratory analysis 50

▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

Perform Simple Method of Irrigation 60

▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

Perform Rabbit Farming 60 ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

Perform Pig Farming 50 ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

Apply Extension Techniques 70 ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

Manage Common Plant Pest and Disease 70

▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

Grow industrial crops (Coffee, Tea, Pyrethrum, Sugarcane) 80

▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

6 Integrate workplace

300 ▲ ▲ ▲ ▲ ● ● ● ● ● ● ● ● ● ●

Figure 1: Competencies chart

Between the process and particular competencies | Between general and particular

competencies

▲: Functional link application ●: Functional link application

∆: Functional link existence ο: Functional link existence

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3.4 Flowchart

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

acquisition of the competencies. It provides an overall planning of the entire training

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

consistency and progression of learning. For each module, the flowchart shows the learning

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

have a decisive impact on all subsequent pedagogical choices. The flowchart of the sequence of

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

Common Plant Pests and Diseases management

7

Figure 2: Flowchart

Advanced Analysis and Statistics 8

Industrial Attachment Program ( IAP) 30

Monitoring of occupational she at workplace 3

Upper intermediate workplace english 3 Ikinyarwanda cy’intyoza 3

Working in a socially diverse environment 3 ICT at workplace 3

Professional ethcics 3

Business organisation 3

Genaral Chemistry 5

General Physics 6

Extension Techniques 6 Pig Farming 6

Rabbit Farming 6 Soil Laboratory Analysis 4

Plant Laboratory Analysis 4 Simple methods of Irrigation 5

Industrial Crop Growing 8

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5. 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

Section

4

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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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Competence

C C M M S 5 0 1 - MONITORING OF OCCUPATIONAL SHE AT WORKPLACE

FBSFT201 Monitor Occupational SHE best practices

REQF Level: 5 Learning hours

Credits: 3 30

Sector: All

Sub-sector: All

Issue date: November, 2017

Purpose statement

This module describes the skills, knowledge and attitudes required to perform OSHE monitoring

systems taken as instruments used for measurement and analysis in the area of occupational

safety and health. They are commonly used to inform and guide government policy. Typically,

these systems are used to give an indication of the number of work accidents or occupational

diseases, or they might record information about places of work, or about the activities of the

organizations involved in ensuring good working conditions. Moreover, the module describes

the skills, knowledge and attitudes required to monitor occupational safety, health and security

policies and procedures. Finally, the learner learns how to advice and train all employees on

health and safety matters.

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Learning assumed to be in place

Not applicable

Elements of competence and performance criteria

Learning units describe the essential outcomes of a competence.

Performance criteria describe the required performance needed to demonstrate achievement

of the learning unit.

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

Elements of competence Performance criteria

1. Conduct OSHE ( occupational safety

and health) monitoring

1.1 Proper checking of application of OSHE policies,

procedures and regulations

1.2 Proper monitoring of the use of PPEs

1.3 Proper monitoring the compliance of OSHE best

practice

2. Collect and analyze occupational

health, safety incidents report

2.1 Proper collection of data regarding OSHE incidents

2.2 proper analysis of OSHE data collected

2.3 Adequate elaboration of a compiled incident reports

2.4 Proper recommendation of safest way to do the job

3. Train all staff on occupational

health and safety matters

3.1 Appropriate provision of information and instructions

3.2 Appropriate training to all employees and supervisors

on OSHE standards/regulations

3.3 Proper evaluation of trained OSHE programs

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Learning unit LU1: Conduct OSH (occupational safety and health) monitoring

1 Learning Outcomes:

1. Check if SHE policies, procedures and regulations are applied

2. Monitor use of PPEs

3. Monitor compliance of OSHE best practice

10 Hours

Learning Outcome1.1: Check if SHE policies, procedures and regulations are applied

SHE policies in accordance with the discipline

SHE regulations; Safety roles of employees Responsibility of

administration Incident reporting Ventilation and air quality First aid facilities Hazard control in

workplace Equipment and machinery Emergency response plans

SHE standards; Responsibility in working

place Hazard identification and

risk Control Making the working area

safe Personnel protective

equipment Health of employees Facilities Reporting of incidents and

accidents Emergency preparedness

o Brainstorming o Documentary research o Group discussion

˗ Flipcharts ˗ Markers ˗ Flipcharts stand ˗ Internet

Resources Learning activities Content

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Formative Assessment 1.1

The assessor may collect any of the following evidences and make judgements if the performance

criterion has been achieved.

Types of evidence Portfolio assessment tools

Written

Oral

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Checking if OSHE policies, procedures and regulations are

applied

Checklist Score

Yes No

OSHE policies are checked

OSHE regulations are checked

OSHE standards are checked

Observation

procedures

Performance criterion

Proper checking of application of OSHE policies, procedures and regulations

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Learning Outcome 1.2: Monitor use of PPEs

Types of PPEs to be used according to the trade

Physical verification of PPEs Cleaning and storage of

materials, tools and equipment

o Group discussion o Practical exercise

˗ Checklist

˗ PPEs

˗ Brushes

˗ Store

˗ Shelter

˗ Shelves

˗ Pen





Written

Oral

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Monitoring the use of PPEs

Checklist Score

Yes No

List of PPEs to be used according to the trade is checked

Physical verification of PPEs is done

Cleaning and storage of materials, tools and equipments are checked

Observation


Proper monitoring of the use of PPEs


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Learning Outcome 1.3: Monitor compliance of OSHE best practice

OSHE best practice

regulations

standards

Standards checklist to be evaluated according to the specific trade

o Brainstorming o Group discussion o Group work





Written

Oral

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Monitoring the compliance of OSHE best practice

Checklist Score

Yes No

OSHE best practices are checked

List of standards to be evaluated according to the specific trade is checked

Observation


Proper monitoring the compliance of OSHE best practice


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LU 2: Collect and analyze Occupational health, safety incidents report


1. Collect data regarding OSHE incidents 2. Analyze OSHE data collected 3. Elaborate compiled incident reports 4. Recommend safest way to do the job

10 Hours

Learning Outcome 2.1: Collect data regarding OSHE incidents

Steps of data collection; o Consulting of incident

report documents o Talk to people involved or

witnesses to the event o Site visit

Categories of incidents; Major accident

fatal permanent injury

Minor accident (injuries) Near miss

o Small group discussions o Pair discussion o Brainstorming

- Reference books - Internet - Hand-outs - Didactic materials





Written Multiple choice


Proper collection of data regarding OSHE incidents


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Oral

Performance

True or false question Matching Sentence completion Ticking Expose (presentation) Task: Collecting data regarding OSHE incidents in working area

Checklist Score

Yes No

Steps of data collection are followed

Categories of incidents are identified

Observation

Learning Outcome 2.2: Analyze OSHE data collected

Root and causes of incident; Poor management

laziness stupidity forgetfulness negligence ignorance

Influencing factors associated with the work

environment individual physical abilities,

organization and its management

system Overload Poor procedures Inadequate training Low motivation

Impact of incidents Social impact

loss of manpower medical expenses

Economic impact




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poor production, closer of the company compensation repairs

Physical effects permanent injuries, loss of ability to handle

materials, persistent pain headaches

Psychological effects anxiety, depression





Written

Oral

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Analyzing the OSHE data collected

Checklist Score

Yes No

Identification of root and causes of incident

Identification of impact of incidents

Observation

Learning Outcome 2. 3: Elaborate compiled incident reports


Proper analysis of OSHE data collected

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Type of incident reports; Monthly report Quarterly report Annual report

Categories of incidents; Major accident

fatal permanent injury

Minor accident (injuries) Near miss

Template of incidents







Written

Oral

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Elaborating a compiled incident reports

Checklist Score

Yes No

Types of incident reports are identified

Categories of incidents are identified

Template of incidents is well filled

Observation

Learning Outcome 2. 4: Recommend safest way to do the job


Adequate elaboration of a compiled incident reports


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Use of PPEs

Emergency preparedness procedures

hazard identification and risk control

making the working area safe

reporting of incidents and accidents

Training of employees







Written

Oral

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Recommending the safest way to do the job

Checklist Score

Yes No

Use of adequate PPEs is recommended

Emergency Preparedness Procedures is recommended

Hazard Identification And Risk Control is recommended

Making The Working Area Safe is recommended

Reporting Of Incidents And Accidents is recommended

Training of employees is recommended

Observation


Proper recommendation of safest way to do the job


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Learning unit LU 3: Train all staff on occupational health and safety matters


1. Provide information and instructions

2. Train all employees and supervisors on OSHE standards/regulations

3. Evaluate trained OSHE programs

10Hours

Learning Outcome 3.1: Provide information and instructions

Brief description of: An occupational health and safety

(OH&S) program A policy statement The program elements

Individual responsibility Joint occupational health and

safety committee Health and safety rules Correct work procedures Employee orientation Training Workplace inspections Reporting and investigating

accidents/incidents Emergency procedures Medical and first aid Health and safety promotion Workplace specific items

Responsibilities of the staff: Responsibilities of workers

Using personal protection and safety equipment as required by the employer.

Following safe work

o Brainstorming o Group work o Discussion

- Reference books

- Internet

- Hand-outs

- Stories and

pictures


25 | P a g e

procedures Knowing and complying with

all regulations. Reporting any injury or

illness immediately Reporting unsafe acts and

unsafe conditions Participating in joint health

and safety committees or as the representative

Responsibilities of supervisor Instructing workers to

follow safe work practices. Enforcing health and safety

regulations. Correcting unsafe acts and

unsafe conditions. Ensuring that only

authorized, adequately trained workers operate equipment.

Reporting and investigating all accidents/incidents.

Inspecting own area and taking remedial action to minimize or eliminate hazards.

Ensuring equipment is properly maintained

Promoting safety awareness in workers

Responsibilities of management Providing a safe and healthful

workplace. Establishing and maintaining a

health and safety program. Ensuring workers are trained

or certified as required. Reporting accidents/incidents

and cases of occupational disease to the appropriate authority

Providing medical and first aid facilities

Ensuring personal protective equipment is available

Providing workers with health and safety information

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Supporting supervisors in their health and safety activities

Evaluating health and safety performance of supervisors





Written

Oral

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Providing information and instructions on occupational health

and safety matters

Checklist Score

Yes No

A brief description of an occupational health and safety (OH&S) program is provided

A brief description of A policy statement is provided

A brief description of the program elements is provided

Responsibilities of the staff are described (workers, supervisor, Management staff)

Observation


Appropriate provision of information and instructions

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Written

Oral

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation)

Learning Outcome 3.2: Train all employees and supervisors on OSHE standards/regulations

Training on SHE regulations Safety roles of employees Responsibility of administration Incident reporting Ventilation and air quality First aid facilities Hazard control in workplace Equipment and machinery Emergency response plans

Training on SHE standards Responsibility in working place Hazard identification and risk

control Making the working area safe Personnel protective

equipment Health of employees Facilities Reporting of incidents and

accidents Emergency preparedness

Procedures


- Reference

books

- Internet

- Hand-outs

- Stories and

pictures


Appropriate training to all employees and supervisors on OSHE

standards/regulations


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Task: Providing information on OSHE standards/regulations

Checklist Score

Yes No

A brief description of SHE regulations is provided

A brief description of SHE standards is provided

Observation

Learning Outcome 3.3: Evaluate trained OSHE programs

Evaluation forms

Learning assessment Questions and responses, topic of discussion

Training impact assessment


- Reference books - Internet - Hand-outs - Stories and

pictures





Written

Oral

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation)


Proper evaluation of trained OSHE programs


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Task: Evaluating trained OSHE program

Checklist Score

Yes No

Evaluation forms are well developed

Learning assessment (Questions and responses, topic of discussion…) is well developed

Training impact assessment is well developed

Observation

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Reference: 1. Occupational Risk Control : Predicting and Preventing the Unwanted by Viner,Derek , ISBN:

9781472419712, Publication Date: 2015

2. OSHA General Industry regulations Book, 29 CFR 1910 Paperback- July1,2014 y MANCOMM Inc.

(Author, Editor)

3. OH&S : a management guide by Richard Archer, Kerry Borthwick, Susanne Tepe. Publication

Date: 2009

4. G:\\Basic OH&S Program Elements OSH Answers.htm

5. https://www.rospa.com/occupational-safety/advice/training-matters/

6. https://www.3tonline.fi/incident-reporting

7. http://www.safety.uwa.edu.au/topics/plant/inspection

8. http://www.hse.gov.uk/statistics/causdis/index.htm

9. https://www.ccohs.ca/oshanswers/hsprograms/job-haz.html

http://www.ecu.eblib.com/patron/FullRecord.aspx?p=2004776https://ecu.on.worldcat.org/oclc/271786642?databaseList=638https://www.rospa.com/occupational-safety/advice/training-matters/https://www.3tonline.fi/incident-reportinghttp://www.safety.uwa.edu.au/topics/plant/inspectionhttp://www.hse.gov.uk/statistics/causdis/index.htmhttps://www.ccohs.ca/oshanswers/hsprograms/job-haz.html

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Competence

C C M E N 5 0 1 - UPPER INTERMEDIATE WORKPLACE ENGLISH

CCMEN501 Maintain professional conversation in upper-intermediate English


Credits: 3 30

Sector: All

Sub-sector: All

Issue date: January, 2017

Purpose statement

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

trainee will be able to Prepare and deliver speeches at different social and professional occasions, adapt

speech messages to a particular audience, Ask questions to clarify, extend and follow up ideas, Produce

medium compositions on different trade-related subjects, Identify and differentiate different business

documents, Effective writing of different business documents, Identify and use of writing styles, read

different trade-related texts, Apply reading techniques to selected trade-related texts, Explain key

terms/words in their context, Answer reading comprehension questions precisely, Analyze different

trade-related texts,Summarize trade-related texts (in own words), identify differences between

common English accents, Listen and respond to users of common English their accents, Reporting

information listened to from different common accents, Steps of speech preparation and delivery,

Important tips on speech delivery, Requirements to properly articulate information, Analyse trade-

related texts and Summarise texts.

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Oral Basic English Communication Intermediate Workplace English







1. Communicate orally in social and

professional situations with ease

1.1 Acceptable preparation of speeches on different social and professional occasions

1.2 Effective delivery of speeches by audible and clear articulation of messages addressed to an audience using pronunciation, segmental and Suprasegmental phonology

1.3 Asking relevant questions to clarify, extend and follow up ideas according to question forms

2. Read correctly a range of

materials

2.1 Adequate reading of different trade-related texts 2.2 Clear analysis of trade-related texts (identification

and description of characters, events and settings, as well as to express preferences by giving reasons)

2.3 Effective summary of key ideas in trade-related texts

3. Listen to audio messages with

different English accents to get

the intended message

3.1 Appropriate listening and responding to others 3.2 Clear identification of differences between

common English accents 3.3 Accurate reporting of information listened to in

different accents

4. Produce a variety of medium

texts on professional and

general topics

4.1 Clear and detailed writing about a wide range of trade-related subjects.

4.2 Effective differentiation of business documents (inventory, memos, letters, handovers, receipts, minutes)

4.3 Appropriate writing of business documents 4.4 Appropriate use of writing style applicable to each

type of business document

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Learning Unity

LU 1: Communicate orally in social and professional situations with ease


1. Prepare speeches for different social and professional occasions

2. Deliver speeches to an audience 3. Ask questions to clarify, extend and follow up ideas according

to question forms

10 Hours

Learning Outcome1.1:Prepare speeches for different social and professional occasions

Steps for speech preparation Step 1: Research and

Preparation Step 2: Writing Your

Speech Step 3: Practicing Step 4: Putting

Together Visual Aids Step 5: Predicting

the Q&A

Identification of categories of audience Familiar audience Non-familiar

audience Adaptation of the

message to the audience

o Brainstorming o Documentary research o Practical exercise o Presentation o Role plays

Flip charts

White/chalk Board

Markers

Microphones

Reference books

Scenarios

Stationeries

Scenarios

Projector

Lesson plan

Trainee manual

Reference books


34 | P a g e


Assessor may collect among the following evidences and make judgements on whether the

performance criterion has been achieved.


Written evidence

Performance evidence

Writing practice

Task: 1 Write a 5 minutes’ speech on a topic of choice to be presented to

the class.

Checklist Score

Yes No

Indicator: Steps for speech preparation are well applied

Background of the topic is given

Speech script is prepared

Visual Aids are prearranged

Prospective Q&A are hypothesized

Indicator: Categories of audience are well identified

Familiar audienceis identified

Non-familiar audience is identified

Message is adapted to the audience

Observation


Acceptable preparation of speeches on different social and professional occasions

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Learning Outcome 1.2:Deliver speeches to an audience

Important tips for speech delivery

Dos and Don’ts on speech delivery

Requirements to articulate message Pronunciation Speed Tone

o Brainstorming o Documentary research o Practical exercise o Presentation o Role plays

Flip charts

White/chalk Board

Markers

Microphones

Reference books

Scenarios

Stationeries

Scenarios

Projector

Lesson plan

Trainee manual

Reference books





Oral evidence


Presentation

Task

Deliver a 5 minutes’ speech on a topic of choice to the class.

Checklist Score

Yes No

Indicator 1:EffectiveSpeech delivery to an audience

Tips for speech delivery are applicable

Dos and Don’ts on speech delivery are applicable

Indicator 2:Message articulation is effective

Pronunciation is accurate

Speed is considerable

Tone is formal


Effective delivery of speeches by audible and clear articulation of messages

addressed to an audience using pronunciation, segmental and Suprasegmental

phonology


36 | P a g e

Observation

Learning Outcome 1.3: Ask questions to clarify, extend and follow up ideas according to question forms

Question forms Yes/No questions Wh-questions Choice questions Hypothetical questions Embedded questions Leading questions

o Practical exercise o Presentation o Role plays o Group work

Scenarios

White/blackboard

Reference books

Markers

Flip charts

Paper

Stationeries





Oral evidence


Discussions

Presentations

Task: Answer at least 3 questions from the audience on your 5-minute speech.

Checklist Score

Yes No

Indicator: Questions are well formulated

Yes/No questionswell formulated


Asking relevant questions to clarify extend and follow up ideas according to

question forms


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Wh-questionswell formulated

Choice questions are well stated

Hypothetical questionswell formulated

Embedded questionswell formulated

Leading questionswell formulated

Observation

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Learning unit

LU 2: Read correctly a range of materials


1. Read different trade-related texts adequately 2. Analyse trade-related texts 3. Summarize key ideas in trade-related texts

5 Hours

Learning Outcome 2.1: Read different trade-related texts adequately

Types of texts Expository Narrative Descriptive Directive Argumentative

Application of reading techniques on selected texts Reading for details Reading for specific

information Explanation of key

terms/words in the text Provision of answers to

reading comprehension questions

o Brainstorming o Documentary research o Practical exercise o Group work o Presentation

- Flip charts - White/chalk Board - Markers - Reference books - Stationeries - Projector - Lesson plan - Trainee manual



Adequate reading of different trade-related texts


39 | P a g e




Written evidence

Oral evidence


Reading practice Presentations Matching Multiple choice

Task: 2 Using an appropriate reading strategy, read the text provided to

you and answer its comprehension questions

Checklist Score

Yes No

Indicator 1: The type of texts is understood

Expository text is understood

Narrative text is understood

Descriptive text is understood

Directive text is understood

Argumentative text is understood

Indicator 2: Reading techniques are applied

Reading for details is applied

Reading for specific information is applied

Indicator 3: Vocabulary and comprehension

Key terms/words are explained

Comprehension questions are answered

Observation

Learning Outcome 2.2:Analyse trade-related texts

Identification and description Text Structure Purpose of the text Style

Technicality Illustration Prose or verse

Writer’s stance

o Practical exercise o Presentation o Role play o Group discussion

Scenarios

White/blackboard

Reference books

Markers

Flip charts

Paper

Stationeries

Lesson plan

Trainee manual


40 | P a g e





Written evidence


Reading practice Presentations Multiple choice

Task: Read the text provided by the trainer and explain its purpose

Checklist Score

Yes No

Indicator: The trade related text is accurately analyzed

Text Structure: characters, events and settings are analyzed

Purpose of the text is understood

Style is identified

Writer’s stance is recognized

Observation


Clear analysis of trade-related texts (identification and description of characters, events and settings, as well as to express preferences by giving reasons)

41 | P a g e

Learning Outcome 2.3:Summarize key ideas in trade-related texts

Steps to summarize: Maintenance of the

most important ideas Elimination of the less

important details Paraphrasing in own

words

o Practical exercise o Presentation o Group work

- White/blackboard - Reference books - Markers - Flip charts - Paper - Stationeries - Trainee manual - Lesson plan





Written evidence

Oral evidence


Reading practice Writing practice Presentations

Task: Summarize the text given by the trainer

Checklist Score

Yes No

Indicator: Steps to summarize are followed

The most important ideas are maintained

Less important details are eliminated

The content is paraphrased in own words

Observation


Effective summary of key ideas in trade-related texts


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Learning unit

LU 3:Listen to audio messages with different English accents to get the intended message


1. Listen and respond to others correctly 2. Identify differences between common English accents clearly 1. Report information listened to in different accents accurately

4 10 Hours

Learning Outcome 3.1: Listen and respond to others correctly

Application of active listening strategies to different accents Listening for General

information Listening for Specific

information

Types of listening Informative listening Discriminative listening Relationship listening Appreciative listening

Responding to different accents Responding through

Interactions Asking for clarification Expressing satisfaction

o Modelling o Practical exercise o Presentation o Role plays

Flip charts

White/chalk Board

Audiovisual materials

Scenarios

Stationeries

Projector

Computer

Lesson plan

Trainee manual

Recordings



43 | P a g e




Oral evidence


Listening practice Discussions True or false questions

Task: Following your trainer’s instructions, listen and respond to what you hear.

Checklist Score

Yes No

Indicator 1: Active listening strategies are applied

Active listening is applied for general information

Active listening is applied for specific information

Indicator 2: Types of listening are correctly applied

Informative listening is applied

Discriminative listening is applied

Relationship listening is applied

Appreciative listening is applied

Indicator 3: Exact reactions to different accents are processed

Questions are asked for clarification

Satisfaction testimonial is expressed

Observation

Learning Outcome 3.2: Identify differences between common English accents clearly



Appropriate listening and responding to others

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Introduction to English accents Defining an English accent Common English accents

Differences between American and British English Vowel Pronunciation Consonant pronunciation Rhotic accent Change of stress Changes in articulation

o Practical exercise o Drilling/ o Modeling o Presentation o Roleplay

- Scenarios - White/blackboard - Reference books - Markers - Flip charts - Stationeries - Audiovisual material - Recordings - Trainee manual - Lesson plan





Oral evidence


Listening practice Discussions True or false questions Note taking

Task:

3 Listen to two different recordings played by the trainer and

identify

4 the differences between the accents of both speakers

Checklist Score

Yes No

Indicator 1: Introduction to English accents is understood

English accent is defined

Common English accents are mastered

Indicator 2: American and British English accents are differentiated

Vowel Pronunciation is considered

Consonant pronunciation is considered

Rhotic accent is considered

Change of stress is considered


Clear identification of differences between common English accents

45 | P a g e

Changes in articulation are considered

Observation

Learning Outcome 3.3:Report information listened to in different accents accurately

Reporting information General information Specific information

o Practical exercise o Presentation o Drilling/ o Modelling

- Scenarios - White/blackboard - Reference books - Markers - Flip charts - Audiovisual materials - Recordings - Stationeries





Written evidence

Oral evidence


Listening practice

Discussions

Presentations

Task:

Listen and report to the information you hear from each recording

played to you by the trainer


Accurate reporting of information listened to in different accents


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Checklist Score

Yes No

Indicator: Reporting is done according to types of information

Reported considering general information

Reported considering specific information

Observation

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Learning unit

LU 4:Produce a variety of medium texts on professional and general topics


1. Write about a wide range of trade-related subjects clearly 2. Differentiate business documents effectively 3. Write business documents perfectly 4. Use writing style applicable to each type of business document

5 Hours

Learning Outcome 4.1: Write about a wide range of trade-related subjects clearly

Varieties of writing Chronological writing Analytical writing Descriptive writing Compare and

contrast writing Evaluative writing Summary writing

The Writing processes Exploring and

planning Drafting Building effective

paragraphs Editing

o Brainstorming o Documentary research o Practical exercise o Group work

- Flip charts - White/chalk Board - Markers - Reference books - Stationeries - Projector - Lesson plan - Trainee manual



Clear and detailed writing about a wide range of trade-related subjects


48 | P a g e




Written evidence

Performance

Writing practice Presentations

Task: Write a short text analysing an important issue affecting your career

Checklist Score

Yes No

Indicator 1: Varieties of writing are understood

Chronological writing is understood

Analytical writing is understood

Descriptive writing is understood

Compare and contrast writing

Evaluative writing is understood

Summary writing is understood

Indicator 2: The Writing processes is followed

Exploring and planning is considered

Drafting is done

Effective paragraphs are built

Editing is done

Observation

Learning Outcome 4.2: Differentiate business documents effectively

Identification and differentiation of business documents Business plans and Goals

Business proposals Concept notes

Accounting Documents Financial reports Financial statements Goods received note Purchase order

o Practical exercise o Brainstorming o Presentation o Documentary research o Group work o Roleplay

- Scenarios - White/blackboard - Reference books - Markers - Flip charts - Stationeries - Lesson plan - Trainee manual


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Goods delivery note Requisition

Customer service documents

Business reports Annual reports Term reports Quarterly report Activity/Operation reports

Operational documents Contracts Business letters Memorandum of Understanding





Written evidence

Oral

Performance

Writing practice Discussions Presentations Multiple choice Matching

Task: Name at least 4 different types of business documents and specify their differences

Checklist Score

Yes No

Indicator: Business documents are explored

Business plan is explored (characteristics, structure, elements, importance,..)

Accounting documents are explored (characteristics, structure, elements, importance,..)

Customer service documents are explored (types, characteristics, structure, elements, importance,..)

Business reports are explored (characteristics, structure, elements, importance,..)


Effective differentiation of business documents (inventory, memos,letters, handovers, receipts, minutes)

50 | P a g e

Operational documents are explored (types, characteristics, structure, elements, importance,..)

Observation

Learning Outcome 4.3: Write business documents perfectly

Steps to write business documents Identifying the

audience Identifying the

document’s purpose Organizing the

writing Proofreading the

business document Editing the business

document

Writing commonly used business documents

o Practical exercise o Documentary research o Presentation o Group work

- White/blackboard - Reference books - Markers - Flip charts - Paper - Stationeries - Trainee manual - Lesson plan





Written evidence


Writing practice Presentation

Task:

Write a business of a project you would implements upon


Appropriate writing of business documents


51 | P a g e

graduation

Learning Outcome 4.4: Use writing style applicable to each type of business document

Application of principles and techniques of business writing

Formatting a business document

o Practical writing exercises o Group work o Documentary research o Presentation

- White/blackboard - Reference books - Markers - Flip charts - Stationeries - Trainee manual - Lesson plan




Checklist Score

Yes No

Indicator 1: Steps to write business documents are followed accurately

The audience is identified

The document’s purpose is identified

The writing is organized

The business document is proofread

The business document is edited

Indicator 2: Commonly used business documents are correctly written

Business plans are elaborated

Accounting documents are prepared

Customer service documents are written

Business reports are drafted

Operational documents are prepared

Etc

Observation


Appropriate use of writing style applicable to each type of business document


52 | P a g e


Written evidence


Writing practice Presentation Matching

Task:

Using the appropriate writing style for each business document, write a memo and business letter on a topic of your choice.

Checklist Score

Yes No

Indicator: Content and format are respected

Different principles and techniques of business writing are applied

Accurate business document format is used

Observation

Reference books:

1. Jacques Barzun, On Writing, Editing, and Publishing (Chicago: U. of Chicago Press,1972), pp. 57, 7

2. Jefferson Bates, Writing with Precision (Washington: Acropolis Books, 1985), pp. 82-85 3. George W. Fluharty and Harold R. Ross, Public Speaking (New York: Barnes and Noble,

1981), p. 276 4. William E. Wiethoff, Writing the Speech (Greenwood, IN: Alistair Press, 1994), p. 15 5. Judith Humphrey, “Writing Professional Speeches,” Vital Speeches of the Day, vol. 54,

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1, 1988, p. 311 7. Kenneth Roman and Joel Raphaelson, Writing That Works (New York: Harper and

Row,1981), p. 73 8. Dwyer, Karan Kangas&Marlina M. Davidson. “Is Public Speaking Really More Feared than

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New York: Pearson, 2006). 10. Fraleigh, D. M., &Tuman, J. S. Speak up! An illustrated guide to public speaking. (New

York: Bedford/St. Martins, 2009).

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of English accents,” Language and Computers,vol. 73, no. 1, pp. 265–281, 2011 15. Desmond A. Gilling "The Essential Handbook for Business Writing :communication

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C C M S E 5 0 1 - WORKING IN A SOCIALLY DIVERSE ENVIRONMENT

CCMSE501 Work in a socially diverse environment


Credits: 3 30

Sector: All

Sub-sector: All

Issue date: October, 2017

Purpose statement

This module describes the skills, knowledge and attitude required to be able to successfully

work in a socially diverse environment. The module will allow the participant to develop ways

of communicating with customers and colleagues from diverse backgrounds and

accommodating cultural differences. Furthermore, this module will enable the trainee to be

able to identify issues that may cause conflict or misunderstanding in the workplace because of

the cultural differences, find ways of resolving them and/or referring them to appropriate

individuals or bodies.

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Not applicable







1. Communicate with customers and colleagues from diverse backgrounds.

1.1 Adequate Valuing customers and colleagues from different cultural groups and treating them with respect and sensitivity.

1.2 Adequate Taking into consideration cultural differences in all verbal and non-verbal communication and overcoming language barriers.

1.3 Proper obtaining assistance from colleagues, reference books or outside organizations when required.

2. Address cross-cultural misunderstandings

2.1 Proper identification of issues that may cause conflict or misunderstanding in the workplace.

2.2 Adequate consideration of possible cultural differences when difficulties or misunderstandings occur.

2.3 Appropriate referring of problems and unresolved issues to the appropriate team leader or supervisor for follow-up.

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LU 1: Communicate with customers and colleagues from diverse backgrounds


1. Value customers and colleagues from different cultural groups and treat them with respect and sensitivity.

2. Take into consideration cultural differences in all verbal and non-verbal communication and overcome language barriers.

3. Obtain assistance from colleagues, reference books or outside organisations when required.

12 Hours

Learning Outcome1.1: Value customers and colleagues from different cultural groups and

treat them with respect and sensitivity

Treating different groups effectively forms of address levels of formality or

informality observance of special

religious, feasts or other celebratory days

customs, beliefs and values Product preferences

o Role play o Individual work o Group discussion o Large group discussion o Brainstorming

- Reference books - Role play scenario - Online materials - Specialised

materials





Adequate Valuing customers and colleagues from different cultural groups and

treating them with respect and sensitivity.


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Written

Oral

Performance

Multiple choice True or false question Ticking Expose (presentation) Role play

Checklist Score

Yes No

Effective treatment of different groups

Observation

Learning Outcome 1.2: Take into consideration cultural differences in all verbal and non-

verbal communication and overcome language barriers.

Verbal and non-verbal communication: varied cultural

interpretation of non-verbal behaviour and gestures

personal grooming, including dress and hygiene habits

language spoken language written

Overcoming language barriers: meet, greet and farewell

customers give simple directions give simple instructions answer simple enquiries

o Brainstorming o Role play o Individual work

- Reference books - Role play scenario - Online materials


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Written

Oral

Performance

Multiple choice True or false question Ticking Expose (presentation) Role play

Checklist Score

Yes No

Consideration of cultural differences through verbal and non-verbal communication

Overcoming language barriers

Observation

Learning Outcome 1.3: Obtain assistance from colleagues, reference books or outside

organisations when required

prepare for, serve and assist customers

describe goods and services


Adequate Taking into consideration cultural differences in all verbal and non-

verbal communication and overcoming language barriers.

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Written

Oral

Multiple choice True or false question Ticking Expose (presentation)

Checklist Score

Yes No

Partnerships for efficient communication

Observation

Partnerships for efficient communication interpreter services diplomatic services local cultural

organizations appropriate government

agencies educational institutions Disability advocacy

groups.

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