TVET CERTIFICATE V in MULTIMEDIA - mis.rtb.gov.rw

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5

TVET CERTIFICATE V in

MULTIMEDIA

CODE

ICTMMD5001

Kigali January, 2019

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ICTMMD5001-TVET CERTIFICATE V

Multimedia

REQF Level 5 CURRICULUM

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© Rwanda Polytechnic, 2019

Copies available from:

Rwanda Polytechnic (RP)

Email: [email protected]

Web: www.rp.ac.rw

P.O. Box: 164 Kigali, Rwanda

Original published version updated:

January, 2019

http://www.rp.ac.rw/

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Copyright

The Competent Development Body of this Curriculum is © Rwanda Polytechnic (RP). Reproduced

with permission

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

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

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

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

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

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

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

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

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

for bona fide study or classroom purposes only. Acknowledgement of the RP copyright must be

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

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

© Rwanda Polytechnic (RP) 2019

Published by

Rwanda Polytechnic (RP)

Internet: http://www.rp.ac.rw

P.O. Box: Kigali, Rwanda


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Table of Contents

C o p y r i g h t i v

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

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

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

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

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

2.1 Description 2

2.2 Minimum entry requirements 3

2.3 Information about pathways 3

2.4 Job related information 4

2.5 Employability skills and life skills 5

2.6 Information about competencies 7

3 . T R A I N I N G P A C K A G E 8

3.1 Course structure 8

3.2 Competencies chart 8

3.4 Flowchart 10

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

4.1 Assessment Methodology 11

4.2 Portfolio 11

C C M S H 5 0 2 - M O N I T O R I N G O F O C C U P A T I O N A L S H E A T W O R K P L A C E 1 4

LU1: Conduct OSH (occupational safety and health) monitoring 16

LU2: Collect and analyze Occupational health, safety incidents report 21

LU 3: Train all staff on occupational health, safety and environment matters 28

C C M S C 5 0 2 - W O R K I N G I N A S O C I A L L Y D I V E R S E E N V I R O N M E N T 3 4

LU 1: Communicate with customers and colleagues from diverse backgrounds 37

L U 2: Address cross-cultural misunderstandings 46

C C M B O 5 0 2 - B U S I N E S S O R G A N I S A T I O N 5 5

LU 1:Identify Activities To Be Accomplished For Real Business 58

LU 2: Create a productive working environment 67

LU 3:Run real business operation 77

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LU 4: Monitor and evaluate the business 85

C C M E N 5 0 2 - U P P E R I N T E R M E D I A T E W O R K P L A C E E N G L I S H 9 0

LU 1: Communicate orally in social and professional situations with ease 93

LU 2: Read correctly a range of materials 97

LU 3: Listen to audio messages with different English accents to get the intended message 102

LU 4: Produce a variety of medium texts on professional and general topics 106

C C M K N 5 0 2 - I K I N Y A R W A N D A C Y ’ I N T Y O Z A 1 1 4

LU 1: Gukoresha ubuvanganzo nyandiko ashyikirana n’abandi 116

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

no gukoresha ibinyazina binyuranye. 121

LU 3: Gukangurira abandi akamaro k’isuku n’isukura no gukoresha ibinyazina binyuranye. 128

LU 4: Gukoresha Ikinyarwanda k'intyoza agaragaza uburyo bunyuranye bwo gutunganya ubutaka

no gukoresha ibinyazina binyuranye 133

LU 5: Gukoresha neza uburyo bunyuranye bw ’ ubwumvane 140

m’ugutegura no gukina ikinamico 140

C C M P E 5 0 2 - P R O F E S S I O N A L E T H I C S 1 4 8

LU 1: Apply human values 150

LU 2:Respect engineering ethics 159

LU 3:Apply safety 164

C C M I W 5 0 2 - I C T A T W O R K P L A C E 1 6 9

LU 1: Prepare document Layout 171

LU 2: Apply basic computer operations 177

LU 3: Manage Data in MS Excel 184

C C M I A 5 0 2 - I N D U S T R I A L A T T A C H M E N T P R O G R A M ( I A P ) 1 9 0

LU 1: Demonstrate supervisory skills 193

LU 2: Enhance innovation during IAP program 200

LU 3: Implement professional skills transfer 205

G E N A M 5 0 1 - M A T H E M A T I C A L A N A L Y S I S , S T A T I S T I C S A N D P R O B A B I L I T Y

2 1 0

LU 1: Apply fundamentals of integrals 212

LU 2: Identify measures of dispersion and interpret bivariate data 216

LU 3: Apply fundamentals of probabilities 221

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P H Y D W 5 0 1 - D Y N A M I C S A N D W A V E S 2 2 6

LU 1:Apply motion in orbits 228

LU 2: Examine the effects of magnetism 233

LU 3: Describe vibrations and waves 239

LU 4: Apply the concept of electromagnetic field 245

LU5: Describe Semiconducting materials 253

M M D 2 D 5 0 1 - 2 D D R A W I N G S C O N C E P T I O N 2 6 0

LU 1:Create Basic Drawings 262

U 2:Make 1-point perspective and 2-point perspective 271

LU 3:Make digital painting 276

LU 4:Apply Textures and patterns 281

M M D S W 5 0 1 - S C R I P T W R I T I N G 2 9 0

LU 1:Brainstorm story ideas 292

LU 2:Write treatment 297

LU3: Compose a flash draft 302

Summative Assessment 306

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

LU 1:Breakdown the screenplay into shots 312

LU 2:Describe and evaluate shots 317

LU 3:Create shotlist table 322


P U T E R 5 0 1 - S T O R Y B O A R D P A N E L S C O N S T R U C T I O N 3 2 9

LU 1:Design and draw the shapes ofthe panels 331

LU 2:Develop and sketch the storyline 336

340

Emphasize action motions and camera positions 340


M M D V E 5 0 1 - V I D E O E D I T I N G 3 4 9

LU 1:Import and manage media files 351

LU 2:Trim video 356

LU 3:Work with audio 367

372

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LU 4:Export project 372


M M D S S 5 0 1 - S O U N D R E I N F O R C E M E N T S Y S T E M 3 8 0

LU 1:Design sound 382

387

LU 2:Identify audio equipment and cables 387

LU 3:Connect the sound reinforcement system 392

M M D A P 5 0 1 - A U D I O P R O D U C T I O N 4 0 0

LU 1:Record Sound 402

LU 2:Edit Audio 406

LU 3:Master audio mix 411

G L O S S A R Y 4 1 9

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List of abbreviations

EQ Equalizer

SHE Safety Health and Environment

CBA Compentence Based Assessment

CD Compact Disc

CDU Curriculum Development Unit

CM Complementary Modules

ICT Information and Communication Technology

IPRC Integrated Polytechnics Regional Centers

PPE Personal Protective Equipment

REQF Rwandan Education Qualification Framework

RP Rwanda Polytechnic

TSS Technical Secondary School

TVET Technical and Vocational Education and Training

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Acknowledgments

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

this curriculum:

Coordination

RWAMASIRABO Aimable, Curriculum Coordinator-RP

Facilitation

HATEGEMANA Gratien,External verifier-RP

Curriculum Development Team

# Names Function Institution

1. NYIRANSABIMANA Angélique Director of Studies and Trainer in Multimedia

Director of Studies and Trainer in Multimedia

2. HABARUGIRA Valens Camera Operator Private

3. SHEMA Yves Chief Editor BLARTS

4. NTAHOBARI Maurice IT Officer Let Us Transform Life Initiatives (LUTI) Ltd

5. TUYISHIME Jean Claude Operation Manager BLARTS

6. DUSHIMIMANA Light Bonkey Audio Producer Light Music

7. MUTAMBO John Audio Specialist IPRC Kigali

8. BYIRINGIRO Clément MUSONERA Creative Director MENTO PRO LTD

9. MUHAYIMANA Valens IT /Data Manager Techno Smart

10. MUSAFIRI Ernest Instructor IPRC NGOMA

11. MUSONI Jean Claude Trainer Nyabihu TVET School

12. UWERA Marceline Socio-linguistics Officer RALC

13. MUTAGANZWA Gilbert Teacher Ecole Secondaire de Rukara

14. MATATA Jean Bosco Teacher College Ami des Enfants

15. GASIMBA François Xavier Lecturer UR/College of Education

16. KAMBARI Vincent Teacher GS St Marcel/Kayonza

17. MUREGO Yves Quality Assurance Officer WDA

18. BUCYENSENGE Vincent Instructor IPRC KARONGI

19. GASANA Vedaste Lecturer INES

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1. GENERAL INTRODUCTION

The curriculum presents a coherent and significant set of competencies to acquire to

perform the occupation of a MultimediaTechnician. It is designed with an approach that takes into

account the training needs, the work situation, as well as the goals and the means to implement

training.

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

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

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

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

learning are developed on the basis of this document.

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

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

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

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

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

the course structure.

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

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

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

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

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

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

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

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2. QUALIFICATION DETAILS

2.1 Description

This qualification provides the skills, knowledge, and attitudes for a learner to be competent in tasks and

activities that require the application of practical skills in a defined context. Work would be undertaken in

various ICT and Multimedia sector/industries. Learners may work with minimum supervision.

Title: TVET Certificate V inMultimedia

Level: REQF Level 5

Credits: 135

Sector: Media and films making

Sub-sector: Multimedia

Issue date: January, 2019

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At the end of this qualification, qualified learners will be able to:

1. Monitor occupational SHE at the workplace

2. Maintain professional conversation in upper-intermediate English

3. Gukoresha Kinyarwandacy’intyoza

4. Work in a socially diverse environment

5. Use ICT at the workplace

6. Pratiquer les techniques d’expression orale et écrite

7. Kujadili Mawasiliano mbali mbali ya Kiofisi katika Kiswahili

8. Apply Advanced analysis and statistics

9. Organize a business

10. Apply professional ethics

11. Integrate workplace

12. Setup Sound System

13. Produce Audio

14. Conceive 2D Drawings

15. Write Script

16. Prepare Shotlist

17. Construct Storyboard Panels

18. Edit Video

19. Itegrate workplace

2.2 Minimum entry requirements

TVET Certificate IV in Multimediaor other relevant qualifications or through recognition of prior learning.

2.3 Information about pathways

Preferred pathways for candidates entering

this qualification include:

Candidates enter this qualification

after achieving TVET Certificate V in

Multimedia or other relevant

qualifications or through Recognition

of Prior Learning

Progression route of candidates

achieving this qualification include:

Candidates exiting this qualification are able to enter TVET diploma in Multimedia

Pathways into the qualification

Pathways from the qualification

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2.4 Job related information

This qualification prepares individuals to integrate the ICT industry with the professionalization of

Multimedia Technician; this qualification again offers the opportunity to execute the works as Audio

Production Technician, 2D concept Artist, Storyboard Artist or Video Editorwhile ensuring that safety,

security and environmental regulations are respected.

Possible jobs related to this qualification

Audio Production Technician,

2D concept Artist,

Storyboard Artist,

Video Editor

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2.5 Employability skills and life skills

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

employability skills to meet the following industry or enterprise requirements:

Communication

Documenting technical work in plain English

Writing and presenting reports

Safety and security precautions

Working collaboratively with project team members

Health and environment

Health reproduction

Rwanda environmental protection, practices rules and regulations

Business Plan

Producing a small IT business plan

Planning and organizing

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

communications and risk management

Self-management

Taking responsibility for own outputs in relation to specified quality standards

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

moral and ethical issues

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Technology

Manipulate computer

Using the internet

Languages other than Kinyarwanda

Using English as the medium of communication in the working environment

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Number of competencies: 20 Core competencies : 11 Complementary competencies : 9 The total number of Credits: 135

2.6 Information about competencies

No Code Complementary competencies Credit

1 CCMMS501 Monitor occupational SHE at workplace 3

2 CCMUE501 Maintain professional conversation in upper-intermediate English 3

3 CCMKN501 Gukoresha ikinyarwanda cy’intyoza 3

4 CCMSE501 Work in a socially diverse environment 3

5 CCMIW501 Use ICT at workplace 3

6 CCMBO501 Organize a business 3

7 CCMPE501 Apply professional ethics 3

8 CCMFT501 Pratiquer les techniques d’expression orale et écrite 3

9 CCMMK501 Kujadili Mawasiliano mbali mbali ya Kiofisi katika Kiswahili 3

Total 27

No Code Core competencies Credit

1. GENAM501 Apply Advanced analysis and statistics 8

SPEC

IFIC

2. MMDSS501 Setup Sound System 8

3. GENMASP 502 MATHEMATICAL ANALYSIS, STATISTICS AND PROBABILIT 10

4. GENDW 502 DYNAMICS AND WAVES 5

5. MMDAP501 Produce Audio 11

6. MMD2D501 Conceive2D Drawings 10

7. MMDSW501 WriteScript 6

8. MMDSP501 PrepareShotlist 5

9. MMDCO 501 Construct Storyboard Panels 6

10. MMDVE501 EditVideo 9

11. MMDIA501 Integrate workplace 30

Total 108

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3. TRAINING PACKAGE

The training package includes the competencies chart, the flowchart, the modules, the

course structure, and the assessment guidelines.

3.1 Course structure

The course structure describes the learning outcomes for each learning unit. These learning

outcomes are the essential skills and knowledge to be acquired. The contents to be covered for

each learning outcome are prescriptive. The Learning Activities contain a series of suggestions,

usually with several options, that will guide the learner and the trainer.

3.2 Competencies chart

The competencies chart is a table that presents an overview of the specific competencies, the

general competencies, the work process and the time allocated to each competency. This table

provides an overall view of the competencies of the training program and allows identification of

the logical sequence of the learning of these competencies.

The competencies chart shows the relationship between general competencies and specific

competencies that are particular to the occupation, as well as the key stages of the work process.

It shows the links between the elements in the horizontal axis and those in the vertical axis. The

symbol (ο) marks a relationship between a general competency and specific competency. The

symbol (∆) indicates a relationship between a specific competency and a step in the process of

work. When the symbols are darkened, it indicates that the link is taken into account in the

description of the specific competency.

The competencies chart allows the trainer to consider the complexity of the competencies in the

organization of the progress of learning. Therefore, the vertical axis shows the specific

competencies in the order they should be acquired.

This is the starting point of the presentation of the competencies in the flowchart presented in

the following pages.

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MULTIMEDIA TECHNICIAN PROCESS GENERAL AND COMPLEMENTARY COMPETENCIES

SPECIFIC COMPETENCIES

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Duration (420 Hrs) 30

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1 Setup Sound System 80 ▲ ▲ ▲

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

2 Produce Audio 110 ∆ ▲ ▲ ▲

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

3 Conceive 2D Drawings 100 ▲ ▲ ▲ ▲

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

4 Write Script 60 ▲ ▲ ▲

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

5 Prepare Shotlist 50 ▲ ▲ ▲

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

6

Construct Storyboard Panels 60 ▲ ▲ ▲

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

7 Edit Video 90 ∆ ▲ ▲ ▲

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

8 Integrate Work place 300 ∆ ▲ ▲ ▲

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

Figure 1: Competencies chart

Between the process and particular competencies|Between general and particular competencies

▲: Functional link application ●: Functional link application

∆: Functional link existence ο: Functional link existence

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

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

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

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

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

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

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

Advanced analysis and statistics

8

Figure 2: Flowchart

2D Drawing conception 10 Script Writing 6

Shotlist Prepartion 5 Storyboard Panels Construction 6 Video Editing 9

MATHEMATICAL ANALYSIS, STATISTICS AND PROBABILITY

10 DYNAMICS AND WAVES 5

Sound System Setup 8

Audio Production 11

Industrial attachment program-IAP 30

Upper intermediate workplace english 3

Ikinyarwanda cy’intyoza 3

Working in a socially diverse environment 3 ICT at workplace 3

Business organisation 3

Techniques d’expression orale

et ecrite en francais3

Mawasiliano mbali mbali ya

kiofisi katika kiswahili3

Monitoring of occupational SHE at work place 3

Professional Ethics 3

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4. ASSESSMENT GUIDELINES

4.1 Assessment Methodology

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

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

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

4.2 Portfolio

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

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

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

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

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

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

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

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

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

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

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

assessment for specific modules.

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

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

Formative Assessment

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

modules)

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

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

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

competent on that module

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All formative assessment should be declared competent before taking the

summative/integrated assessment

Summative/Integrated Assessment

This is given at the end of the module delivery. It helps to make sure that the learner has

successfully acquired the competence and he is able to translate the knowledge, skills and

attitude into workplace situation.

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

the curriculum.

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

assessment is not acceptable.

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

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

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

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

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

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

can be declared competent by the following rules:

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

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

assessment indicators

Assessment Criteria Passing Line in the

assessment indicators

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Quality of Process 90%

Quality of Product 100%

Relevance 90%

Rest of Criteria/ any other criteria

(example: Safety)

100%

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

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

be among those indicators that can cause any hazard, or the one indicator that is performed

poorly where there is room for improvement.

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

assisted accordingly.

2. It is the responsibility of the school to consider the status (competent/not yet competent)

of trainees and conduct reassessments when necessary.

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

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

otherwise other modules can be given anytime.

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

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

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

certification.

5. Industrial Attachment Program (IAP)

-For Trainees It is advised to finish and be declared competent on the 30 hours’

content of IAP module written in the curriculum before going to workplace or industry.

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

confirm and assist IAP especially in filling up the logbook.

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

confirm and assist IAP especially in filling up the logbook.

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

been completed and should be documented in the trainee portfolio.

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

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Competence

C C M S H 5 0 2 - MONITORING OF OCCUPATIONAL SHE AT WORKPLACE

CCMSH502 Monitor Occupational SHE best practices

REQF Level: 5 Learning hours

Credits: 3 30

Sector: All

Sub-sector: All

Issue date: September, 2021

Purpose statement

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

taken as instruments used for measurement and analysis in the area of occupational safety, health and

environment. They are commonly used to inform and guide government policy. Typically, these systems

are used to give an indication of the number of work accidents or occupational diseases, or they might

record information about places of work, or about the activities of the organizations involved in ensuring

good working conditions. Moreover, the module describes the skills, knowledge and attitudes required to

monitor occupational safety, health and security policies and procedures, collect and analyze OSHE

incidents report. Finally, the learner learns how to advice and train all employees on health and safety

matters.

Learning assumed to be in place

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Implementing S.H.E. policies and procedures

Elements of competence and performance criteria

Learning units describe the essential outcomes of a competence.

Performance criteria describe the required performance needed to demonstrate achievement

of the learning unit.

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

Elements of competence Performance criteria

1. Conduct OSHE (occupational safety,

health and environment)

monitoring

1.1 Proper checking of application of OSHE policies,

procedures and regulations

1.2 Proper monitoring of the use of PPEs

1.3 Proper monitoring the compliance of OSHE best practice

2. Collect and analyze occupational

health, safety incidents report

2.1 Proper collection of data regarding OSHE incidents

2.2 proper analysis of OSHE data collected

2.3 Adequate elaboration of a compiled incident reports

2.4 Proper recommendation of safest way to do the job

3. Train all staff on occupational

health, safety and environment

matters

3.1 Appropriate provision of information and instructions

3.2 Appropriate training to all employees and supervisors on

OSHE standards/regulations

3.3 Proper evaluation of trained OSHE programs

16 | P a g e

LU1: Conduct OSH (occupational safety and health) monitoring

1

Learning Outcomes:

1. Check the application of OSHE policies, procedures and

regulations

2. Monitor the use of PPEs

3. Monitor compliance of OSHE best practice

10 Hours

Learning Outcome1.1: Check the application of OSHE policies, procedures and regulations

SHE policies in accordance with the discipline

SHE regulations; Safety roles of employees

Responsibility of

administration

Incident reporting

Ventilation and air quality

First aid facilities

Hazard control in

workplace

Equipment and

machinery

Emergency response

plans

SHE standards;

Responsibility in working

place

Hazard identification and

risk Control

Making the working area

safe

o Brainstorming

o Documentary research

o Group discussion

˗ Flipcharts

˗ Markers

˗ Flipcharts stand

˗ Internet

Content

Learning

activities

Resources

17 | P a g e

Formative Assessment 1.1

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

criterion has been achieved.

Types of evidence Portfolio assessment tools

Written

Oral

Performance

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

Checklist Score

Yes No

Indicator1: SHE policies in accordance with the discipline:

SHE regulations:

Safety roles of employees

Responsibility of administration

Incident reporting



Hazard control in workplace

Equipment and machinery

Emergency response plans

SHE standards:

Responsibility in working place

Personnel protective

equipment

Health of employees

Facilities

Reporting of incidents

and accidents

Emergency preparedness

procedures

Performance criterion

Proper checking of application of OSHE policies, procedures and regulations

18 | P a g e

Hazard identification and risk Control

Making the working area safe

Personnel protective equipment

Health of employees

Facilities

Reporting of incidents and accidents

Emergency preparedness procedures

Observation

Learning Outcome 1.2: Monitor the use of PPEs

Types of PPEs to be used

according to the trade

Physical verification of PPEs

Cleaning and storage of PEEs

o Group discussion

o Practical exercise

˗ Checklist

˗ PPEs

˗ Brushes

˗ Store

˗ Shelter

˗ Shelves

˗ Pen





Written

Oral

Performance

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

Content

Learning

activities

Resources


Proper monitoring of the use of PPEs

19 | P a g e

Checklist Score

Yes No

Indicator1: List of PPEs to be used according to the trade is checked

Indicator2: Physical verification of PPEs is done

Indicator3: Cleaning and storage of materials, tools and equipment are checked

Observation

Learning Outcome 1.3: Monitor compliance of OSHE best practice

Discussion on OSHE best

practice

Regulations

Standards

Elements of standards check

list

Performing monitoring of

OSHE best practices

o Brainstorming o Role play o Group discussion o Group work o Filling up the standards

checklist to be evaluated according to the specific trade

Standard check list according to the specific trade


Content

Learning

activities

Resources

20 | P a g e




Written

Oral

Performance

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

Checklist Score

Yes No

Indicator1: OSHE best practices are discussed

regulations

standards

Indicator2: Element of standards checklist are explained

Indicator 3: Monitoring of OSHE best practices is performed

Observation


Proper monitoring the compliance of OSHE best practice

21 | P a g e

LU2: Collect and analyze Occupational health, safety incidents report

2

Learning Outcomes:

1. Collect data regarding OSHE incidents

2. Analyze OSHE data collected

3. Elaborate compiled incident reports

4. Recommend safest way to do the job

10 Hours

Learning Outcome 2.1: Collect data regarding OSHE incidents

Steps of data collection; Consulting of incident report

documents Talk to people involved or

witnesses to the event Site visit

Types of data Primary Secondary

Methods of data collection interview interview Observation

Tools of data collection Questionnaire Interview guide Case study

Categories of incidents; Major accident

fatal permanent injury

Minor accident (injuries) Near miss

o Small group discussions o Pair discussion o Brainstorming

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

Content

Learning

activities

Resources

22 | P a g e





Written

Oral

Performance

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

Checklist Score

Yes No

Indicator1: Steps of data collection are followed

Consulting of incident report documents

Talk to people involved or witnesses to the event

Site visit

Indicator2: Categories of incidents are identified

Major accident fatal permanent injury

Minor accident (injuries)

Near miss

Observation


Proper collection of data regarding OSHE incidents

23 | P a g e

Learning Outcome 2.2: Analyze OSHE data collected

Root and causes of incident; Poor management

laziness stupidity forgetfulness negligence ignorance

Influencing factors associated with the work

environment individual physical abilities,

organization and its management

system Overload Poor procedures Inadequate training Low motivation

Impact of incidents Social impact

loss of manpower medical expenses

Economic impact poor production, closer of the

company compensation repairs

Physical effects permanent injuries, loss of ability to

handle materials, persistent pain headaches

Psychological effects anxiety, depression




Content

Learning

activities

Resources

24 | P a g e




Written

Oral

Performance

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

Checklist Score

Yes No

Indicator1: Root and causes of incident identified

Poor management

Influencing factors associated with the work

Overload

Poor procedures

Inadequate training

Low motivation

Indicator2: Impact of incidents identified

Social impact

Economic impact

Physical effects

Psychological effects

Observation


Proper analysis of OSHE data collected

25 | P a g e

Learning Outcome 2. 3: Elaborate compiled incident reports

Type of incident reports; Monthly report Quarterly report Annual report

Categories of incidents; Major incident

fatal permanent injury

Minor incident (injuries) Near miss

Template of incidents







Written

Oral

Performance

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

Checklist Score

Yes No

Indicator 1: Types of incident reports are identified

Monthly report

Quarterly report

Annual report

Indicator 2: Categories of incidents are identified

Major incident

Minor Incident

Near miss

Content

Learning

activities

Resources


Adequate elaboration of a compiled incident reports

26 | P a g e

Indicator 3: Template of incidents is well filled

Observation

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

Use of PPEs

Emergency preparedness procedures

hazard identification and risk control

making the working area safe

reporting of incidents and accidents

Training of employees







Written

Oral

Performance

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

Content

Learning

activities

Resources


Proper recommendation of safest way to do the job

27 | P a g e

Checklist Score

Yes No

Indicator 1: Use of adequate PPEs is recommended

Indicator 2: Emergency Preparedness Procedures is recommended

Indicator 3: Hazard Identification and Risk Control is recommended

Indicator 4: Making the Working area Safe is recommended

Indicator 5: Reporting of Incidents and Accidents is recommended

Indicator 6: Training of employees is recommended

Observation

28 | P a g e

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

3

Learning Outcomes:

1. Provide information and instructions

2. Train all employees and supervisors on OSHE

standards/regulations

3. Evaluate trained OSHE programs

10Hours

Learning Outcome 3.1: Provide information and instructions

Brief description of:

An occupational health and

safety (OH&S) program

A policy statement

The program elements

Individual responsibility

Joint occupational health

and safety committee

Health and safety rules

Correct work procedures

Employee orientation

Training

Workplace inspections

Reporting and investigating

accidents/incidents

Emergency procedures

Medical and first aid

Health and safety promotion

Workplace specific items

Responsibilities of the staff:

Responsibilities of workers

o Brainstorming

o Group work

o Discussion

- Reference books

- Internet

- Hand-outs

- Stories and

pictures

Content

Learning

activities

Resources

29 | P a g e

Using personal protection

and safety equipment as

required by the employer.

Following safe work

procedures

Knowing and complying

with all regulations.

Reporting any injury or

illness immediately

Reporting unsafe acts and

unsafe conditions

Participating in joint health

and safety committees or

as the representative

Responsibilities of supervisor

Instructing workers to

follow safe work

practices.

Enforcing health and

safety regulations.

Correcting unsafe acts

and unsafe conditions.

Ensuring that only

authorized, adequately

trained workers operate

equipment.

Reporting and

investigating all

accidents/incidents.

Inspecting own area and

taking remedial action to

minimize or eliminate

hazards.

Ensuring equipment is

properly maintained

Promoting safety

awareness in workers

Responsibilities of management

Providing a safe and

healthful workplace.

30 | P a g e

Establishing and maintaining

a health and safety program.

Ensuring workers are trained

or certified as required.

Reporting

accidents/incidents and

cases of occupational

disease to the appropriate

authority

Providing medical and first

aid facilities

Ensuring personal protective

equipment is available

Providing workers with

health and safety

information

Supporting supervisors in

their health and safety

activities

Evaluating health and safety

performance of supervisors





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


Appropriate provision of information and instructions

31 | P a g e

Yes No

Indicator 1: A brief description of an occupational safety, health and environment (OSHE) program is provided

Indicator 2: A brief description of an occupational health and safety (OSHE) policy statement is provided

Indicator 3: A brief description of an occupational health and safety (OSHE) program elements is provided

Indicator4: Responsibilities of the staff are described

Workers

Supervisor

Management

Observation

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

Training on SHE regulations


Responsibility of

administration

Incident reporting



Hazard control in

workplace



Training on SHE standards

Responsibility in working

place

Hazard identification and

risk control

Making the working area

safe

o Brainstorming

o Group work

o Discussion

- Reference books

- Internet

- Hand-outs

- Stories and pictures

Content

Learning

activities

Resources

32 | P a g e





Written

Oral

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Providing information on OSHE standards/regulations

Checklist Score

Yes No

Indicator 1: Training on SHE regulations is provided


Responsibility of administration

Incident reporting



Hazard control in workplace



Indicator 2: Training on SHE standards is provided

Responsibility in working place

Hazard identification and risk control

Personnel protective

equipment

Health of employees

Facilities

Reporting of incidents and

accidents

Emergency preparedness

Procedures


Appropriate training to all employees and supervisors on OSHE

standards/regulations

33 | P a g e

Making the working area safe

Personnel protective equipment

Health of employees

Facilities

Reporting of incidents and accidents

Emergency preparedness Procedures

Observation

Learning Outcome 3.3: Evaluate trained OSHE programs

Development of the evaluation forms

Learning assessment Questions and responses, topic of discussion

Training impact assessment

o Brainstorming o Group work o Discussion o Role play

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

pictures - Evaluation form





Written

Oral

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Evaluating trained OSHE program

Checklist Score

Content

Learning

activities

Resources


Proper evaluation of trained OSHE programs

34 | P a g e

Competence

Yes No

Indicator1: Evaluation forms are well developed

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

Training impact assessment is conducted

Observation

Reference:

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

9781472419712, Publication Date: 2015

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

(Author, Editor)

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

Date: 2009

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

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

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

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

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

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

C C M S C 5 0 2 - WORKING IN A SOCIALLY DIVERSE ENVIRONMENT

CCMSC502 Work in a socially diverse environment


Credits: 3 30

Sector: ALL

http://www.ecu.eblib.com/patron/FullRecord.aspx?p=2004776

https://ecu.on.worldcat.org/oclc/271786642?databaseList=638

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

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

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

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

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

35 | P a g e

Sub-sector: ALL


Purpose statement

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

socially diverse environment. The module will allow the participant to develop ways of communicating

with customers and colleagues from diverse backgrounds and accommodating cultural differences.

Furthermore, this module will enable the trainee to be able to identify issues that may cause conflict or

misunderstanding in the workplace because of the cultural differences, find ways of resolving them

and/or referring them to appropriate individuals or bodies.

36 | P a g e


Not applicable







1. Communicate with customers and colleagues from diverse backgrounds.

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

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

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

2. Address cross-cultural misunderstandings

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

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

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

37 | P a g e

D

Learning unit LU 1: Communicate with customers and colleagues from diverse backgrounds

1

Learning Outcomes:

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

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

3. Obtain assistance from colleagues, reference books or outside organizations.

12 Hours

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

treat them with respect and sensitivity

Identification of

dimensions to consider

while valuing customers

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

- Reference books - Role play

scenario - Online materials - Specialised

materials

Content Learning activities Resources

38 | P a g e

Marketing and sales costs

Sales value Repurchase value Service costs Feedback Referrals Advocacy

Explanation of the term cultural groups Definition of a cultural

group

Identification of methods for treating customers from different cultural groups effectively Taking into

consideration forms of address

Consideration of levels of formality or informality

Observance of special religious, feasts, or other celebratory days

Consideration of customs, beliefs, and values

Consideration of product preferences





Written

Oral

Performance

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


Adequate valuing of customers and colleagues from different cultural groups

and treating them with respect and sensitivity.

39 | P a g e

Checklist Score

Yes No

Indicator: Dimensions to consider while valuing customers are identified

Marketing and sales costs

Sales value

Repurchase value

Service costs

Feedback

Referrals

Advocacy

Indicator: the term cultural groups is well explained

The term a cultural group is defined

Indicator: Methods for treating customers from different cultural groups are well

identified

Taking into consideration forms of address

Consideration of levels of formality or informality

Observance of special religious, feasts, or other celebratory days

Consideration of customs, beliefs, and values

Consideration of product preferences

Observation

40 | P a g e

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

verbal communication and overcome language barriers.

Discussion of cultural differences Definition of a cultural

difference Importance of

understanding cultural differences

Types of cultural differences

Identification of strategies for approaching cultural differences Team-wok Model the right

behavior Awareness Communication

Explanation of verbal and non-verbal communication Varied cultural

interpretation of non-verbal behavior and gestures

Personal grooming, including dress and hygiene habits

Spoken language Written language

Identification of strategies for overcoming language barriers Meet, greet, and

farewell customers Give simple directions Give simple instructions Answer simple enquiries Prepare for, serve, and

assist customers Describe goods and

services

o Brainstorming o Role play o Individual work

- Reference books - Role play scenario - Online materials


41 | P a g e





Written

Oral

Performance


Checklist Score

Yes No

Indicator: the term cultural differences is well discussed

Definition of a cultural difference

Importance of understanding cultural differences

Types of cultural differences

Indicator: strategies for approaching cultural differences are well identified

Team-wok

Model the right behavior

Awareness

Communication

Indicator: verbal and verbal communication are well explained

Varied cultural interpretation of non-verbal behavior and gestures

Personal grooming, including dress and hygiene habits

Spoken language

Written language

Indicator: strategies for overcoming language barriers are well identified

Meet, greet, and farewell customers

Give simple directions

Give simple instructions

Answer simple enquiries

Prepare for, serve, and assist customers

Describe goods and services


Adequate taking into consideration of cultural differences in all verbal and non-

verbal communication and overcoming language barriers.

42 | P a g e

Observation

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

organisations

Identification of actions to take in order to obtain assistance from colleagues Help others often Solve the problem on

your own Find solid resources Stay engaged with

your helpers Be precise when asking

for help Ask for help quietly,

but praise loudly

Identification of benefits of supporting colleagues at work Morale Support Leadership Health Productivity Reputation boosting Valuable new skills

acquisition

Identification of factors influencing willingness to offer help Culture Similarities and

differences

Identification of when not to help out at work

o Group discussion o Individual work o Large group discussion

- Reference books - Online materials - Specialised materials


43 | P a g e


When no help is requested for

What to do instead

When you are overwhelmed

What to do instead

Identification of methods for helping and supporting colleagues at work Communicate often Recognize colleagues

challenges Volunteer your time Give advice Build a relationship Offer praise Perform an act of

kindness Inspire positivity Ask for help Listen Look for distress

signals

Identification of partnerships for efficient communication Interpreter services Diplomatic services Local cultural

organizations Appropriate

government agencies Educational

institutions Disability advocacy

groups.


Proper obtaining of assistance from colleagues, reference books, or outside

organizations when required.

44 | P a g e




Written

Oral

Multiple choice True or false question Ticking Expose (presentation)

Checklist Score

Yes No

Indicator: actions to take in order to obtain assistance from colleagues are identified

Help others often

Solve the problem on your own

Find solid resources

Stay engaged with your helpers

Be precise when asking for help

Ask for help quietly, but praise loudly

Indicator: benefits of supporting colleagues at work are identified

Morale

Support

Leadership

Health

Productivity

Reputation boosting

Valuable new skills acquisition

Indicator: factors influencing willingness to offer help are identified

Culture

Similarities and differences

45 | P a g e

Indicator: contexts in which one should not offer help are identified

When no help is requested

When you are overwhelmed

Indicator: methods for helping and supporting colleagues at work are well identified

Communicate often

Recognize colleagues challenges

Volunteer your time

Give advice

Build a relationship

Offer praise

Perform an act of kindness

Inspire positivity

Ask for help

Listen

Look for distress signals

Indicator: partnerships for efficient communication are well identified

Interpreter services

Diplomatic services

Local cultural organizations

Appropriate government agencies

Educational institutions

Disability advocacy groups.

Observation

46 | P a g e

Learning unit L U 2: Address cross-cultural misunderstandings

2

Learning Outcomes:

1. Identify issues that may cause conflict or misunderstanding in the workplace.

2. Consider possible cultural differences while resolving difficulties or misunderstandings.

3. Refer problems and unresolved issues to the appropriate team leader or supervisor for follow-up.

18 Hours

47 | P a g e

Learning Outcome 2.1: Identify issues that may cause conflict or misunderstanding in the

workplace

Explanation of workplace

conflicts/misunderstandings

Definition of workplace

conflicts/misunderstandings

Identification of types of

conflicts at workplace

Interdependence/task-

based conflicts

Leadership conflicts

Workstyle conflicts

Personality-based conflicts

Discrimination

Creative idea conflict

Political, cultural, and

religious views

Pay dispute

Identification of causes/sources

of workplace conflict

Unconscious bias

Social intelligence

Preexisting mind-sets

In-groups and out-groups

Power dynamics

Norms and practices

o Individual work

o Group discussion

o Large group discussion

o Brainstorming

- Reference books

- Online materials

- Specialised

materials






Proper identification of issues that may cause conflict or misunderstanding in

the workplace.

48 | P a g e


Written

Oral

Multiple choice True or false question Ticking Expose (presentation)

Checklist Score

Yes No

Indicator: the term workplace conflicts/misunderstandings is well explained

Definition of workplace conflicts/misunderstandings

Indicator: Types of conflicts at workplace are well identified

Interdependence/task-based conflicts

Leadership conflicts

Workstyle conflicts

Personality-based conflicts

Discrimination

Creative idea conflict

Political, cultural, and religious views

Pay dispute

Indicator: causes/sources of workplace conflict are well identified

Unconscious bias

Social intelligence

Preexisting mind-sets

In-groups and out-groups

Power dynamics

Norms and practices

Observation

Learning Outcome 2.2: Consider possible cultural differences while resolving difficulties or

misunderstandings

49 | P a g e

Identification of workplace

conflicts resolution steps

Find out the cause

Embrace conflict

Talk things out

Carefully listen

Guidance and solution

Identification of strategies for

workplace conflict resolution

Strategies for resolving a conflict

you are involved in

Calm down

Communicate via active

listening

Self-reflect and resolve

conflict

Strategies for resolving a

conflict you are not involved

in

Listen to both side of the

story

Work together with both

parties involved

Watch out for harassment

Work to build a united team

Identification of workplace

challenges brought about by

cultural differences

Colleagues form some

cultures may be less likely to

let their voices be heard

Integration across

multicultural teams can be

difficult in the face of

prejudice or negative cultural

stereotypes

Professional communication

can be misinterpreted or

difficult to understand across

languages and cultures

o Role play

o Group discussion


o Individual work

- Reference

books

- Role play

scenario

- Online

materials

- Specialised

materials


50 | P a g e

Navigating visa requirements,

employment laws, and the

cost of accommodating

workplace requirements can

be difficult

Different understandings of

professional etiquette

Conflicting working styles

across teams

Identification of conflict

resolution skills

Communication

Emotional intelligence

Empathy

Problem-solving





Written

Oral

Performance


Checklist Score

Yes No


Adequate consideration of possible cultural differences when difficulties or

misunderstandings occur.

51 | P a g e

Indicator: workplace conflicts resolution steps are well identified

Find out the cause

Embrace conflict

Talk things out

Carefully listen

Guidance and solution

Indicator: strategies for workplace conflict resolution are well identified

Strategies for resolving a conflict you are involved in

Calm down

Communicate via active listening

Self-reflect and resolve conflict

Strategies for resolving a conflict you are not involved in

Listen to both side of the story

Work together with both parties involved

Watch out for harassment

Work to build a united team

Indicator: workplace challenges brought about by cultural differences are well identified

Colleagues form some cultures may be less likely to let their voices be heard

Integration across multicultural teams can be difficult in the face of prejudice or negative cultural stereotypes

Professional communication can be misinterpreted or difficult to understand across languages and cultures

Navigating visa requirements, employment laws, and the cost of accommodating workplace requirements can be difficult

Different understandings of professional etiquette

Conflicting working styles across teams

Indicator: conflict resolution skills are well identified

Communication is explained

Emotional intelligence is explained

Empathy is explained

Problem-solving is explained

Observation

52 | P a g e

Learning Outcome 2. 3: Refer problems and unresolved issues to the appropriate team leader or

supervisor for follow-up

Identification of roles of the

supervisor in resolving

conflict in the workplace

Establish expectations

Create a reporting

system

Counsel employees

Use disciplinary

measures

Encourage respect

Description of

procedure for solving

problems in the

workplace

Informal procedure of

workplace problems

resolution

Formal procedure of

workplace problems

resolution

Identification of useful tips

to approach supervisors

when conflicts arise

Think about solutions

before you approach the

boss

Calculate the risks

Know your timing

Ask for help

Be prepared

Be professional

Make sure your side of

the street is clean

Admit fault

Be willing to take advice

Description of strategies for

raising issues

Informal communication

o Role play

o Individual task

o Group work


- Reference books

- Role play scenario

- Online materials

- Specialised

materials


53 | P a g e

Informal meeting

Mediation

Formal communication

Formal writing

Formal meetings

Work ethics





Written

Oral

Performance

Multiple choice True or false question Ticking Observation checklist

Checklist Score

Yes No

Indicator: roles of the supervisor in resolving conflicts in the workplace are well identified

Establish expectations

Create a reporting system

Counsel employees

Use disciplinary measures

Encourage respect

Indicator: procedure for solving problems in the workplace is well described


Appropriate referring of problems and unresolved issues to the appropriate

team leader or supervisor for follow-up.

54 | P a g e

Informal procedure of workplace problems resolution

Formal procedure of workplace problems resolution

Indicator: useful tips to approach supervisors when conflicts arise are well identified

Think about solutions before you approach the boss

Calculate the risks

Know your timing

Ask for help

Be prepared

Be professional

Make sure your side of the street is clean

Admit fault

Be willing to take advice

Indicator: strategies for raising issues are well described

Informal communication

Informal meeting

Mediation

Formal communication

Formal writing

Formal meetings

Work ethics

Observation

55 | P a g e

Competence

Reference books:

1. Axtell, R. E., & Parker Pen Company. (1993). Do’s and taboos around the world. New York: Wiley.

2. House, R. J., & Global Leadership and Organizational Behavior Effectiveness Research Program. (2004). Culture, leadership, and organizations: The GLOBE study of 62 societies. Thousand Oaks, CA: Sage Publications.

3. Meyer, E. (2014). The culture map: Breaking through the invisible boundaries of global business. Public Affairs.

4. Schwartz, S. (2006). A theory of cultural value orientations: Explication and applications. Comparative Sociology, 5, 137-182.

C C M B O 5 0 2 - BUSINESS ORGANISATION

CCMBO502 Organize a business


Credits: 3 30

Sector: ALL

Sub-sector: ALL


Purpose statement

56 | P a g e

This module covers the skills, knowledge and attitude to organize a business which is linked to

organizational strategic outcomes and facilitates the achievement of service delivery. The module will

allow the learner to Identify activities to be accomplished before real business operations, create a

productive working environment, run real business operations and monitor and evaluate the business.

57 | P a g e


Business plan development







1. Identify activities to be accomplished

before real business operations

1.1 Proper verification of business start-up

requirements in line with business entity

1.2 Accurate recruiting of employees in line with task

requirements

1.3 Effective performing purchasing of business

requirements in line with business plan

2. Create a productive working

environment

2.1 Accurate setting of business ethical conduct in

accordance with business industry

2.2 Effective assigning of responsibilities in accordance

with organisation structure

2.3 Permanent matching personal characteristics with

business requirements

2.4 Proper maintaining of good relationship with

customers and suppliers in accordance with business

ethical conduct set.

3. Run real business operations 3.1 Proper setting of short-term business goals in line

with business mission and vision.

3.2 Accurate optimizing the utilization of available

resources in accordance with objective function,

decision variables and business constraints.

3.3 Regular employing targeted promotional and

marketing campaigns in line with marketing

objectives

4. Monitor and evaluate the business 4.1 Clear preparation of a daily report of business

activities

4.2 Regular organization of employee’s meeting in

accordance with customer’s inquiries and needs

4.3 Regular consultation of business plan in accordance

with monitoring and evaluation tools

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Learning unit LU 1:Identify Activities To Be Accomplished For Real Business

1

Learning Outcomes:

1. Verify business start-up requirements in line with business entity

2. Recruit employees in line with task requirements

3. Perform purchasing of business requirements in line with business plan

5 Hours

Learning Outcome1.1: Verify business start-up requirements in line with business entity

Meaning of business requirements

Explaining steps of business requirements estimation

Determining business location requirements: Working place

layout Office equipment Office furniture

Raw materials for initial storage Production

equipment and machinery

Production consumables

Start-up finances Quantity of

financial needs Sources finances

o Brainstorming o Questions and answers o Story telling o Problem solving o Role play o Practical exercise

˗ Flipchart ˗ Marker pen ˗ Internet ˗ Reference books ˗ Case studies ˗ Scenarios ˗ Post note

Content

Learning

activities

Resources

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Allocation of finance resources


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

performance criterion has been achieved.


Written evidence Product evidence

Essay& Cases study

True or false question A produced start up plan

Checklist Score

Yes No Indicator 1:Meaning of business requirements are explained

Indicator 2:Steps of business requirements estimation are described

Indicator 3 : Business location requirements are determined

Working place layout Office equipment

Office furniture

Indicator 4: Raw materials for initial storage are identified

Production equipment and machinery are identified Production consumables are identified

Indicator 5: Start-up finances are identified

Quantity of financial needs are identified

Sources finances are identified

Allocation of finance resources are identified

Observation


Proper verification of business start-up requirements in line with business entity

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Learning Outcome 1.2:Recruit employees in line with task requirements

Meaning of employee recruitment

Explaining Functions of employee’s recruitment Job design and

development Identifying and seeking

candidates Receiving and tracking

applicants Reference and

background checks Testing Interview Evaluation and hiring

Identifying the principles and strategies of employee recruitment

Principles Strategies

Identifying the factors influencing employee’s recruitment Internal factors

Budget constraints Expected or trend of

employee separations Production levels Sales increases or

decreases Global expansion plans

External factors

Changes in technology Changes in laws Unemployment rates Shifts in population Shifts in urban,

suburban, and rural areas

Competition

o Brainstorming o Questions and answers o Story telling o Problem solving

˗ Flipchart ˗ Marker pens ˗ Pens ˗ Internet ˗ Reference books ˗ Case studies ˗ Scenarios ˗ Employee

recruitment template

Content

Learning

activities

Resources

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Explaining the process of recruitment, the employees: Staffing plans and

forecasting Write the job description

and job specifications. Confirm job analysis Have a bidding system to

recruit and review internal candidate qualifications for possible promotions.

Determine the best recruitment strategies for the position.

Implement a recruiting strategy.





Oral evidence

Product evidence

Observation checklist Number of employees recruited


Accurate recruiting of employees in line with task requirements

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Checklist Score

Yes No

Indicator 1: Employees recruitment is explained

Indicator 2: Functions of employees recruitment are explained

Job and development are designed

Candidates are identified and specified ( seeking)

Applicants are received and traced

Reference and background are checked and tested

Interview is done

Evaluation is hired

Indicator 3: Principles and strategies of employee recruitment are explained

Principles are explained

Strategies are explained

Indicator 4: Factors influencing employees recruitment are explained

Internal factors are identified

Budget constraints is identified `

Expected or trend of employee separations is done

Production levels are identified

Sales increases or decreases are analysed

Global expansion plans is done

External factors are identified

Changes in technology are identified

Changes in laws are identified

Unemployment rates is identified

Shifts in population is identified

Shifts in urban, suburban, and rural areas are analysed

Competition is analysed

Indicator 5: Recruitment process are explained

Staffing plans are forecasted

The job description and job specifications are written

Job analysis is confirmed

A bidding system to recruit and review internal candidate qualifications for possible promotions are illustrated

The best recruitment strategies for the position are determined

A recruiting strategy is implemented

Observation

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Learning Outcome 1.3: Perform purchasing of business requirements in line with business plan

Defining purchasing

Determining of purpose of purchasing

Explaining types of purchasing Centralised purchasing Decentralised purchasing

Explaining principles of purchasing Right price Right quality Right quantity Right time Right place

Explaining purchasing procedures Meaning Steps involved in

purchasing procedures

Describing documents used in purchasing procedures. Material requisition form Inquiry Reply Purchase order Advice note Delivery note Invoice Credit status inquiry Debit note Credit note Receipt Statement of account

Meaning of suppliers

Explaining factors influencing choice of effective suppliers

o Brainstorming o Questions and answers o Story telling o Problem solving

˗ Flipchart ˗ Marker pens ˗ Pens ˗ Internet ˗ Reference books ˗ Case studies ˗ Scenarios ˗ Template of

documents used in purchasing process


Content

Learning

activities

Resources

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Written evidence

Multiple choice exercises Essay& Cases study True or false questioning Sentence completion

Checklist Score

Yes No

Indicator 1: Purchasing is defined

Indicator 2: Purpose of purchasing is determined

Indicator 3: Types of purchasing are explained

Centralised purchasing

Decentralised purchasing

Indicator 4: Principles of purchasing are explained

Right price

Right quality

Right quantity

Right time

Right place

Indicator 5: Purchasing procedures are explained

Meaning

Steps involved in purchasing procedures

Indicator 6: Documents used in purchasing procedures are explained

Material requisition form

Inquiry

Reply

Purchase order

Advice note

Delivery note

Invoice

Credit status inquiry


Effectively performing purchasing of business requirements in line with business

plan

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Debit note

Credit note

Receipt

Statement of account

Indicator 7: Meaning of suppliers is explained

Indicator 8: Factors influencing choice of effective suppliers are explained

Observation

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Learning unit LU 2: Create a productive working environment

2

Learning Outcomes:

1. Set business ethical conduct in accordance with industry

2. Assign responsibilities in accordance with organization

structure

3. Match personal characteristics with business requirements

4. Maintain good relationship with customers and suppliers in accordance with business ethical conduct set 7Hours

Learning Outcome 2.1: Set business ethical conduct in accordance with business industry

Defining the term ethical conduct

Explaining the objectives of ethical conduct in a business

Identifying Rules and regulations of the business

Positive attitude required to business members

sanctions proposed by the law in business

o Oral presentation o Brainstorming o Questions and answers o Practical exercise o Large group discussion

˗ Flipchart ˗ Marker pen ˗ Pen ˗ Internet ˗ Reference books ˗ Case studies ˗ Business plan

templateIncluding questions that guiding trainee to write a business plan

Content

Learning

activities

Resources

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Explaining the types of unethical behaviour in a business

Mistreating Employees

Financial Misconduct Misrepresentation Identifying techniques

of encouraging a positive ethical behaviour in business

Rewards Expectations Training Policies

Methods of handling unethical conduct in business set of conventional

principles clear and transparent

policies keep the code updated ethics should be

involved in day to day activities

document the dishonest behaviour

Endow company’s employees

deal with payment fraud

Explaining the ways to address unethical behaviour at the workplace Create a code of

conduct Lead by example Reinforce

consequences for unethical behaviour

Show employees appreciation

Welcome an ethics speaker

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Create checks and balances

Hire for values

Identifying the Importance of positive ethical conduct in the business

Increase the overall morale

Enhance the performance of an organization





Written evidence

Oral evidence


Problem solving Observation checklist

Checklist Score

Yes No

Indicator 1: Business ethical conduct is defined Indicator 2: Objectives of ethical conduct in a business are explained

Indicator 3: Rules and regulations of the business are identified

Indicator 4: Positive attitude required to business members are explained

Indicator 5: Sanctions proposed by the law in business are identified

Indicator 6: Types of unethical behaviour in a business are identified


Accurate setting business ethical conduct in accordance with business industry

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Mistreating Employees

Financial Misconduct

Misrepresentation

Identifying techniques of encouraging a positive ethical behaviour in business

Rewards

Expectations

Training

Policies

Indicator 7: Methods of handling unethical conduct in business are

explained

Conventional principles are set

clear and transparent policies are identified

Updated code of conduct are kept

ethics should be involved in day to day activities

Dishonest behaviours are documented

Company’s employees are endowed Payment fraud is dealt

Indicator 8: The ways to address unethical behaviour at the workplace are

explained

Code of conduct is created

Lead by example

Consequences for unethical behaviour are Reinforce

Show employees appreciation

An ethic speaker is welcomed

Create checks and balances

Hire for values

Indicator 9:Importance of positive ethical conduct in the business are identified

Increase the overall morale

Enhance the performance of an organization

Observation

Learning Outcome 2.2: Assign responsibilities in accordance with organisation structure

Content

Learning

activities

Resources

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Defining responsibilities assignment in business

Explaining attribution of responsibilities Estimation of volume of task Determination of task’s

requirements Allowing time to the volume of

task

Explaining responsibility assignment matrix RAC: Responsible, Accountable, Consulted and Informed.

o Oral presentation o Brainstorming o Questions and answers o Practical exercise

˗ Flipchart ˗ Marker pen ˗ Pen ˗ Internet ˗ Reference

books ˗ Case studies ˗ Business plan






Written evidence

Oral evidence

Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist

Checklist Score

Yes No

Indicator 1: Responsibilities assignment in accordance with organisation structure are defined


Effective assigning of responsibilities in accordance with organization structure

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Indicator 2: Attribution of responsibilities are identified

Volume of task is estimated Task’s requirements are determined

Time to the volume of task is allowed

indicator 3: Responsibility assignment matrix is explained RAC (Responsible, Accountable, Consulted and Informed) are explained

Observation

Learning Outcome 2.3: Match personal characteristics with business requirements

Conducting self-assessment on personal characteristics with business requirements:

Self-assessment of time management practices Defining tool of

assessment Self-Assessment Measuring gap between

personal characteristics




Content

Learning

activities

Resources

73 | P a g e

and business requirements

Defining strategies to eliminate gaps

Self-assessment in motivating employees practices

Defining tool of assessment

Self-Assessment Measuring gap between

personal characteristics and business requirements


Self-assessment in financial practices Defining tool of

assessment Self-Assessment Measuring gap between



Self -assessment in inventory practices

Defining tool of assessment

Self-Assessment Measuring gap between





Permanently matching personal characteristics with business requirements

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Written evidence

Oral evidence

Multiple choice exercises Essay& Cases study

True or false questioning Sentence completion Observation checklist

Checklist Score

Yes No

Indicator 1: Self assessment on personal characteristics with business requirements is conducted.

Self-assessment of time management practices is applied

Tool of assessment is defined

Self-Assessment is done

Gap between personal characteristics and business requirements is measured

Strategies to eliminate gaps are defined

Self-assessment in motivating employees practices are applied





Self-assessment on financial practices is conducted


Self –Assessment is done



Self-assessment in inventory practices is conducted





Observation

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Learning Outcome 2.4: Maintain good relationship with customers and suppliers in

accordance with business ethical conduct set

Defining the term relationship with customers and suppliers in a business

Identifying the purpose of maintaining a good relationship with customers and suppliers.

Explaining the methods used to Maintain good relationship with Customers and Suppliers: communicate exceed expectation ask for feedback connect show appreciation

understand the needs of

your suppliers be a great customer communication timely feedback choose suppliers that align

to your values loyalty

Explaining the importance of maintaining good customers and suppliers relationship to the business:

Increase customer

life time value reduce customer

churn improve customer

loyalty

Identifying the ways to address: Customer complaints Suppliers complaints




Content

Learning

activities

Resources

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Explaining manual procedures for business operations as tool for maintain customer and suppliers relationship.





Oral evidence

Written evidence


Checklist Score

Yes No

Indictor 1 : Relationship with customers and suppliers in a business is defined

Indictor 2: Purpose of maintaining a good relationship with customers and suppliers is identified

Indictor 3: Methods used to Maintain good relationship are identified

communicate

exceed expectation

ask for feedback

connect

show appreciation

understand the needs of your suppliers

be a great customer


Proper maintaining of good relationship with customers and suppliers in

accordance with business ethical conduct set

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communication

timely feedback

choose suppliers that align to your values

loyalty

Indictor 4: Importance of maintaining good customers and suppliers relationship are explained

Increase customer life time value

reduce customer churn

improve customer loyalty

Indictor 5: Ways to address Customer and supplier’s complaints are explained

Customer complaints

Suppliers complaints

Indictor6: Manual procedures for business operations as tool for maintain customer and suppliers relationship are explained

Observation

Learning unit LU 3:Run real business operation

3

Learning Outcomes:

1. Set of short-term business goals in line with business mission

and vision

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10Hours 2. Optimize the utilization of available resources in accordance

with objective function, decisions variables and business

constraints

3. Employ targeted promotional and marketing campaigns in line with marketing objectives

Learning Outcome 3.1: Set of short-term business goals in line with business mission and vision

Defining short-term business goals

Categorization of business goals

Long-term goals Medium goals Short-term goals

Setting business goals: Long-term goals Medium goals Short-term goals


˗ Flipchart ˗ Marker pen ˗ Pen ˗ Internet ˗ Reference

books ˗ Case studies ˗ Risk analysis

template





Written evidence

Oral evidence

Multiple choice exercises Essay& Cases study

True or false questioning Sentence completion

Observation checklist

Content

Learning

activities

Resources


Proper setting of short-term business goals in line with business mission and

vision

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Checklist Score

Yes No

Indicator 1: Business short- term goals are defined

Indicator 2: Business goals are categorized

Long-term goals

Medium goals

Short-term goals

Indicator 3: Business goals are set

Long-term goals

Medium goals

Short-term goals

Observation

Learning Outcome 3.2: Optimize the utilization of available resources in accordance with objective function, decision variables and business constraints

Meaning of business resources

Explaining types of business resources Financial resources Assets Human resources Technological resources

Identifying the purpose of optimizing the utilisation of available resources

Explaining the methods to optimise utilisation of available resources

Explaining the methods used to control utilisation of resources: Procedures of using resources Targeted result Anticipated emergencies in

planning Inventory planed

Describing the importance of optimizing available resources for: Employees Business owners Business stakeholders

o Brainstorming on identifying meaning of key words

o Oral presentation Demonstration of contingency plan samples

o Group discussion o Documentary research o Internet research o Practical exercise on

identifying risk to be covered by a contingency plan

˗ Flipchart ˗ Markers ˗ Pen ˗ Internet ˗ Reference

books ˗ Case studies ˗ Business plan ˗ Computer

Content

Learning

activities

Resources

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Written evidence

Oral evidence


Checklist Score

Yes No

Indicator 1: Business resources are explained

Indicator 2: Types of business resources are explained

Financial resources

Assets

Human resources

Technological resources

Indicator 3: Purpose of optimizing the utilisation of available resources is identified

Indicator 4: Methods to optimise utilisation of available resources are explained

Indicator 5: Methods used to control utilisation of resources are identified

Procedures of using resources

Targeted result

Anticipated emergencies in planning

Inventory planed

Indicator 6:Importance of optimizing available resources is described

Employees

Business owners

Business stakeholders

Observation


Accurate optimizing the utilization of available resources accordance with

objective function, decision variables and business constraints

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Learning Outcome 3.3:Employ targeted promotional and marketing campaignsin line with

marketing objecives

Explaining product promotional and marketing campaigns Meaning Aspects of product promotion

Advertising product or brand Generating sales Creating brand loyalty

Identify Elements/tools/piece of promotional mi/plan Public relations/publicity Advertising Sales promotion Personal selling Direct marketing

Explaining promotional strategies Get the most out of social

media Generate conversation with

swag Offer incentives with

targeted landing pages Appeal locally and create an

event Boost your brand with

education

Establishing promotional mix/plan

Explaining marketing campaign: Meaning Aspects of marketing campaign

Components of marketing

campaign Marketing Offer Creation Goal Setting

o Brainstorming on identifying meaning of key words

o Oral presentation Demonstration of contingency plan samples

o Group discussion o Documentary research o Internet research o Practical exercise on

defining contingency plan

˗ Flipchart ˗ Markers ˗ Pen ˗ Internet ˗ Reference

books ˗ Case studies ˗ Role play

scenarios ˗ Business plan ˗ Computer

Content

Learning

activities

Resources

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Landing Page Drive Traffic Lead Nurturing End & Analyze Your

Campaign Views Leads Customers

Developing marketing campaign strategies

Clear & concise calls-to-

action. Hyper-target to a niche

Audience. Create a story that speaks to

all Medias. Make it easy to Share. Inspire interaction. Use a memorable and

repeatable Spokesperson.





Written evidence

Oral evidence

Multiple choice exercises Essay& Cases study True or false questioning

Sentence completion


Checklist Score

Yes No

Indicator 1: Product promotional and marketing campaigns are explained


Regular employing targeted promotional and marketing campaigns in line with

marketing objectives

83 | P a g e

Meaning

Aspects of product promotion

Advertising product or brand

Generating sales

Creating brand loyalty

Indicator 2: Elements/tools/piece of promotional plan are identified

Public relations/publicity

Advertising

Sales promotion

Personal selling

Direct marketing

Indicator 3: Promotional strategies are explained

Get the most out of social media

Generate conversation with swag

Offer incentives with targeted landing pages

Appeal locally and create an event

Boost your brand with education

Indicator 4: Promotional mix/plan is established

Indicator 5: Marketing campaign is explained

Meaning

Aspects of marketing campaign

Components of marketing campaign

Marketing Offer Creation Goal Setting

Landing Page

Drive Traffic

Lead Nurturing

End & Analyze Your Campaign

Views

Leads

Customers

Indicator 5: Marketing campaign strategies are developed

Clear & concise calls-to-action.

Hyper-target to a niche Audience.

Create a story that speaks to all Medias.

Make it easy to Share.

Inspire interaction.

Use a memorable and repeatable Spokesperson.

Observation

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Learning unit LU 4: Monitor and evaluate the business

4

Learning Outcomes:

1. Prepare a daily report of business activities

2. Organize employee’s meeting in accordance with customer’s

inquiries and needs

3. Consult to business plan in accordance with monitoring and evaluation tools

8Hours

Learning Outcome 4.1: Prepare a daily report of business activities

Preparing daily report of business activities Meaning of business

daily report Purpose of business

daily report format of daily report

of business activities importance of

business daily report to the business

o Brainstorming on present the business plan

o Demonstration on present the business plan

o Practical exercise on present the business plan

˗ Flipchart ˗ Markers ˗ Pen ˗ Internet ˗ Reference books ˗ Case studies ˗ play scenarios ˗ Computer ˗ Format of daily report





Content

Learning

activities

Resources


Clear preparation of a daily report of business activities

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Written evidence


Checklist Score

Yes No

Indicator: A daily report of business activities is prepared

Business daily report is explained

Purpose of business daily report is explained is

Format of daily report of business activities is explained

Importance of business daily report to the business is explained

Observation

Learning Outcome 4.2: Organize employee’s meeting in accordance with customer’s inquiries

and needs

Meaning of effective employees’ meeting

Explaining the purpose of employee’s meeting

Meaning of customer inquiries and needs

Identifying the ways of gathering customer’s inquiries and needs

Explaining steps of effective employee’s meeting

Setting meeting objectives

Preparing meeting requirements

Running employee’s meeting

o Brainstorming on communication of business plan, strategy and outcomes

o Role play on communication of business plan, strategy and outcomes

˗ Flipchart ˗ Markers ˗ Pen ˗ Internet ˗ Reference books ˗ Case studies ˗ scenarios ˗ Computer ˗ Internet

Content

Learning

activities

Resources

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Identifying the ways to make employee meeting more engaging Facilitate

brainstorming session Stand up Set meeting goals

together Offer incentives and

rewards Set a clear framework

in advance





Written evidence

Oral evidence



Checklist Score

Yes No

Indictor 1 :Effective employees meeting is explained

Indicator 2: The purpose of employee’s meeting is explained

Indictor 3: Meaning of customer inquiries and needs is explained

Indictor 4: Ways of gathering customer’s inquiries and needs are identified

Indictor 5: Steps of effective employee’s meeting are explained

Meeting objectives are met

Meeting requirements are prepared


Regular organization of employee’s meeting in accordance with customer’s

inquiries and needs

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Running employee’s meeting is done

Indicator 6: ways to make employee meeting more engaging

Brainstorming session is facilitated

Stand up

Set meeting goals together is done

Incentives and rewards are offered

Set a clear framework in advance

Observation

Learning Outcome 4.3: Consult to business plan in accordance with monitoring and evaluation tools

Defining the purpose of business plan for the business

Explaining the purpose of consulting business plan during a business operation:

Create an effective strategy for growth

Determine the future financial needs

Attract investors and leaders

Description of critical parts of the business to be considered while running business: Executive summary Business description Market analysis and

strategy Marketing and sales

plan Competitive analysis

o Brainstorming on importance of presenting business plan.

o Role play on importance of presenting business plan.

˗ Internet ˗ Reference books ˗ Case studies ˗ scenarios ˗ Computer ˗ Internet

Content

Learning

activities

Resources

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Management and organization

Description of product and services description

Operating plan

Identification of what to be consulted in your business plan

Using business plan as tool





Oral evidence

Product evidence

Proposed tools: Observation checklist A produced consultation plan

Checklist Score

Yes No

Indicator1: Purpose of a business plan for the business is defined

Indicator 2:Purpose of consulting business plan during a business operations is explained

An effective strategy for growth is created

The future financial needs is determined

Attract investors and leaders

Indicator3: Critical part of the business to be considered while running business are described.

Executive summary

Business description

Market analysis and strategy

Marketing and sales plan

Competitive analysis Management and organization

Description of product and services description

Operating plan


Regular consultation of business plan in accordance with monitoring and

evaluation tools

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Competence

Indicator4: what to be consulted in the business plan is identified

Indicator5:Business plan as tool is used

Observation

Reference books:

1. Omagor, P. a. (2010). Entrepreneurship education for advanced level students.

2. Ssempijja, M. (2011). Entrepreneurship education for advanced level and business institutions,

third edition. Uganda: Kyambogo University.

3. SANGSTER, F. W. (2005). Bussiness accounting, tenth edition. UK: Pearson Education Limited.

4. Read more: http://www.businessdictionary.com/definition/breakeven-point.html

C C M E N 5 0 2 - UPPER INTERMEDIATE WORKPLACE ENGLISH

CCMEN502 Maintain professional communication in upper-intermediate English


Credits: 3 30

Sector: All

Sub-sector: All

Issue date: September,2021

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Purpose statement

This module describes the skills, knowledge and attitudes to be acquired for the Trainees The trainee

will be able to prepare and deliver speeches at different social and professional occasions, adapt speech

messages to a particular audience ask questions to clarify, extend and follow up ideas, Produce medium

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

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

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

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

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

common English accents, listen and respond to users of common English their accents, reporting

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

important tips on speech delivery, requirements to properly articulate information, analyze trade-

related texts and summarize texts.

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Module prerequisites

Pre- intermediate workplace English Intermediate Workplace English







1. Communicate orally in social and

professional situations with ease

1.1 Effective preparation of speeches on different social and professional occasions

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

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

2. Read correctly a range of

materials

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

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

2.3 Effective summary of key ideas in trade-related texts

3. Listen to audio messages with

different English accents to get

the intended message6

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

English accents 3.3 Accurate reporting of information listened to in different

accents

4. Produce a variety of medium

texts on professional and

general topics

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

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

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

of business document

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Learning unit

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

1

Learning Outcomes:

1. Prepare speeches for different social and professional occasions

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

to question forms 10 Hours

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

Steps for speech preparation Step 1: Research and

Preparation Step 2: Speech writing Step 3: Practicing Step 4: Putting Visual

Aids together Step 5: Predicting

questions and answers

Identification of categories of audience Familiar audience Non-familiar audience Adaptation of the

message to the audience

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

Flip charts

White/chalk Board

Markers

Microphones

Reference books

Scenarios

Stationeries

Scenarios

Projector

Lesson plan

Trainee manual

Reference books


Content Learning

activities

Resources

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Written evidence

Performance evidence

Writing practice

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

the class.

Checklist Score

Yes No

Indicator: Steps for speech preparation are well applied

Background of the topic is given

Speech script is prepared

Practice

Visual Aids are prearranged

Prospective questions and answers are hypothesized

Indicator: Categories of audience are well identified

Familiar audience is identified

Non-familiar audience is identified

Message is adapted to the audience

Observation

Learning Outcome 1.2:Deliver speeches to an audience

Content

Learning

activities

Resources


Effective preparation of speeches on different social and professional occasions

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Important tips for speech delivery

Dos and Don’ts on speech delivery

Requirements to articulate message Pronunciation Speed Tone

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

Flip charts

White/chalk Board

Markers

Microphones

Reference books

Scenarios

Stationeries

Scenarios

Projector

Lesson plan

Trainee manual

Reference books





Oral evidence


Presentation

Task

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

Checklist Score

Yes No

Indicator 1: Effective speech delivery to an audience

Tips for speech delivery are applicable

Dos and Don’ts on speech delivery are applicable

Indicator 2: Message articulation is effective

Pronunciation is accurate

Speed is considerable

Tone is formal

Observation


Effective delivery of speeches by audible and clear articulation of messages

addressed to an audience using pronunciation, segmental and suprasegmental

phonology

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

question forms

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

o Practical exercise o Presentation o Role plays o Group work

Scenarios

White/blackboard

Reference books

Markers

Flip charts

Paper

Stationeries





Oral evidence


Discussions Presentations

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

Checklist Score

Yes No

Indicator: Questions are well formulated

Yes/No questions are well formulated

Wh-questions are well formulated

Choice questions are well stated

Hypothetical questions are well formulated

Embedded questions are well formulated

Leading questions are well formulated

Observation

Content Learning

activities

Resources


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

question forms

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Learning Unit

LU 2: Read correctly a range of materials

2

Learning Outcomes:

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

5 Hours

Learning Outcome 2.1: Read different trade-related texts

Types of texts Expository Narrative Descriptive Directive Argumentative

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

information Explanation of key terms/words

in the text Provision of answers to reading

comprehension Questions of understanding

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

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


Content

Learning

activities

Resources

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Written evidence

Oral evidence

Reading practice Presentations Matching Multiple choice

Task:

Using an appropriate reading strategy, read the text provided to you and answer its comprehension questions

Checklist Score

Yes No

Indicator: The type of texts is well understood

Expository text is understood

Narrative text is understood

Descriptive text is understood

Directive text is understood

Argumentative text is understood

Indicator: Reading techniques are applied

Reading for details is applied

Reading for specific information is applied

Indicator: Vocabulary and comprehension

Key terms/words are explained

Comprehension questions are answered

Indicator: Provision of answers to reading comprehension questions

Questions of understanding

Observation

Performance criterion Adequate reading of different trade-related texts

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Learning Outcome 2.2:Analyse trade-related texts

Identification and description Text Structure Purpose of the text Style

Technicality Illustration Prose or verse

Writer’s stance

o Practical exercise o Presentation o Role play o Group discussion

Scenarios

White/blackboard

Reference books

Markers

Flip charts

Paper

Stationeries

Lesson plan

Trainee manual





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 identified and described

Text Structure: characters, events and settings are analyzed

Content

Learning

activities

Resources


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

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Purpose of the text is understood

Style is identified

Technicality

Illustration

Prose or verse

Writer’s stance is recognized

Observation

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

Steps to summarize: Maintenance of the most

important ideas Elimination of the less

important details Paraphrasing in own words

o Practical exercise o Presentation o Group work

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





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

Content

Learning

activities

Resources


Effective summary of key ideas in trade-related texts

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The content is paraphrased in own words

Observation

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Learning unit

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

3

Learning Outcomes:

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

4 10 Hours

Learning Outcome 3.1: Listen and respond to others

Application of active listening strategies to different accents Listening for General information Listening for Specific information

Types of listening Informative listening Discriminative listening Relationship listening Appreciative listening

Responding to different accents Responding through Interactions

Asking for clarification Expressing satisfaction

o Modelling o Practical exercise o Presentation o Role plays

Flip charts

White/chalk Board

Audiovisual materials

Scenarios

Stationeries

Projector

Computer

Lesson plan

Trainee manual

Recordings





Oral evidence


Listening practice Discussions True or false questions

Task:

Content

Learning

activities

Resources


Active listening and responding to others

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

Checklist Score

Yes No

Indicator: Active listening strategies are applied

Active listening for general information

Active listening for specific information

Indicator: Types of listening are correctly applied

Informative listening

Discriminative listening

Relationship listening

Appreciative listening

Indicator: Exact reactions to different accents are processed

Questions are asked for clarification

Satisfaction testimonial is expressed

Observation

Learning Outcome 3.2: Identify differences between common English accents

Introduction to English accents Defining an English accent Common English accents

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

o Practical exercise o Drilling/ o Modeling o Presentation o Role play

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


Content

Learning

activities

Resources


Clear identification of differences between common English accents

104 | P a g e




Oral evidence


Listening practice Discussions True or false questions Note taking

Task: Listen to two different recordings played by the trainer and

identify

the differences between the accents of both speakers

Checklist Score

Yes No

Indicator 1: Introduction to English accents is understood

English accent is defined

Common English accents are mastered

Indicator 2: American and British English accents are differentiated

Vowel Pronunciation is considered

Consonant pronunciation is considered

Rhotic accent is considered

Change of stress is considered

Changes in articulation are considered

Observation

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

Reporting information General information Specific information

o Practical exercise o Presentation o Drilling/ o Modelling

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


Content

Learning

activities

Resources

105 | P a g e




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

Checklist Score

Yes No

Indicator: Reporting is done according to types of information

General information

Specific information

Observation


Accurate reporting of information listened to in different accents

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Learning unit

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

4

Learning Outcomes:

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

5 Hours

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

Varieties of writing Chronological writing Analytical writing Descriptive writing Compare and contrast

writing Evaluative writing Summary writing

The Writing processes Exploring and planning Drafting Building coherent

paragraphs Editing

o Brainstorming o Documentary research o Practical exercise o Group work

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





Written evidence

Performance

Writing practice Presentations

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

Content

Learning

activities

Resources


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

107 | P a g e

Checklist Score

Yes No

Indicator: Varieties of writing are understood

Chronological writing

Analytical writing

Descriptive writing

Compare and contrast writing

Evaluative writing

Summary writing

Indicator: The Writing processes is followed

Exploring and planning is considered

Drafting is done

Coherent paragraphs are built

Editing is done

Observation

Learning Outcome 4.2: Differentiate business documents effectively

Identification and differentiation of business documents Business plans and Goals

Business proposals

Concept notes Accounting Documents

Financial reports Financial

statements Goods received

note Purchase order Goods delivery

note Requisition

Customer service documents

Business reports Annual reports

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

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

Content

Learning

activities

Resources

108 | P a g e

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)

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

Observation


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

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Learning Outcome 4.3: Write business documents

Steps to write business documents Identifying the audience Identifying the document’s

purpose Organizing the writing Proofreading the business

document Editing the business

document

o Practical exercise o Documentary research o Presentation o Group work

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





Written evidence


Writing practice Presentation

Task:Write a business of a project you would implements upon graduation

Checklist Score

Yes No

Indicator: Steps to write business documents are followed accurately

The audience is identified

The document’s purpose is identified

The writing is organized

The business document is proofread

The business document is edited

Observation

Content

Learning

activities

Resources


Appropriate writing of business documents

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

Application of principles and techniques of business writing

Formatting a business document

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

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





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

Content

Learning

activities

Resources


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

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Reference:

1. Barzun, J. M. (1971). On writing, editing, and publishing. University of Chicago Press.

2. Bates, J. D. (1985). Writing with precision. Acropolis Books.

3. Beebe A., S., & Beebe J., S. (2006). Public speaking: An audience-centered approach (6th Ed.).

Allyn and Bacon.

4. Billmeyer, R., & Barton, M. L. (2012). Teaching Reading in the Content Areas : If Not Me, Then

Who? (L. Chambers (ed.); 2nd Ed.). McREL.

https://files.ascd.org/pdfs/publications/books/billmeyer1998_sample_chapters.pdf

5. Buckley, J. (1987). Fit to Print: The Canadian Student’s Guide to Essay Writing. Harcour Brace

Jovanovich. https://books.google.ca/books?id=M45dtQAACAAJ

6. Cy, S. (2020). The Timeless Principles of ALL Writing — Writing That Works by Kenneth Roman &

Joel Raphaelson. https://medium.com/be-a-brilliant-writer/the-timeless-principles-of-all-

writing-writing-that-works-by-kenneth-roman-joel-raphaelson-5d8dc1afd318

7. Dwyer, K. K., & Davidson, M. M. (2012). Is Public Speaking Really More Feared Than Death?

Communication Research Reports, 29(2), 99–107.

https://doi.org/10.1080/08824096.2012.667772

8. Fluharty, G. W., & Ross., H. R. (1981). Public Speaking. Barnes & Noble.

9. Fraleigh, D. M., & Tuman, J. S. (2009). Speak up! An illustrated guide to public speaking.

Bedford/St.Martins.

10. Gilling, D. A. (2013). The Essential Handbook For Business Writing (1rst Ed.). Greenlink

Consulting. https://pdf4pro.com/view/the-essential-handbook-for-business-writing-

1eda5c.html

11. Gimson A. C., & Ramsaran, S. (1989). An Introduction to the Pronunciation of English (4th Ed.). E.

Arnold.

12. Humphrey, J. (1988). Writing Professional Speeches. Vital Speeches of the Day, 54.

13. Kantor, R. N., Bruce, B. C., Green, G. M., Morgan, J. L., Stein, N. L., & Webber, B. L. (1980).

Problems and some techniques of text analysis. In Poetics (No. 168). Educational Progress

Corporation. https://doi.org/10.1016/0304-422X(82)90010-9

14. Neale, T. H., & Ely, D. (2007). Speechwriting in Perspective : A Brief Guide to and Persuasive

Communication. In Congressional Research Service.

15. Nikitina, A. (2011). Arina Nikitina Successful Public Speaking. Academic transfer.

https://www.isbtweb.org/fileadmin/user_upload/successful-public-speaking.pdf

113 | P a g e

Ubushobozi

16. Peter, T., & Jean, H. (1985). International English: A guide to varieties of standard English.

Hodder Education.

17. Rackleff, R. A. (1988). The Art of Speechwriting. Vital Speeches of the Day, 54, 311.

18. Roman, K., & Raphaelson, J. (1981). Writing That Works. Harper and Row.

19. Steven H., W., & Stephen, K. (2011). The Speech Accent Archive: towards a typology of English

accents. In Corpus-based Studies in Language Use, Language Learning, and Language

Documentation (pp. 265–281). Brill. https://doi.org/10.1163/9789401206884_014

20. Taylor, P. (2000). Analysis and Synthesis of Intonation using Tilt Model. Journal of the Acoustical

Society of America, 107(3), 1697–1714.

https://www.cstr.ed.ac.uk/downloads/publications/2000/Taylor_2000_b.pdf

21. Wiethoff, W. E. (1994). Writing the Speech (Alistair Press (IN) (ed.)). Alistair Press.

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C C M K N 5 0 2 - IKINYARWANDA CY’INTYOZA

CCMKN502 Gukoresha Ikinyarwanda Cy’intyoza

Icyiciro : 5 Learning hours

Indengo y’ amasaha: 3 30

Ishami: Yose

Agashami: Twose

Igihe yateguriwe: Nzeri, 2021

Intego Nyamukuru

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

Kumva, kuvuga, gusoma no kwandika Ikinyarwanda cy’intyoza mu bikorwa bijyanye n’umwuga

we.

Gukoresha ubuvanganzo nyandiko mu gushyikirana n’abandi abagezaho ibitekerezo bye kandi

agaragaza uko yakira ibyabo.

Kugaragaza imyumvire n’imyifatire ikwiye agenda avoma mu myandiko, inkurushusho

n’ikinamico binyuranye.

Kugereranya ingeri zinyuranye z’ubuvanganzo nyarwanda.

Guhanga imyandiko rurimi rw'Ikinyarwanda afatiye ku ngeri zinyuranye z’imyandiko.

Gukoresha neza ibinyazina bitandukanye.

115 | P a g e

Ubushobozi fatizo.

Ubushobozi mu Kinyarwanda cy'umunyamwuga.

Ingingo n’ibipimo by’ubushobozi.

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

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

mbumbe zagezweho.

Ingingo z’Ubushobozi Ibipimo by’Ubushobozi

1. Gukoresha ubuvanganzo nyandiko ashyikirana n’abandi.

1.1 Gukoresha neza Ikinyarwanda cy'intyoza, uwiga agaragaza ko yumva inkurushusho

1.2 Gusoma no gusesengura neza inkurushusho yubahiriza uturango n’isesekaza.

1.3 Guhimba no kwandika neza inkurushusho akurikiranya ingingo.

2. Gukoresha Ikinyarwanda k'intyoza uwiga agaragaza uburyo bunyuranye bwo gukoresha ibinyazina binyuranye.

2.1. Gukoresha neza Ikinyarwanda cy'intyoza, uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko yo gukemura amakimbirane.

2.2. Gusoma no gusesengura neza umwandiko atanga intego n’amaategeko y’igenamajwi mu nshinga.

2.3. Gusubiza ibibazo ku mwandiko mu mvugo ikwiye. 2.4. Gukoresha neza ibinyazina binyuranye ku buryo bukwiye.

3. Gukangurira abandi akamaro k’isuku n’isukura

3.1. Gukoresha neza Ikinyarwanda cy' intyoza, uwiga agaragaza ko yumva umwandiko ku kamaro k’isuku n’isukura.

3.2. Gusoma no gusesengura neza umwandiko yubahiriza utwatuzo n’isesekaza.

3.3. Gusubiza neza ibibazo no kugaragaza isomo riri mu mwandiko mu mvugo iboneye.

4. Gukoresha Ikinyarwanda cy'intyoza agaragaza uburyo bunyuranye bwo gutunganya ubutaka n’ihimbamwandiko

4.1. Gukoresha neza Ikinyarwanda cy'intyoza agaragaza ko yumva umwandiko ku mitunganyirize y’ubutaka.

4.2. Gusoma no gusesengura neza umwandiko yubahiriza utwatuzo n’isesekaza

4.3. Gusubiza ibibazo neza ku mwandiko mu mvugo iboneye. 4.4. Guhimba umwandiko akurikiranya neza ingingo.

5. Gukoresha neza uburyo bunyuranye bw’ ubwumvane m’ugutegura no gukina ikinamico

5.1. Gukoresha neza Ikinyarwanda cy'intyoza, agaragaza ko yumva ikinamico ku nsanganyamatsiko yerekeye ubwumvane.

5.2. Gusoma neza ikinamico yubahiriza uturango twayo. 5.3. Gusubiza ibibazo ku ikinamico mu mvugo iboneye. 5.4. Guhimba no gukina ikinamico ahuza imvugo n’ingiro.

116 | P a g e

Imbumbe LU 1: Gukoresha ubuvanganzo nyandiko ashyikirana n’abandi

1

Umusaruro w’inyigisho:

1. Gukoresha neza Ikinyarwanda cy'intyoza, uwiga agaragaza ko yumva inkurushusho

2. Gusoma no gusessengura neza inkurushusho yubahiriza uturango n’isesekaza.

3. Guhimba no kwandika inkurushusho akurikiranya neza ingingo. 6 Amasaha

Umusaruro w’inyigisho 1.1: Gukoresha neza Ikinyarwanda cy'intyoza uwiga agaragaza ko

yumva inkurushusho.

Inshoza y’inkurushusho

Ubwumvane mu matsinda

uturango tw’inkurushusho

Akazu Urukiramende Urivugiro Igipande Amashusho

aherekejwe n’amagambo

Akarangandoto Agatoki, Umukinankuru, …

o Kwereka neza abanyeshuri amashusho ku nkurushusho

o Gusoma neza inkurushusho mu matsinda bashaka:

o Gusaba abanyeshuri gushakira hamwe ibisobanuro by’amagambo mashya;

o Gusoma neza inkurushusho uwiga aranguruye ;

o Gusoma neza inkurushusho bakuranwa ;

o Gusanisha ingeso zivugwa mu nkurushusho n’imyitwarire y’abantu;

o Gukoresha Ikinyarwanda cy'intyoza agaragaza insanganyamatsiko z’ingenzi;

o Gusobanura ingingo z’umuco n’amateka;

o Gusaba abanyeshuri gutahura neza isomo ry’ingenzi;

˗ Ibitabo by’ubuvanganzo (inkurushusho) ;

˗ Ibinyamakuru bikoresha inkurushusho ;

˗ Mudasobwa ˗ Furashi disiki ˗ Porojegiteri ˗ Ikibaho ; ˗ Marikeri ; ˗ Murandasi ; ˗ Inkoranyamagambo.

Ibyigwa

Imbonezamasomo

Imfashanyigisho

117 | P a g e

Isuzuma Mbonezanyigisho 1.1

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

Gihamya Isuzuma

Inyandiko Ibibazo ku nshoza n’uturango tw’inkurushusho nkurushusho

Urutonde rw’ibisuzumwa Arabishoboye

Yego Oya

Ikitabwaho 1: Inkurushusho yasobanuwe neza

Ubwumvane mu matsinda bwagaragajwe

Ikitabwaho 2: Uturango tw’inkurushusho twasobanuwe neza

Akazu

Urukiramende

Uruvugiro

Igipande

Igipande

Amashusho aherekejwe n’amagambo

Akarangandoto

Agatoki

Umukinankuru

Umwanzuro

Umusaruro w’inyigisho 1.2: Gusoma no gusesengura neza inkurushusho yubahiriza

uturango n’isesekaza.

Ubushobozi busuzumwa

Uwiga yakoresheje ikinyarwanda cy’ intyoza, atanga inshoza n’ uturango

tw’inkurushusho.

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Inshoza y’inkurushusho ku kamaro k'imyuga n'ubumenyingiro mu muryango (nyarwanda)

Gusoma umwandiko ku nkuru ishushanyije

o Gusoma inkurushusho bucece. o Gusoma neza inkurushusho

mu matsinda o Gusoma inkurushusho uwiga

aranguruye ; o Gusoma neza inkurushusho

bakuranwa o Gusesengura neza mu

matsinda insanganyamatsiko y’inkurushusho



˗ Mudasobwa ˗ Furashi disiki ˗ Porojegiteri ; ˗ Ikibaho ; ˗ Marikeri ; ˗ Murandasi ; ˗ Inkoranyamagambo.



Gihamya Isuzuma

Amajwi n’amashusho

Inyandiko

Gusesengura inkurushusho asobanura amagambo mashya

Umukoro mu matsinda


Yego Oya

Ikitabwaho 1: Inkurushusho yasesenguwe neza

Ikitabwaho 2 : Umwandiko w’ inkurushusho wasomwe hubahirizwa utazuzo

Umwandiko w’inkurushusho wasomwe hubahirizwa isesekaza

Umwanzuro

Umusaruro w’inyigisho 1.3: Guhimba no kwandika neza inkurushusho akurikiranya ingingo.

Ibyigwa

imbonezamasomo

Imfashanyigisho


Yasomye anasesengura neza inkurushusho yubahiriza uturango n’isesekaza.

119 | P a g e

Akamaro k’imyuga n’ubumenyingiro mu muryango nyarwanda.

Kwihangira umurimo

Kugabanya ubushomeri

Iterambere

Guhimba inkurushusho Ibice by’ingenzi bigize inkurushusho:

Umutwe Igihimba umusozo

o Gusomesha abanyshuri umandiko

o Kubasaba gutanga akamaro k’imyuga n’ubumenyingiro

o Gukoresha Ikinyarwanda cy'intyoza agaragaza insanganyamatsiko z’ingenzi;

o Gusaba abanyeshuri guhimba umwandiko mu nyandiko ikwiye

o Gusaba abanyeshuri kumurika umwandiko



˗ Mudasobwa ˗ Furashi disiki ˗ Porojegiteri ˗ Ikibaho ; ˗ Marikeri ; ˗ Murandasi ; ˗ Inkoranyamagambo.



Gihamya Isuzuma


Inyandiko

Guhimba no kwandika neza akamaro k’inkurushusho ku myuga

n’ubumenyingiro mu muryango


Yego Oya

Ikitabwaho 1: akamaro k’imyuga n’ubumenyingiro kagaragajwe mu nkurushusho

Ingingo yo kwihangira umurimo yayigaragaje neza

Ingingo yo kugabanya ubushomeri yayigaragaje neza

Ingingo y’ Iterambere yayigaragaje neza

Ikitabwaho 2: inkurushuho ku kamaro k’imyuga n’ubumenyingiro yahimbwe neza

Umutwe w’umwandiko wubakitse neza

Igihimba cy’umwandiko cyubakitse neza

Ibyigwa

Imbonezamasomo

Imfashanyigisho

Ubushobozi busuzumwa:

Yahimbye anandika neza inkurushusho akurikiranya ingingo.

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Umwanzuro w’umwandiko wubakitse neza

Ibika n’inyangingo byubakitse neza

Umwanzuro

121 | P a g e

Imbumbe LU 2: Gukoresha Ikinyarwanda k'intyoza agaragaza uburyo

bunyuranye bwo gukemura amakimbirane no gukoresha ibinyazina binyuranye.

2


1. Gukoresha neza Ikinyarwanda cy'intyoza, uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko yo gukemura amakimbirane.

2. Gusoma no gusesengura neza umwandiko atanga intego n’amategeko y’igenamajwi mu nshinga

3. Gusubiza ibibazo ku mwandiko mu mvugo ikwiye 4.Gukoresha neza ibinyazina binyuranye ku buryo bukwiye.

6 Amasaha

Umusaruro w’inyigisho 2.1: Gukoresha neza Ikinyarwanda k'intyoza, uwiga agaragaza ko

yumva umwandiko ku nsanganyamatsiko yo gukemura amakimbirane.

Umwandiko ku nsanganyamatsiko yo gukemura amakimbirane;

Ingero zifatika zigaragaza uburyo bwo gukemura amakimbirane mu muryango nka: Indangagaciro

y’ubworoherane Gusasa inzobe Kugaragaza ukuri no

kunenga ibitagenda

o Gukoresaha neza ibikorwa biganisha ku kumva umwandiko.

o Kubwira abanyeshuri kuvuga icyo amakimbirne aricyo.

o Gusoma mu matsinda bashaka:

o Kumurika mu ruhame ibyavuye mu matsinda.

o Gusomesha abanyeshuri neza baranguruye agaragaza isesekaza.

o Gukusanyiriza mu matsinda ibitekerezo no kumurika uburyo bwo gukemura amakimbirane.

˗ Ibitabo bikubiyemo imyandiko yerekeye gukemura amakimbirane; ibitabo by’ikibonezamvugo;



Ibyigwa

Imbonezamasomo

activities

Imfashanyigisho

122 | P a g e


Gihamya Isuzuma


Inyandiko

Gusoma neza umwandiko ku nsanganyamatsiko yo gukemura

amakimbirane

Umukoro


Yego Oya

Ikitabwaho 1: Umwandiko wasomwe neza

Ubwumvane mu matsinda bwubahirijwe

Umwandiko watezwe amatwi usomwa

Ikitabwaho 2: Uburyo bwo gukemura amakimbikimbirane bwagaragajwe

Indangagaciro y’ubworoherane yagaragajwe neza

Ijambo gukemura ryasobanuwe neza

Ijambo amakimbirane ryasobanuwe neza

Indangagaciro yo gusasa inzobe yagaragajwe neza

Indagagaciro yo kugaragaza ukuri no kunenga ibitagenda neza yagaragajwe neza

Umwanzuro


Yakoresheje Ikinyarwanda k'intyoza, agaragaza ko yumva umwandiko ku

nsanganyamatsiko yo gukemura amakimbirane.

.

123 | P a g e

Umusaruro w’inyigisho 2.2: Gusoma no gusesengura neza umwandiko atanga intego

n’amategeko y’igenamajwi mu nshinga.

Itondaguranshinga:

Indomo

Inshoza y’inshinga

Uturemajambo tw’ inshinga itondaguye

Indomo (D)

Indangasaano (RS)

Igicumbi (C)

Umusozo (SZ)

Amategeko y’igenamajwi Agenga inyajwi Agenga

ingombajwi

o Gusomesha umwandiko bucece.

o Gusomesha umwandiko mu matsinda

o Kubwira abanyeshuri kwerekana inshinga zakoreshejwe

o Gusaba abanyeshuri gutanga intego z’inshinga

o Gushaka uturemajambo n’amategeko y’igenamajwi y’inshinga





Gihamya Isuzuma

Inyandiko

Gutanga intego n’amategeko y’igenamaajwi mu

nshinga


Yego Oya

Ikitabwaho 1: Intego z’inshinga zagaragajwe neza

Inshoza y’inshinga yatanzwe neza

Indomo

Ibyigwa

Imbonezamasomo

activities

Imfashanyigisho


Yasomye kandi asesengura neza umwandiko atanga intego n’amategeko

y’igenamajwi mu nshinga.

124 | P a g e

Indangasano

Igicumbi

Umusozo

Ikitabwaho 2: Uturemajambo tw’ inshinga itondaguye twagaragajwe

Indomo ( D)

Indangasaano (RS)

Igicumbi (C )

Umusozo ( SZ)

Ikitabwaho 3: Itondaguranshinga ryagaragajwe neza

Amategeko y’igenamajwi yakoreshejwe agenga inyajwi yagaragajwe neza

Amategeko y’igenamajwi agenga ingombajwi yagaragajwe neza

Umwanzuro

Umusaruro w’inyigisho 2.3: Gusubiza ibibazo ku mwandiko mu mvugo ikwiye.

Ibibazo k’umwandiko ku nsanganyamatsiko yo gukemura amakimbirane;

Ingingo z’umuco:

Ubupfura ubunyangamugayo Ingingo z’amateka

(gusasa inzobe, Gacaca, Imimaro,..);

Indangagaciro y’ubworoherane;

Ibintu by’ ingenzi

biranga ubworoherane:

Guca bugufi

o Gukora amatsinda asubiza ibibazo byabajijwe k’ umwandiko ujyanye no gukemura amakimbirane.

o Gusoma bucece


o -Ibisobanuro by’amagambo akomeye.

o Kumurika mu ruhame ibintu by ‘ingezi byahosha amakimbirane byavuye mu matsinda.


˗ Mudasobwa ˗ Furashi disiki ˗ porojegiteri; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.

Ibyigwa

imbonezamasomo

Imfashanyigisho

125 | P a g e

kubabarira



Gihamya Isuzuma


Inyandiko

Gusubiza neza ibibazo ku mwandiko ku nsanganyamatsiko yo

gukemura amakimbirane


Yego Oya

Ikitabwaho 1: Ibibazo ku mwandiko wo gukemura amakimbirane byumvishwe neza

Ikitabwaho 2: Ibibazo ku mwandiko wo gukemura amakimbirane byasubijwe neza

Ingingo y’ ubupfura yumvikanyemo

Ingingo y’ubworoherane yumvikanyemo

Kubabarira byumvikanyemo

Ikitabwaho 3: Ingingo z’ingenzi ziranga ubworoherane zagaragajwe neza

Ingingo yo guca bugufi yagaragajwe

Ingingo yo gusasa inzobe yagaragajwe

Umwanzuro


Yashubije ibibazo ku mwandiko mu mvugo ikwiye.

126 | P a g e

Umusaruro w’inyigisho 2.4: Gukoresha neza ibinyazina byose mu buryo bukwiye.

Inshoza y’ ibinyazina

Intego y’ibinyazina ˗ Indangasano(RS) ˗ Igicumbi (c) Ikinyazina nyereka Ikinyazina

mbanziriza Ikinyazina ndafutura Ikinyazina kibaza

Ikinyazina

nyamubaro Ikinyazina ngenga

Ikinyazina ngenera-

ngenga

o Gusomesha abanyeshuri no gusesengura neza umwandiko

o Kubasaba gutanga neza inshoza n’intego y’ibinyazina

o Kurebera hamwe mu matsinda ibinyazina biri mu mwandiko

o Kumurika neza ibyavuye mu matsinda





Gihamya Isuzuma


Inyandiko

Kugaragaza inshoza, intego n’amategeko y’igenamajwi

by’ibinyazina

Umukoro mu matsinda

Aramurika ibyavuye mu matsinda


Yego Oya

Ibyigwa

Imbonezamasomo

activities

Imfashanyigisho


Yagaragaje neza intego n’amategeko y’igenamajwi y’ ibinyazina.

127 | P a g e

Ikitabwaho 1: : Inshoza,intego by’ibinyazina byagaragajwe neza

Ikitabwaho 2: intego by’ibinyazina byagaragajwe neza

Indangasano yagaragajwe neza

Igicumbi cyagaragajwe neza

Yagaragaje neza intego n’amategeko y’igenamajwi mu binyazina

Ikinyazina nyereka cyakoreshejwe neza

Ikinyazina mbanziriza cyakoreshejwe neza

Ikinyazina ngenga cyakoreshejwe neza

Ikinyazina ngenera cyakoreshejwe neza

Ikinyazina ngenera ngenga cyakoreshejwe neza

Ikinyazina mbaza cyakoreshejwe neza

Ikinyazina nyamubaro cyakoreshejwe neza

Umwanzuro

128 | P a g e

Imbumbe LU 3: Gukangurira abandi akamaro k’isuku n’isukura no

gukoresha ibinyazina binyuranye.

3


1. Gukoresha Ikinyarwanda cy' intyoza, uwiga agaragaza ko yumva umwandiko ku kamaro k’isuku n’isukura.

2. Gusoma no gusesengura umwandiko yubahiriza utwatuzo n’isesekaza.

3. Gusubiza ibibazo no kugaragaza neza isomo riri mu mwandiko.

6 Amasaha

Umusaruro w’inyigisho 3.1: Gukoresha neza Ikinyarwanda k'intyoza uwiga agaragaza ko

yumva umwandiko ku kamaro k’isuku n’isukura.

Umwandiko ku nsanganyamatsiko ku isuku n’isukura

Inshoza y’isuku n’isukura Inshoza y’isuku

n’isukura Insanganyamatsik

o y’umwandiko;

Indangagaciro zo kubaha ubuzima; Kutiyandarika Kutishora mu

kunwa ibiyobyabwenge

o Gutega amatwi neza umwandiko ku isuku n’isukura.

o Kutarogoya ufite ijambo nta mpamvu.

o Kuvumbura neza insanganyamatsiko ivugwa mu mwandiko.

o Gukoresha neza Ikinyarwanda k'intyoza agaragaza indangagaciro yo kubaha ubuzima (Kubaha uburenganzira bwa muntu, kwirinda ihohotera iryo ari ryo ryose, kwiyitaho).

˗ Ibitabo bikubiyemo imyandiko yerekeye isuku n’isukura;

˗ Ibitabo by’ikibonezamvugo ;

˗ Ikibaho ; ˗ Marikeri ; ˗ Furashi disiki ˗ Murandasi ; ˗ Inkoranyamagambo ; ˗ Itangazo Mpuzamahanga

ry’uburenganzira bwa Muntu,

˗ Itegeko Nshinga rya Repubulika y’u Rwanda;

Ibyigwa

Imbonezamasomo

Imfashanyigisho

129 | P a g e

Ingero zifatika zihamya akamaro k’isuku n’isukura; Kugira ubuzima

buzira umuze Gutura heza

o Gusoma neza mu matsinda bashaka:

o -Ibisobanuro by’amagambo akomeye;

o -Ibisubizo by’ibibazo byo kumva umwandiko;

o Gusoma aranguruye agaragaza isesekaza.

o Gukusanyiriza mu matsinda, ibinyazina byagaragaye mu mwandiko isuku n’isukura.

o Kumurika mu ruhame ibyavuye mu matsinda

˗ Amafoto ku bikorwa by’isuku n’isukura.



Gihamya Isuzuma


Inyandiko

Gusubiza ibibazo ku mwandiko ku kamaro k’isuku n’isukur


Yego Oya

Ikitabwaho 1: Umwandiko ku nsanganyamatsiko ku isuku n’isukura

watezwe amatwi

Ikitabwaho 2: Inshoza y’ isuku n’isukura yasobanuwe neza

Inshoza y’isuku n’isukura

Insanganyamatsiko y’umwandiko;

Ikitabwaho 3: Indangagaciro zo kubaha ubuzima zasobanuwe

Kutiyandarika

Kutishora mu kunwa ibiyobyabwenge

Ikitabwaho 4: ingero zifatika zihamya akamaro k’isuku n’isukura zatanzwe

Kugira ubuzima buzira umuze

Gutura heza


Uwiga yakoresheje Ikinyarwanda k’intyoza agaragaza ko yumva umwandiko ku

kamaro k’isuku n’isukura.

130 | P a g e

Umwanzuro

Umusaruro w’inyigisho 3.2: Gusoma no gusesengura neza umwandiko yubahiriza

utwatuzo n’isesekaza.

Umwandiko ku nsanganyamatsiko y' isuku n’isukura;

Inyunguramagambo, Amagambo mashya

Utwatuzo twungirije Utwugarizo

n’utwuguruzo Akanyerezo Utubago tubiri Uturegeka Akabago n’

akitso Udukubo Udusodeko


o Gusoma bucece. o Gusoma mu matsinda o Gusoma aranguruye

agaragaza utwatuzo isesekaza.


˗ Mudasobwa ˗ Furashi disiki ˗ Porojegiteri ; ˗ Ikibaho ; ˗ Murandasi;



Gihamya Isuzuma


Inyandiko

Ibibazo ku mwandiko ku kamaro k’isuku n’isukura

Umukoro mu matsinda

Ibyigwa

Imbonezamasom

o

by’uwigaactivities

Imfashanyigisho


Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza.

131 | P a g e

Umusaruro w’inyigisho 3.3: Gusubiza ibibazo no kugaragaza neza isomo riri mu mwandiko

.

Umwandiko ku nsanganyamatsiko ku isuku n’isukura;

Inshoza y’ isuku

n’isukura Insanganyamatsiko

y’umwandiko;

Ingingo z’umuco n’amateka;

Indangagaciro zo kubaha ubuzima;



o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.

o Gukoresha Ikinyarwanda k'intyoza agaragaza indangagaciro yo kubaha ubuzima (kwiyitaho).




o Kumurika mu ruhame ibyavuye mu matsinda ;

o Gusoma aranguruye agaragaza isesekaza.



˗ Mudasobwa ˗ Furashi disiki ˗ Porojegiteri ; ˗ Ikibaho ; ˗ Marikeri ; ˗ Murandasi ; ˗ Inkoranyamagambo ; ˗ Itangazo Mpuzamahanga

ry’uburenganzira bwa Muntu,


˗ Amafoto ku bikorwa by’isuku n’isukura.


Yego Oya

Ikitabwaho 1: Umwandiko wasomwe neza hubahirizwa utwatuzo twungirije

Ikitabwaho 2: inyunguramagambo (amagambo mashya) yakoreshejwe neza

Ikitabwaho 3: Utwatuze twingirije twakoreshejwe neza

Utwugarizo twakoreshejwe neza

Utwuguruzo twakoreshejwe neza

Akanyerezo twakoreshejwe neza

Utubago tubiri twakoreshejwe neza

Uturegeka twakoreshejwe neza

Akabago n’akitso

Udukubo

Udusodeko

Umwanzuro

Ibyigwa

Imbonezamasomo

activities

Imfashanyigisho

132 | P a g e

o Gukusanyiriza mu matsinda, ibitekerezo ku isuku n’isukura.

o Gukora inshamake y’umwandiko mu mvugo.

o Kujya impaka ku ngaruka z’umwanda.



Gihamya Isuzuma


Inyandiko

Uwiga asubiza neza ibibazo ku mwandiko ku kamaro k’isuku

n’isukura

Umukoro mu matsinda

Ibisubizo ku bibazo byanditse


Yego Oya

Ikitabwaho 1:Yasomye neza umwandiko ku isuku n’isukura

Inshoza y’ isuku n’isukura

Insanganyamatsiko y’umwandiko;

Ikitabwaho 2: Amagambo mashya yasobanuwe neza

Yasobanuye neza amagambo akomeye

Insanganyamatsiko y’umwandiko yagaragajwe neza

Isomo nyamukuru yakuye mu mwandiko ryagaragajwe neza

Ikitabwaho 3: Ingingo z’umuco n’amateka zasobanuwe

Indangagaciro zo kubaha ubuzima

Umwanzuro


Yashubije neza ibibazo mu mvugo iboneye ku mwandiko.

133 | P a g e

Learning unit LU 4: Gukoresha Ikinyarwanda k'intyoza agaragaza uburyo

bunyuranye bwo gutunganya ubutaka no gukoresha ibinyazina binyuranye

4


1. Gukoresha neza Ikinyarwanda cy'intyoza agaragaza ko yumva umwandiko ku mitunganyirize y’ubutaka.

2. Gusoma no gusesengura neza umwandiko yubahiriza utwatuzo n’isesekaza

3. Gusubiza ibibazo neza ku mwandiko mu mvugo iboneye. 4. Guhimba umwandiko akurikiranya neza ingingo.

6 Amasaha

Umusaruro w’inyigisho 4.1: Gukoresha neza Ikinyarwanda k'intyoza uwiga

agaragaza ko yumva umwandiko ku mitunganyirize y’ubutaka.

Umwandiko ku nsanganyamatsiko

o Gusaba abanyeshuri: gutega amatwi neza umwandiko ku mitunganyirize y’ubutaka.

˗ Igitabo gikubiyemo imyandiko ku

Ibyigwa

Imbonezamasomo

Imfashanyigisho

134 | P a g e

yerekeye imitunganyirize y’ubutaka;

Inshoza y’imitunganyirize y’ubutaka

Ingero zifatika zihamya imitunganyirize:

Kurwanya isuri hacibwa amaterasi y’indinganire

Gukoresha ifumbire y’imborera n’iyatunganyirijwe mu nganda

Gutera imirwanyasuri no gucukura ibyobo bifata amazi.

Gukumira ba rutwitsi

Kumurika ibyavuye mu bushakashatsi ku mitunganyirize y’ubutaka


o Kuvumbura neza insanganyamatsiko ivugwa mu mwandiko.

o Gukoresha neza Ikinyarwanda k'intyoza agaragaza indangagaciro yo gukorera mu mucyo.

o Gusoma bitonze mu matsinda bashaka:



o Gusoma neza aranguruye agaragaza isesekaza.

o Gukusanyiriza mu matsinda, bimwe mu bitekerezo by’ingenzi ku mitunganyirize y’ubutaka.

o Gukora ubushakshatsi ku bivugwa mu mwandiko;

o Kujya impaka ku ngaruka zo kudacunga neza ubutaka.

o Kumurika mu ruhame ibyavuye mu matsinda.

nsanganyamatsiko yo gutunganya ubutaka;



ry’uburenganzira bwa Muntu ;


˗ Amafoto ku bikorwa by’imitunganyirizwe y’ubutaka.



Gihamya Isuzuma


Inyandiko

Uwiga ateze amatwi umwandiko ku gufata neza ubutaka

Umukoro mu matsinda

Ibisubizo ku bibazo byanditse



Uwiga yakoresheje Ikinyarwanda k'intyoza agaragaza ko yumva umwandiko ku

mitunganyirize y’ubutaka abinyujije mu ngiro zitandukanye

135 | P a g e

Yego Oya

Ikitabwaho 1: yateze amatwi anakurikira neza umwandiko

Inshoza y’imitunganyirize y’ubutaka yasobanuwe neza

Yagaragaje neza ubwumvane mu matsinda;

Yateze amatwi neza atarogoya;

Yasomye neza yubahiriza utwatuzo n’isesekaza.

Ikitabwaho 2: Kugaragaza ko yumva neza umwandiko:

Ingingo yo kurwanya isuri hacibwa amaterasi yagaragajwe

Ingingo yo gucukura ibyobo bifata amazi yagaragajwe

Ingingo yo gutera imirwanyasuri yagaragajwe

Ingingo yo gukoresha ifumbire mvaruganda yagaragajwe

Ingingo yo gukumira ba rutwitsi yagaragajwe

Yagushije neza ku nsanganyamatsiko

Ikitabwaho 4: yamumuritse ibyavuye mu bushakashatsi ku mitunganyirize y’ubutaka

Umwanzuro

Umusaruro w’inyigisho 4.2: Gusoma no gusesengura neza umwandiko yubahiriza utwatuzo

n’isesekaza.

Umwandiko ku nsanganyamatsiko yerekeye imitunganyirize y’ubutaka;

Isesenguramwandiko Inshoberamahang

a zakoreshejwe Imigani migufi

yakoreshejwe

Kumurika ibyasesenguwe mu matsinda mu buryo bw’isoma

o Gusoma neza bucece. o Gusoma naza bitonze mu

matsinda. o Gusoma neza bakuranwa. o Gusoma neza aranguruye

agaragaza isesekaza. o Gutega amatwi neza

umwandiko k’ugufata neza ubutaka.


˗ Igitabo gikubiyemo imyandiko ku nsanganyamatsiko yo gutunganya ubutaka;




Ibyigwa

Imbonezamasomo

by’uactivities

Imfashanyigisho

136 | P a g e





Gihamya Isuzuma


Gusoma umwandiko ku gufata neza ubutaka

Umukoro mu matsinda


Yego Oya

Ikitabwaho1: Yasomye neza umwandiko

Ibyiyumviro by’uteze amatwi byubahirijwe;

ubwumvane mu matsinda bwubahirijwe

Inshoberamahanga yasobanuwe neza

Inshoberamahanga yasobanuwe neza

Ikitabwaho 2: isesenguramwandiko ryakozwe

Inshoberamahanga zakoreshejwe

Imigani migufi yakoreshejwe

Ikitabwaho:3 yamuritse neza ibyasesenguwe mu matsinda mu buryo bw’isoma

Umwanzuro

Umusaruro w’inyigisho 4.3: Gusubiza ibibazo ku mwandiko mu mvugo iboneye

Ibyigwa

Imbonezamasomo

by’uwiactivities

Imfashanyigisho


Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza.

137 | P a g e

Umwandiko ku nsanganyamatsiko yerekeye imitunganyirize y’ubutaka;

Kubaza ibibazo k’umwandiko ku nsanganyamatsiko yerekeye imitunganyirize y’ubutaka

Gusubiza ibibazo by’umwandiko ku nsanganyamatsiko yerekeye imitunganyirize y’ ubutaka

o Gusaba abanyeshuri: gutega amatwi neza umwandiko ku mitunganyirize y’ubutaka.


o Gusoma neza mu matsinda bashaka:

o -Gutanga neza ibisubizo by’ibibazo byo kumva umwandiko;

o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.

o Gukora ubushakashatsi ku bindi bivugwa kuri iyi ngingo;

o Gusoma neza aranguruye agaragaza isesekaza.

o Gukusanyiriza mu matsinda, ibitekerezo ku mitunganyirize y’ubutaka.


o Kumurika neza mu ruhame ibisubizo byavuye mu matsinda.









Gihamya Isuzuma


Inyandiko

Uwiga asubiza neza ibibazo ku mwandiko ku gufata neza

ubutaka

Umukoro mu matsinda

Ibisubizo ku bibazo byanditse ku gufata neza ubutaka


Yego Oya


Yashubije neza ibibazo ku mwandiko mu mvugo ikwiye.

138 | P a g e

Ikitabwaho 1:Yateze neza amatwi anumva neza umwandiko

Umwandiko wumvikanye neza

Utwatuzo n'isesekaza byubahirijwe

Ikitabwaho 2:Yasubije neza ibibazo ku mwandiko

Yasubije neza ibibazo byabajijwe

InsanganyamatsiKO yagaragayemo

Ingingo z’umuco n’amateka byagaragajwe

Indangagaciro na kirazira byagaragajwe

Umwanzuro

Umusaruro w’inyigisho 4.4: Guhimba umwandiko akurikiranya neza ingingo.

Inshoza y’ihimbamwandiko:

Umutwe Igihimba Umwanzuro

(umusozo)

Kumurika umwandiko wahimbwe

o Gusaba abanyeshuri: Gusoma no gusesengura umwandiko;


o Gukora inshamake y’umwandiko.

o Guhimba umwandiko ku mitunganyirize ikwiye y'ubutaka.

o Kumurika neza umwe umwe umwandiko wahimbwe






Ibyigwa

Imbonezamasomo

activities

Imfashanyigisho

139 | P a g e




Gihamya Isuzuma


Inyandiko

Uwiga ahina, ahimba umwandiko ku gufata neza ubutaka

Umukoro mu matsinda

Ihangamwandiko


Yego Oya

Ikitabwaho 1: Yahimbye neza umwandiko

Yakoze neza umutwe w’umwandiko

Yakoze neza igihimba

Yanzuye neza

Yibanze ku nsanganyamatsiko

Ikitabwaho 2: Yamuritse neza umwandiko yahimbye


Yahinnye anahimba umwandiko akurikiranya neza ingingo

140 | P a g e

Umwanzuro

Imbumbe LU 5: Gukoresha neza uburyo bunyuranye bw ’ ubwumvane

m’ugutegura no gukina ikinamico

141 | P a g e

5


1. Gukoresha Ikinyarwanda cy'intyoza, uwiga agaragaza ko yumva ikinamico ku nsanganyamatsiko yerekeye ubwumvane mu ngiro zitandukanye.

2. Gusoma neza ikinamico yubahiriza uturango twayo. 3. Gusubiza ibibazo ku ikinamico mu mvugo iboneye. 4. Guhimba no gukina ikinamico ahuza imvugo n’ingiro.

6 Amasaha

Umusaruro w’inyigisho 5.1: Gukoresha neza Ikinyarwanda k'intyoza, agaragaza ko yumva

ikinamico ku nsanganyamatsiko yerekeye ubwumvane.

Inshoza y’ikinamico ku nsanganyamatsiko yerekeye ubwumvane;

Ururimi n’ubwumvane matsinda

Amafatizo y’ubwumvane

Nyakuvuga Nyakubwirwa

Amoko y’ikinamico Ikimamico ya

kera Ikinamico

nshyashya

Guhimba udukino ku nsanganyamatsiko ishingiye ku bwumvane mu kinamico

o Gutega amatwi neza ikinamico ku nsanganyamatsiko yerekeye ubwumvane.

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

n’inyunguramagambo. o Kuvumbura insanganyamatsiko ivugwa

mu ikinamico. o Gusoma bucece ikinamico. o Gusoma bakuramwa, baranguruye

bigana, abakinankuru. o Gukorera mu matsinda, bungurana

ibitekerezo ku nsanganyamatsiko ivugwa mu ikinamico.

o Guhimba no gukina udukino ku nsanganyamatsiko ishingiye ku bwumvane.

o Kujya impaka ku kamaro k' imvugo ziboneye.

˗ Ibitabo bikubiyemo imyandiko yerekeyeubwumvane ;


˗ Mudasobwa ˗ Furashi disiki ˗ Porojegiteri ; ˗ Ikibaho ; ˗ Marikeri ; ˗ Murandasi ; ˗ Inkoranyamagambo ; ˗ Amabwiriza ya Minisitiri

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


Ibyigwa

Imbonezamasomo

by’uwactivities

Imfashanyigisho

142 | P a g e


Gihamya Isuzuma

Amajwi n’amashusho Inyandiko

Kubaza ibibazo ku nshoza y’ikinamico, gusobanura amagambo

mashya, no ku moko y’ikinamico

Umukino ku ikinamico


Yego Oya

Ikitabwaho 1: Yateze amatwi anakurikira neza ikinamico

Ikitabwaho 2: Yagaragaje neza ubwumvane

Amafatizo y’ubwumvane

Nyakuvuga

Nyakubwirwa

Ikitabwaho 2: Ibibazo ku kinamico byumvikanye

Yibanze ku nsanganyamatsiko

Yasobanuye amagambo akomeye

Yagaragaje ingingo z’umuco n’amateka;

Inshoza n’uturango by’ ikinamico;

Yagaragaje isomo ry’ingenzi yakuye mu kinamico

Umwanzuro


Uwiga yakoresheje Ikinyarwanda k'intyoza agaragaza ko yumva, ikinamico ku

nsanganyamatsiko yerekeye ubwumvane

143 | P a g e

Umusaruro w’inyigisho 5.2: Gusoma neza ikinamico yubahiriza uturango twayo

Uturango tw’ikinamico ku nsanganyamatsiko yerekeye ubwumvane

Umunyarubuga Udukinokino (scene) Abakinnyi

b’ikinamico Abakinirwa

Inyunguramagambo Amagambo mashya Imigani migufi Inshoberanamahang

a

Gusoma ikinamico hubahirizwa: utwatuzo isesekaza

o Gutega amatwi ikinamico ku

nsanganyamatsiko yerekeye ubwumvane.


o Gusoma bucece ikinamico. o Gusoma bakuramwa,

baranguruye bigana, abakinankuru

˗ Ibitabo bikubiyemo imyandiko yerekeye ubwumvane ;



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



Gihamya Isuzuma


Gusoma ikinamico yanditse mu gitabo cy’ubuvanganzo

gakondo

Ibyigwa

Imbonezamasomo

by’activities

Imfashanyigisho


Yasomye neza ikinamico yubahiriza uturango twayo

144 | P a g e


Yego Oya

Ikitabwaho 1: Uturango tw’ikinamico yerekeye ubwumvane bwagarajwe

Umunyarubuga

Udukinokino (scene)

Abakinnyi b’ikinamico

Abakinirwa

Ikitabwaho 2: yakoresheje neza

Amagambo mashya

Imigani migufi

Inshoberanamahanga

Ikitabwaho 3: yasomye neza ikinamico yubahiriza

utwatuzo

isesekaza

Umwanzuro

Umusaruro w’inyigisho 5.3: Gusubiza ibibazo ku kinamico mu mvugo iboneye

Ibibazo ku kinamico ku nsanganyamatsiko yerekeye ubwumvane

Kugaragaza ko umunyarubuga ari umukinnyi mwiza

Ibisonuro by’umunyarubuga

Kumurika udukino ku nsanganyamatsiko ishingiye ku bwumvane. Agakino ku kinamico

nshyashya

o Gutega amatwi neza ikinamico ku nsanganyamatsiko yerekeye ubwumvane.


o Gusubiza ibibazo byo kumva ikinamico n’inyunguramagambo.

o Kuvumbura insanganyamatsiko ivugwa mu ikinamico.


baranguruye bigana, abakinankuru.

o Gukorera mu matsinda, bungurana ibitekerezo ku

˗ Ibitabo bikubiyemo imyandiko yerekeye ubwumvane ;



N0 001/2014 yo ku wa 08/10/2014 agenga imyandikire y’Ikinyarwanda nk’uko yasohotse mu Igazeti ya

Ibyigwa

Imbonezamasomo

by’uwiactivities

Imfashanyigisho

145 | P a g e

nsanganyamatsiko ivugwa mu ikinamico.

Leta N0 41 bis yo ku wa 13/10/2014.



Gihamya Isuzuma

Inyandiko Kubaza ibibazo byanditse ku kinamico ku nsanganyamatsiko y’

ubwumvane


Yego Oya

Ikitabwaho 1:Yasubije neza ibibazo ku kinamico nsanganyamatsiko y’ubwumvane

yagaragaje ko umunyarubuga ari umukinnyi mwiza

yagaragaje Ibisonuro by’umunyarubuga

Ikitabwaho 2: yamuritse udukino ku nsanganyamatsiko ishingiye ku bwumvane

Yahimbye akakino gashya ku ikinamico

Umwanzuro

Umusaruro w’inyigisho 5.4: Guhimba no gukina ikinamico ahuza imvugo n’ingiro

Guhimba ikinamico ku nsanganyamatsiko yerekeye ubwumvane;

Ubwoko bw’ikinamico Ikinamico

nshyashya

o Gutega amatwi ikinamico ku nsanganyamatsiko yerekeye ubwumvane.


˗ Ibitabo bikubiyemo imyandiko yerekeyeubwumvane ;


˗ Mudasobwa ˗ Furashi disiki

Ibyigwa

Imbonezamasomo

activities

Imfashanyigisho


Yashubije neza ibibazo yabajijwe mu mvugo ikwiye ku ikinamico

146 | P a g e

Ikinamico ya kera

Udukino ku nsanganyamatsiko ishingiye ku bwumvane;

o Gusubiza ibibazo byo kumva ikinamico n’inyunguramagambo.

o Kuvumbura insanganyamatsiko ivugwa mu ikinamico.


baranguruye bigana, abakinankuru.

o Gukorera mu matsinda, bungurana ibitekerezo ku nsanganyamatsiko ivugwa mu ikinamico.

o Guhimba no gukina udukino ku nsanganyamatsiko ishingiye ku bwumvane.

˗ Porojegiteri ; ˗ Ikibaho ; ˗ Marikeri ; ˗ Murandasi ; ˗ Inkoranyamagambo ; ˗ Amabwiriza ya Minisitiri

N0 001/2014 yo ku wa 08/10/2014 agenga imyandikire y’Ikinyarwanda nk’uko yasohotse mu Igazeti ya Leta No 41 bis yo ku wa 13/10/2014.



Gihamya Isuzuma


Inyandiko

Uwiga ahimba, akina neza ikinamico ku nsanganyamatsiko

y'ubwumvane

Umukoro mu matsinda

Ikinamico yanditswe


Yego Oya

Ikitabwaho 1: Yahimbye neza ikinamico

Ikitabwaho 2: yagaragaje ubwoko bw’ikinamico

Ikinamico nshyashya

Ikinamico ya kera

Ikitabwaho 3: Yakinnye neza udukino ku nsanganyamatsiko ishingiye ku bwumvane

Umwanzuro


Yahimbye anakina ikinamico ahuza imvugo n’ingiro.

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Ibitabo n’inyandiko byifashishijwe:

1. BIZIMANA S, KAYUMBA C., (2011), Inkoranya y’Ikinyarwanda mu Kinyarwanda, IRST, 2ème, Edition

2. BIZIMANA, S., RWABUKUMBA, G., (2011), Inkoranya y’Ikinyarwanda mu Kinyarwanda, IRST, 1ère Edition

3. CHARMEAUX, E., (1975), La lecture à l’école, Cédix, Paris. 4. CONFÉRENCE DES MINISTRES DE L’EDUCATION DES ETATS D’EXPRESSION FRANÇAISE, (1986),

Promotion et intégration des langues nationales dans les systèmes éducatifs, Librairie Honoré Champion, Paris.

5. COUPEZ A. (1961) Grammaire Rwanda Simplifiée, Usumbura 6. Dictionnaire Rwandais-Français, Edition abrégée et adaptée par Irénée JACOB. 7. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umunyeshuri, Umwaka wa 4, Fountain

Publishers, Kigali 8. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umwarimu, Umwaka wa 5, Fountain

Publishers, Kigali 9. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umwarimu, Umwaka wa 6, Fountain

Publishers, Kigali 10. GAGNÉ, G., PAGÉ, M. na ARRAB, E, (2002), Didactique des langues maternelles. Questions

actuelles dans différentes régions du monde, De Boeck Universitégions du monde, De Boeck Université, Bruxelles.

11. GASIMBA F.X (2004), Inganzo y’Ubwanditsi, Prix Kadima 12. INTEKO NYARWANDA Y’URURIMI N’UMUCO (RALC), (2013), Indangagaciro z’Umuco w’u Rwanda,

Imfashanyigisho ibanza, Kigali Rwanda 13. KAGIRANEZA Z. (1989), Igitaramo ku mateka y’u Rwanda, MINESUPRESS 14. MINISTERI Y’AMASHURI ABANZA N’AYISUMBUYE (1986) Ikinyarwanda : Ikibonezamvugo cyo mu

Cyiciro cya Gatatu, Kigali 15. UNIVERSITY OF RWANDA/COLLEGE OF EDUCATION (2014), Umusogongero ku Buvanganzo

Nyarwanda, Kigali. 16. VANHOVE J. (1941), Essai de Droit Coutumier du Ruanda, Bruxelles, Librairie Falk fils.

148 | P a g e

Competence

C C M P E 5 0 2 - PROFESSIONAL ETHICS

CCMPE502 Apply professional ethics


Credits: 3 30

Sector: All

Sub-sector: All


Purpose statement

This particular module describes the skills, knowledge and attitude required for the trainee to apply

professional conduct at workplace.

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Not applicable







1. Apply human values 1.1. Adequate valuation of human right. 1.2. Adequate promotion of integrity 1.3. Convenient valuation of time 1.4. Careful variety of moral issues

2. Respect engineering ethics 2.1. Appropriate application of rules and regulations of the work.

2.2. Adequate application of credible management of the work.

2.3. Adequate team spirit at the work.

3. Apply safety 3.1. Proper risk analysis 3.2. Convenient personal safety precautions 3.3. Adequate respect of hygienic rules

150 | P a g e

Learning unit

LU 1: Apply human values

1

Learning Outcomes:

1. Valuate clearly human rights and human rights issues 2. Promote adequately integrity 3. Valuate specifically the time 4. Analyze carefully variety of moral issues

7 Hours

Learning Outcome1.1:Valuate clearly human rights and human rights issues

Human Rights Privacy Independence Security Right to vote Medication Education Employment Promotion Leave( Holidays)

Human rights issues Terrorism Human trafficking Land grabbing Corruption Climate change and

displacement Racism and

discrimination Forced labor

o Brainstorming on Human rights issues, intellectual property rights and confidentiality

o Group discussion on human rights issues, intellectual property rights and confidentiality

o Demonstration by video/ picture of human right issues

- Books - World Health

Organization Reports - Notebook - Pen - Workshop - Whiteboard/ Black

board - Marker pen - Chalks - Projector - Pictures - Computer


151 | P a g e

Armed conflicts and violence

Infanticide Child abuse

Intellectual Property Rights Definition Importance Main areas of

intellectual property Copyright

and rights related to copyright

Industrial property

Confidentiality Definition of

confidentiality Importance and

examples





Written evidence

Oral evidence

Multiple choice exercises

Essay

Matching exercises

True or false questioning

Sentence completion

Checklist Score

Yes No


Adequate valuation of human rights.

152 | P a g e

Human rights

Privacy is adequately explained

Independence is adequately explained

Security is adequately explained

Right to vote is adequately explained

Medication is adequately explained

Education is adequately explained

Employment is adequately explained

Promotion is adequately explained

Leave( Holidays) is adequately explained

Human rights issues

Terrorism is adequately explained

Human trafficking is adequately explained

Land grabbing is adequately explained

Corruption is adequately explained

Climate change and displacement are adequately explained

Racism and discrimination are adequately explained

Forced labor is adequately explained

Armed conflicts and violence are adequately explained

Infanticide is adequately explained

Child abuse is adequately explained

Intellectual property rights

Intellectual property is well defined

153 | P a g e

Purposes of intellectual property rights are well discussed

Main areas of intellectual property are accurately identified

Confidentiality

Confidentiality is correctly explained

Importance and examples of confidentiality are well discussed

Observation

Learning Outcome 1.2:Promote adequately integrity

Civic virtues Tax compliance Environmental

protection Self reliance Contribution Self sacrifice Cooperation Fairness Integrity Respect for others Self governance Responsibility Humility

o Brainstorming on civic virtues o Group discussion on civic virtues o Role play on civic virtues o Sketches on civic virtues o Site visit on environmentally

protected areas

- Books - Environmental reports

( National and International)

- Notebook - Pen - Workshop - Whiteboard/ Black

board - Marker pen - Chalks - Projector - Pictures - Computers



154 | P a g e




Written evidence

Oral evidence


Essay

Merging exercises


Sentence completion

Checklist Score

Yes No

Tax compliance is adequately explained

Environmental protection is adequately explained

Self-reliance is adequately explained

Contribution is adequately explained

Self-sacrifice is adequately explained

Cooperation is adequately explained

Fairness is adequately explained

Integrity is adequately explained

Respect for others is adequately explained

Self-governance is adequately explained

Responsibility is adequately explained

Humility is adequately explained


Adequate promotion of integrity

155 | P a g e

Observation

Learning Outcome 1.3: Valuate specifically the time

Preparation of Agenda Definition of agenda Agenda of Meeting Personal Agenda

o Brainstorming on preparation of agenda

o Group Discussion on preparation of agenda

o Practical exercise on preparation of agenda

- Books - Agenda of some meetings - Personal agenda - Notebook - Pen / Pencil - Workshop - Whiteboard/ Black board - Marker pen - Chalks - Projector - Pictures - Computer




Convenient valuation of time

156 | P a g e




Written evidence

Oral evidence


Essay

Merging exercises


Sentence completion

Checklist Score

Yes No

Agenda of meeting is adequately explained

Personal agenda is adequately explained

Observation

Learning Outcome 1.4: Analyse sufficiently variety of moral issues

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Reason of Behaving Unethically

Resource crunch Opportunity Attitude Impact of peer

influence Greed Mental illness Poor upbringing

o Brainstorming on reason of behaving unethically

o Group discussion on reason of behaving unethically

- Books - Chocks - Blackboard





Written evidence

Oral evidence


Essay

Merging Exercises


Sentence completion

Checklist Score

Yes No

Resource crunch is carefully explained

Opportunity is carefully explained

Attitude is carefully explained



Careful analysis of variety of moral issues

158 | P a g e

Impact of peer influence is carefully explained

Greed is carefully explained

Mental illness is carefully explained

Poor upbringing is carefully explained

Observation

159 | P a g e

Learning unit

LU 2:Respect engineering ethics

2

Learning Outcomes:

1. Apply rules and regulations of the work. 2. Apply credible management of the work. 3. Work with team spirit

15 Hours

Learning Outcome 2.1: Apply rules and regulations of the work.

Different Professional rules and regulations Basic workplace rules Public Building

regulations Human Settlement

Policies

Labour Code National International

o Brainstorming on professional rules and regulations and Labour Code

o Group Discussion on Professional rules and regulations and Labour Code

o Demonstration by video/ on Professional rules and regulations and Labour Code

- Books - Notebook - Pen - Workshop - Whiteboard/ Black board - Marker pen - Chalks - Projector - Pictures - Computers




Appropriate application of rules and regulations of the work.

160 | P a g e




Written evidence

Oral evidence


Essay

Merging exercises


Sentence completion

Checklist Score

Yes No

Basic workplace rules are appropriately identified

Public building regulations are appropriately identified

Human settlement policies are appropriately identified

Observation

Learning Outcome 2.2: Apply credible management of the work.

Ethical theories about Right Action Utilitarian Theory Duty Ethics The virtue Theory Self- realization ethics Justice (Fairness) theory

o Brainstorming on ethical theories about Right Action

o Group Discussion on ethical theories about Right Action

- Books - Notebook - Pen - Workshop - Whiteboard/ Black

board - Marker pen - Chalks


161 | P a g e

- Projector - Computer





Written evidence

Oral evidence


Essay

Merging exercises


Sentence completion

Checklist Score

Yes No

Utilitarian Theory is well discussed

Duty Ethics is well discussed

The virtue theory is well discussed

Self- realization Ethics is well discussed

Justice (Fairness) theory is well discussed

Observation


Adequate application of credible management of the work

162 | P a g e

Learning Outcome 2.3: Work with team spirit

Cooperation Definition Types of cooperation Roles of cooperation

Empathy and its elements Definition Understanding others Service orientation Uplift others Leveraging diversity Political awareness

Types of empathy Cognitive empathy Emotional empathy Compassionate empathy

o Brainstorming on cooperation and empathy

o Group discussion on cooperation and empathy

o Group discussions on types of empathy

- Books - Notebook - Pen - Workshop - Whiteboard/

Black board - Marker pen - Chalks - Projector - Computers





Written evidence

Oral evidence


Essay

Merging exercises


Sentence completion



Adequate team spirit at the work.

163 | P a g e

Checklist Score

Yes No

Cooperation

Definition of cooperation and its types are adequately explained

Roles of cooperation are adequately discussed

Empathy and its elements

Understanding others is adequately explained

Service orientation is adequately explained

Uplift others is adequately explained

Leveraging diversity is adequately explained

Political awareness is adequately explained

Types of empathy

Cognitive empathy is adequately explained

Emotional empathy is adequately explained

Compassionate empathy is adequately explained

Observation

164 | P a g e

Learning unit

LU 3:Apply safety

3

Learning Outcomes:

1. Analyze risks 2. Apply personal safety precautions 3. Respect hygienic rules

8 Hours

Learning Outcome 3.1: Analyse risk

Analytical Methods for Risk Analysis Scenario Analysis Failure Mode and Effect

Analysis Fault-tree Analysis Event-tree Analysis Human Error

o Brainstorming on analytical Methods for Risk Analysis

o Group Discussion on analytical Methods for Risk Analysis

- Books - Notebook - Pen - Workshop - Whiteboard/ Black

board - Marker pen - Chalks - Projector - Computer






Proper risk analysis

165 | P a g e


Written evidence

Oral evidence


Essay

Merging exercises


Sentence completion

Checklist Score

Yes No

Scenario is well analyzed

Failure mode and effect are well analyzed

Fault-tree is well analyzed

Event-tree is well analyzed

Human error is well analyzed

Observation

166 | P a g e

Learning Outcome 3.2:Apply personal safety precautions

Safety and Risk

Saving endangered lives ( Occupational hazards)

Safe Exit

Methods of safe exit

o Brainstorming on application of personal safety precautions

o Group discussion on application of personal safety precautions

o Group discussions on methods of safe exit


Black board - Marker pen - Chalks - Projector - Computer





Written

evidence

Oral evidence


Essay

Merging exercises


Sentence completion



Convenient personal safety precautions

167 | P a g e

Checklist Score

Yes No

Personal safety is well identified

Occupational hazards are well discussed

Definition of safe exit is well explained and discussed

Methods of safe exit are well explained

Observation

Learning Outcome 3.3:Respect hygienic rules

Maintenance of hygiene

Importance of PPE

o Brainstorming on Maintenance of hygiene and importance of PPE

o Group discussion on Maintenance of hygiene and importance of PPE


Black board - Marker pen - Chalks - Projector - Computer




Adequate respect of hygienic rules

168 | P a g e




Written evidence

Oral evidence


Essay

Merging exercises


Sentence completion

Checklist Score

Yes No

Maintenance of hygiene is well respected

Importance of PPE is well discussed

Observation

Reference books:

1. R.S.Naagarazan 2006, Professional Ethics and Human Values, New Age International Publishers,

India

2. GordanaDodig-Crnkovic 2004, Professional Ethics in Science and Engineering, Department of

Computer Science and Emälardalen University

3. Vee, C. and Skit more, R.M. (2003) Professional ethics in the construction industry. Engineering

Construction and Architectural Management 10(2):pp. 117-127. Copyright 2003 Emerald.

4. AAT Code of Professional Ethics – Version 2.0 January 2014

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Competence

C C M I W 5 0 2 - ICT AT WORKPLACE

CCMIW502 Use ICT at workplace


Credits: 3 30

Sector: All

Sub-sector: All

Issue date: October, 2017

Purpose statement

This course focuses on providing skills, experience and confidence for those learners who struggle to make

the most of technology to demonstrate creative thinking, problem solving and knowledge construction. It

focuses on completing workplace tasks, such as researching and creating documents with text, graphics

and numerical information using commonly used tools such as: Microsoft Office – (Word, Excel) and the

Internet

Learners gain ability to appropriately select and responsibly use ICT to be able to: Problem-solve,

Communicate and collaborate, Locate, use and synthesize information found using technology and

Develop skills necessary to function in this century.

170 | P a g e


Not applicable







1. Prepare document Layout 1.1 Proper set up of a document 1.2 Proper working with the pictures/images within the

document 1.3 Proper creation of references within the document

2. Apply basic computer operations 2.1 Appropriate Conversion files 2.2 Appropriate use of storage media 2.3 Proper connection of computer to the network

3. Manage data in MS Excel 3.1 Proper management of data types 3.2 Adequate application of Excel functions 3.3 Adequate performance of data analysis 3.4 Proper application of data protection

171 | P a g e

10 Hours

Learning Outcome1.1:Set up the document

● Paper size and layout Paper size Paper orientation Margins Columns

● Divide document into sections Section breaks Hyphenation

● Advanced formatting Font/color/effects Border and shading Format painter Indenting paragraph Spacing paragraph Line spacing

o Group discussion on paper size and layout

o Practical exercises on dividing document into sections

o Practical exercises on advanced formatting

- Computer lab - Computers with

Microsoft office word installed

- Projector - Whiteboard - Markers - Dusters ˗ Internet


Learning unit LU 1: Prepare document Layout

1

Learning Outcomes:

1. Set up the document 2. Work with pictures 3. Create references within the document


172 | P a g e

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



● Written evidence

● Performance evidence

▪ Multiple choice/ Ticking ▪ True or false questions ▪ Matching ▪ Sentence completion ▪ Open ended questions ▪ Performance checklist

Checklist Score

Yes No

Indicator: Paper size and layout is identified

Paper size

Paper orientation

Margins

Columns

Indicator: Document is divided into sections

Section break

Hyphenation

Indicator: Document is formatted

Font/colour/effects

Border and shading

Format painter

Indenting paragraph

Spacing paragraph

Line spacing


Proper set up of the document

173 | P a g e

Learning Outcome 1.2: Work with pictures

● Insert a picture Change size of a

picture Compress a picture Position of picture Increase the Contrast Use a Transparent

Overlay Drop Shadow

● Picture styles Picture border Picture effects Picture layout

● Overlaying text on an image for readability Wrap text around a

picture

o Practical exercise on inserting a picture

o Practical exercise on use of picture styles

o Practical exercise on overlaying text on an image for readability

- Computer lab - Computers with

Microsoft office word installed

- Projector - Pictures/ images - Whiteboard - Markers - Dusters - Internet







▪ Multiple choice/ Ticking ▪ True or false question ▪ Matching ▪ Sentence completion ▪ Open ended questions ▪ Performance checklist

Observation



Proper working with pictures/ images within the document

174 | P a g e

Checklist Score

Yes No

Indicator: Pictures are inserted

Change size of a picture

Compress a picture

Position of picture

Increase the Contrast

Use a Transparent Overlay

Drop Shadow

Indicator: Picture styles are identified

Picture border

Picture effect

Picture layout

Indicator: Overlaying text on a picture for readability is done

Wrap text around a picture

Observation

Learning Outcome 1.3: Create references within the document


175 | P a g e

● Pagination

Page number

Header

Footer ● Footnotes

Insert footnotes

/endnotes

Set format

Choose location

● Citations and Bibliography

Insert citation

Manage sources

Bibliography/citation

styles

Insert bibliography

● Table of contents

Identify text styles

(headings)

Insert hyperlink

Create the table of

contents

Customize table of

contents

Update table of

contents

Remove table of

content

o Practical exercise on pagination

o Practical exercise on adding footnotes

o Practical exercise on creating citations and bibliography

o Practical exercise on creation of table of contents

- Computer lab - Computers with Microsoft

office word installed - Projector - Whiteboard - Markers - Dusters - Internet









Proper creation of references within the document

176 | P a g e

Checklist Score

Yes No

Indicator: Document is paginated

Page number

Header

Footer

Indicator: Footnotes are inserted

Insert footnotes /endnotes

Set format

Choose location

Indicator: Citations and Bibliography are created

Insert citation

Manage sources

Bibliography/citation styles

Insert bibliography

Indicator: Table of contents is created

Identify text styles (headings) Insert hyperlink

Create the table of contents

Customize table of contents

Update table of contents

Remove table of contents

Observation

177 | P a g e

Learning Outcome 2.1: Convert Data Files

● Different file formats Formats Typical file Extension

● File Conversion Export

File to pdf Pdf to word, excel

and ppt (online conversion)

● Compress file Definition Importance Steps

o Group discussion on file formats

o Practical exercises on file Conversion

o Practical exercises on compressing file

˗ Computer Lab ˗ Internet connection ˗ Projector ˗ White Board ˗ Marker ˗ Duster


Learning unit LU 2: Apply basic computer operations

2 Learning Outcomes:

1. Convert Data Files

2. Use storage media

3. Connect computer to the network

10Hours


178 | P a g e







Checklist Score

Yes No

Indicator:Different file formats are identified

Formats

Typical file extension

Indicator: File is converted

File to pdf

Pdf to word, excel and ppt (online conversion)

Indicator:File compression is done

Definition

Importance

Steps

Observation


Appropriate conversion of data files

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Learning Outcome 2.2:Use of storage media

● Storage media capacity Definition Units of data storage

● Different types of storage (off-line/On-line storage)

External/Removable Hard Drive

Solid State Drive (SSD) Network Attached Storage

(NAS) USB Thumb Drive or Flash

Drive Optical Drive (CD/ DVD discs) Cloud Storage.

● Disk formatting Partitioning Disk part Erase data

o Brainstorming on storage media

o Group discussion on different types of storage

o Practical exercises on disk formatting

˗ Computer Lab ˗ Projector ˗ White Board ˗ Markers ˗ Duster ˗ Storage devices







▪ Multiple choice/ Ticking ▪ True or false question ▪ Matching

Content Learning

activities

Resources


Appropriate use of storage media

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▪ Sentence completion ▪ Open ended questions ▪ Performance checklist

181 | P a g e

Checklist Score

Yes No

Indicator: Storage capacity is described

Definition

Unit of data

Indicator: Different types of storage are identified

External removable hard drive

Solid state drive

Network attached storage

USB thumb drive

Cloud storage

Optical drive

Indicator: Disk formatting is done

Partitioning

Disk part

Erase data

Observation

Learning Outcome 2.3: Connect computer to the network

● Introduction to computer network

Definition of computer network

Advantages Disadvantages

o Group discussion on computer network

o Practical exercises on connect computer to the network

˗ Computer Lab with Internet

˗ Projector ˗ White board ˗ Marker ˗ Duster


182 | P a g e

● Common types of networks based on size

Personal area network (PAN)

Local area network (LAN)

Metropolitan area network (MAN)

Wide area network (WAN )

Wireless Local Area Network (WLAN)

● Common types of networks based on main purpose

Storage area network (SAN)

Enterprise private network (EPN)

Virtual private network (VPN)

● Connect computer to the internet

Fixed internet Mobile internet









Proper connection of computer to the network

183 | P a g e

Checklist Score

Yes No

Indicator: Computer network is introduced

Definition of computer network

Advantages of computer network

Disadvantage of computer network

Indicator: Common types of networks based on size are identified

Personal area network, or PAN

Local area network, or LAN

Metropolitan area network

Wide area network, or WAN

Wireless Local Area Network or WLAN

Indicator: Common types of networks based on main purpose are identified

Storage area network, or SAN

Enterprise private network, or EPN

Virtual private network, or VPN

Indicator: Computer is connected to the network

Fixed internet

Mobile internet

Observation

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Learning unit LU 3: Manage Data in MS Excel

3

Learning Outcomes:

1. Manage data types

2. Apply Excel functions

3. Analyze data

4. Apply data protection

10Hours

Learning Outcome 3.1: Manage data types

● Description of data types Data type (integer,

decimal, string, date) Length

● Entering data types in cells and their default formats

● Create data validation rules Settings input message error alert

o Brainstorming on data types o Practical exercises on

entering data types in a cell o Practical exercises on data

validation

˗ Computer Lab ˗ Computers with MS

Excel installed ˗ Projector




Content

Learning activities

Resources


Proper management of data types

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Checklist Score

Yes No

Indicator: data types are identified

Data type

Length

Indicator: Entering data types is applied

Data types in cell

Default formats

Indicator: Data validation are created

settings

input message

error alert

Observation

Learning Outcome 3.2:Apply Excel functions

● Formulas to perform calculations

● Logical functions AND

o Practical exercises on use of formula to perform calculations

- Computer Lab - Projector - Whiteboard - Markers

Content

Learning activities

Resources

186 | P a g e

OR XOR NOT IF function

o Practical exercises on use of logical functions

- duster








Checklist

Yes

No

Indicator: Formulas to perform calculations are identified

Indicator: Logical function are identified

AND

OR

NOT

XOR

IF function

Observation


Proper application of Excel functions

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Learning Outcome 3.3:Analyse data

● Charts Definition Importance Types of charts

Line and column chart Pie chart Miniature graphs bar

Steps of creating chart ● Table style

Conditional formatting Format as table Cell style

● Duplication removal

o Perform practical exercises on data analysis

o Perform practical exercises on table style

o Perform practical exercises on duplication removal

˗ Computer lab ˗ Projector ˗ Whiteboard ˗ Markers ˗ duster





Written evidence





Adequate performance of data analysis

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Checklist Score

Yes No

Indicator: Different types of charts are well identified

Definition

Importance

Types of chart Column chart Pie chart Miniature graphs Bar

Steps of creating chart

Indicator: Table style is performed

Conditional formatting

Format as table

Cell style

Indicator: Duplication removal are described

Observation

Learning Outcome 3.4:Apply data protection

Content

Learning activities

Resources

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● Data protection principles Fair and lawful Purposes Adequacy Accuracy Retention Rights Security

● Ways of protecting excel data protect a cell protect worksheet protect workbook

o Group discussion on data protection principles

o Practical exercises on protecting excel data

˗ Computer lab ˗ Projector








Checklist Score

Yes No

Indicator: Data protection principles are identified

Fair and lawful

Purposes

Adequacy

Accuracy

Retention

Rights


Proper application of data protection

190 | P a g e

Competence

Security

Indicator: Ways of protecting excel data are applied

Protect cell

Protect worksheet

Protect workbook

Observation

Reference books:

1. https://www.oreilly.com/library/view/word-2007-for/0596528302/ch04.html 2. https://edu.gcfglobal.org/en/word2013/page-layout/1/ 3. https://edu.gcfglobal.org/en/computerbasics/connecting-to-the-internet/1/ 4. https://www.ablebits.com/office-addins-blog/2014/12/17/excel-and-or-xor-not-functions/ 5. https://corporatefinanceinstitute.com/resources/knowledge/modeling/protecting-excel-data/

C C M I A 5 0 2 - INDUSTRIAL ATTACHMENT PROGRAM (IAP)

CCMIA502 Integrate the workplace


Credits: 30 300

Sector: ALL

https://www.oreilly.com/library/view/word-2007-for/0596528302/ch04.html

https://edu.gcfglobal.org/en/word2013/page-layout/1/

https://edu.gcfglobal.org/en/computerbasics/connecting-to-the-internet/1/

https://www.ablebits.com/office-addins-blog/2014/12/17/excel-and-or-xor-not-functions/

https://corporatefinanceinstitute.com/resources/knowledge/modeling/protecting-excel-data/

191 | P a g e

Sub-sector: ALL


Purpose statement

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

an industrial attachment program to gain work-based experience for future employment. The module

will allow the learner to Analyze own professional gaps in line with industry demands for better

Enhancement innovation during IAP and be able to promote professional skills transfer.

192 | P a g e


All specific, general and complementary modules



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

learning unit.



1. Demonstrate supervisory

skills 1.1. Correct identification of labor contracts based on

labor market

1.2. Proper identification of supervisor’s roles and responsibilities based on organisation structure

1.3. Proper selection of relevant placement based on learning field

1.4. Appropriate filing of work related document

2. Enhance innovation during

IAP program 2.1. Proper explanation of innovation based on core

values related to IA

2.2. Proper description of innovation strategies

during IAP based on industry assigned duties.

2.3. Effective integration of innovation process

during IAP program based on industry assigned

duties

3. Promote professional skills

transfer 3.1. Proper elaboration of the implementation plan of

competences acquired during IAP in accordance

with labor market needs.

3.2. Effective application of skills, knowledge and

attitudes acquired during IAP based on developed

implementation plan

3.3. Effective impact assessment of applied Skills

3.4. Proper perform IAP report Presention

193 | P a g e

Learning unit LU 1: Demonstrate supervisory skills

1

Learning Outcomes:

1. Identify labor contracts 2. Identify supervisor’s roles and responsibilities. 3. Selection of relevant placement 4. File work related document

40 Hours

Learning Outcome 1.1: Identify labor contracts

Key terms

Labor

Contract

Labor market

Main components of

labor contract

Client

Contractor

duration

Types of labor contract

permanent labor

contracts

fixed-term

contracts

casual labor

contracts

o Discussion on key terms

o Discussion on Labor contract

o Practical work on contract

o Brainstorming

o Gig saw method

- Reference books

- Handout notes

- White/chalkBoard

- Markers/Chalks

- Computer

- Projector

- Flip Chart

- Index cards

- Stickers

- Paper scotche

- Papers

- Pens / Pencil

- Posters



194 | P a g e


criterion has been achieved or not.


Written evidence

oral evidence

Multiple choice questions

True-False questions

Matching

Essay questions

Task: Identification of labor contracts

Checklist Score

Yes No

Indicator1: Key terms are well defined

Labor

Contract

Labor market

Indicator2: Main components of labor contract

Client

Contractor

Duration

Indicator3: Types of labor contracts are well described

Permanent labor contracts

Fixed-term contracts

Casual labor contracts

Observation


Correct identification of labor contracts

195 | P a g e

Learning Outcome1.2: Identify supervisor’s roles and responsibilities

Supervisor’s roles.

Coaching

Mentorship

Advocy

Supervisor’s responsibilities to communicate

organizational needs, oversee employees'

performance, provide guidance, support, identify development

needs, and manage the reciprocal relationship between staff and the organization so that each is successful.

Quality of good supervisor Interactive

Communication Skills. Empathy and

Compassion. Ability to Delegate. Being Flexible. Maintaining a Positive.

Attitude.

o Group discussion o group work o Individual work o Asking questions

- Reference books

- Handout notes

- White/chalkBoard

- Markers/Chalks

- Computer

- Projector

- Flip Chart

- Index cards

- Stickers

- Paper scotches

- Papers

- Pens / Pencil





Written evidence



Matching

Essay questions



Proper Identification of supervisor’s roles and responsibilities.

196 | P a g e

Open ended questions

Task: Identification supervisor’s roles and responsibilities

0781266864

Checklist Score

Yes No

Indicator1: Supervisor’s roles are well defined.

Coachor’s roles are listed

Mentorship is delivered

Advocy is performed

Indicator2: Supervisor’s responsibilities

to communicate organizational needs,

oversee employees' performance,

provide guidance,

support,

identify development needs, and manage the reciprocal relationship between staff and the organization so that each is successful.

Indicator3: Quality of good supervisor

Interactive Communication Skills.

Empathy and Compassion.

Ability to Delegate.

Being Flexible.

Maintaining a Positive. Attitude.

Observation

Learning Outcome 1.3: Selection of relevant placement

Identifying IAP stakeholders Relevant

workplaces

Responsibilities of the industrial attachment’s stakeholders Responsibilities of

trainer Responsibilities of

learner

o Mandmaping stakeholders

o Practical work on selecting IAP placement

o Group discussion on AP placement

o Site visit

- Reference books

- Handout notes

- White/chalkBoard

- Markers/Chalks

- Computer

- Projector

- Flip Chart


197 | P a g e

Responsibilities of host Industry

IAP placement process Select Relevant

workplaces Making requests

- Index cards

- Stickers

- Paper scotches

- Papers

- Pens / Pencil





Written evidence



Matching

Essay questions

Task: Select at least 3 relevant placement of IAP

Checklist Score

Yes No

Indicator1: IAP stakeholders are well identified

Relevant workplaces are well identified

Indicator2: Responsibilities of the industrial attachment’s stakeholders are well identified

Trainer responsibilities are identified

Learner responsibilities are identified

Host Industry responsibilities are identified

Indicator3: IAP placement process is well respected

Relevant workplaces are selected

Placement requests are made

Observation


Proper selection of relevant placement based on identified gaps

198 | P a g e

Learning Outcome 1.3: File work related documents

Key terms Filing File document

Different ways to file documents in a filing cabinet Alphabetical Category o Date Numerical Combination

Considerations in filing technics

o Group work on different ways to file documents

o Individual work

o Group discussion

o o Asking questions

- Reference books

- Handout notes

- White/chalkBoard

- Markers/Chalks

- Computer

- Projector

- Flip Chart

- Index cards

- Stickers

- Paper scotche

- Papers

- Pens / Pencil





Written evidence



Matching

Essay questions

Task: Arranging documents by using Filing technics



Proper Filing work related documents

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Checklist Score

Yes No

Indicator1: Key terms are well defined

Filing

File

document

Indicator2: Different ways to file documents in a filing cabinet are proper respected

Alphabetical

Category o Date

Numerical

Combination

Indicator3: Considerations in filing technics are well done

Observation

200 | P a g e

Learning unit LU 2: Enhance innovation during IAP program

2

Learning Outcomes:

1. Explanation of innovation 2. Description of innovation strategies during IAP 3. Integration of innovation process during IAP program

10Hours

Learning Outcome 2.1: Explanation of innovation

Description of Innovation Definition

Types of innovation Radical Incremental Disruptive Architecture

Core values related to IAP Competences

acquired Innovation process Skills transfer

o Discussion on Innovation

o Brainstorming on types of innovation

o Discussion on IAP Core values

o Group presentation

- Reference books

- Handout notes

- White/chalkBoard

- Markers/Chalks

- Computer

- Projector

- Flip Chart

- Index cards

- Stickers

- Papers

- Pens / Pencil



201 | P a g e




Written evidence



Matching

Essay questions

Task: proper identification of innovation types

Checklist Score

Yes No

Indicator1: Innovation is well described

Innovation is defined

Indicator 2: Types of innovation are described

Radical

Incremental

Disruptive

Architecture

Indicator3: IAP Core values are well explained

Competences acquired are explained

Skills transfer is explained

Process of Innovation is described

Observation


Proper explanation of innovation based on core values related to IAP

202 | P a g e

Learning Outcome 2.2: Description of innovation strategies during IAP

Key term

Innovation strategies

Types of innovation

strategies

Proactive

Active

Reactive

Passive

Examples of Innovation

strategies

o Discussion on Innovation strategies

o Research and presentation on Examples of Innovation strategies

- Reference books

- Handout

- White/ChalkBoard

- Markers/Chalks

- Computer

- Projector

- Flip Chart

- Index cards

- Stickers





Written evidence



Matching

Essay questions

Task: Proper description of innovation strategies during IAP

Checklist Score

Yes No

Indicator1:Key term is well explained

Innovation strategies

Indicator2: Types of Innovation strategies are described

Proactive strategy is described



Proper description of innovation strategies during IAP based on industry

assigned duties.

203 | P a g e

Actives trategy is described

Reactive strategy is described

Passives trategy is described

Indicator3: Examples of Innovation strategies are given

Observation

Learning Outcome 2.3: Integration of innovation process during IAP program

Definition of integration of

innovation

Purpose of integration of

innovation

taking a holistic approach to innovation

establishing strong channels of communication

fostering a culture of innovation

Integration of Innovation

process

Idea Generation and

Mobilization

Advocacy and

Screening

Experimentation

Commercialization

Diffusion and

Implementation

o Discussion on Integration of innovation process

o Group presentation

o Group discussion

- Reference books

- Handout

- White/ChalkBoard

- Markers/Chalks

- Computer

- Projector

- Flip Chart

- Index cards

- Stickers

- Paper scotche

- Papers

- Pens / Pencil




Effective integration of innovation process during IAP program based on industry

assigned duties

204 | P a g e




Written evidence



Matching

Essay questions

Task : proper integrate innovation process at the workplace

Checklist Score

Yes No

Indicator1: Definition of integration of innovation is well defined

Indicator2: Purpose of integration of innovation is well described

taking a holistic approach to innovation

establishing strong channels of communication

fostering a culture of innovation

Indicator3: Innovation process is well respected

Idea Generation and Mobilization is done

Advocacy and Screening is done

Experimentation is done

Commercialization is done

Diffusion and Implementation is done

Observation

205 | P a g e

Learning unit LU 3: Implement professional skills transfer

3

Learning Outcomes:

1. Elaborate the implementation plan of competences in-school

training

2. Apply skills, knowledge and attitudes acquired in-school

training

3. Assess the impact assessment of applied competences

4. Present the IAP report

270 Hours

Learning Outcome 3.1: Elaborate the implementation plan of competences in-school

training

Definition of

implementation plan

Description of

components of

implementation plan

Task to be performed

Steps required

Ressources needed

Risks identification

Schedules

Task Verification

Importence of

implementation plan of

IAP

o Group discussion on implementation plan

o Practical Exercises on preparation of implementation plan

o Individual research and presentation on implementation plan samples

-Handout

-White/ChalkBoard

-Markers/Chalks

-Computer

-Projector

-Stickers

-Papers

-Pens / Pencil

Formative Assessment3.1


206 | P a g e




Written evidence

Oral evidence



Matching

Essay questions


Task: Elaborate implementation plan

Checklist Score

Yes No

Indicator1: Implementation plan is well defined

Indicator2: Components of implementation plan are properly described

Task to be performed is described

Steps required are described

Ressources needed are identified

Risks are identified

Schedule is designed

Tasks are verified

Indicator3: Importance of implementation plan of IAP is well defined

Observation

Learning Outcome 3.2: Apply skills, knowledge and attitudes acquired in-school training



Proper elaboration of the implementation plan of competences acquired during

IAP in accordance with labor market needs

207 | P a g e

Execution of implementation plan

Performance test of the task carried out

Preparation of report on the work done

o Tutorials on preparation of work report

o Individual exercise on task implementation plan

o Research based Internet

-Handout

-White/ChalkBoard

-Markers/Chalks

-Computer

-Projector

-Papers

-Pens / Pencil

-Video Aid

-Internet

-Books





Written evidence

Performance

evidence



Matching

Essay questions


Task: Execute your implementation plan

Checklist Score

Yes No

Indicator 1: Implementation plan is well excuted

Test of the task carried out is performed

Report on the work done is prepared

Indicator 2: Performance test of the task carried out is well done

Indicator 3: Preparation of report on the work done is well prepared

Observation

Learning Outcome 3.3: Assess the impact assessment of applied competences



Effective application of skills, knowledge and attitudes acquired during IAP

based on developed implementation plan

208 | P a g e

Definition of impact assessment

Description of impact assessment components

Social impacts assesment Environmental

impact assessment

Policy impact assesment

Financial impacts

Management of impact assessment

o Personal research o Brainstorming o Internet research

-Handout

-White/ChalkBoard

-Markers/Chalks

-Computer

-Projector

-Stickers

-Papers

-Pens / Pencil





Written evidence

Oral evidence



Matching

Essay questions

Task: Describe the impact assessment components

Checklist Score

Yes No

Indicator 1: Impact assessment is defined

Indicator 2: Impact assessment components are described

Social impacts is assessed

Environmental impact is assessed

Policy impact is assessed

Financial impacts is assessed

Indicator 3: Management of impacts assessment are well managed

Observation


Effective impact assessment of applied competences acquired during the

continuous professional development programs

209 | P a g e

Learning Outcome 3.4: Present the IAP report.

Key terms

Report

Presention

Jury ( panel

members)

Written report

Part of report

Introduction(

host company

background)

Body

Challenges

Recommendation

Conlusion

Power point presentation

Tools used in power

point presentation

Dressing code

o Group discussion on the part of report

o Brain storming

o Individual work on Writting report

-Handout

-White/ChalkBoard

-Markers/Chalks

-Computer

-Projector

-Stickers

-Papers

-Pens / Pencil

- VGA cable

-HDMI cable





-Written evidence

Performance

evidence


Matching

Essay questions

Task: write an IAP report

Checklist Score

Yes No

Indicator1 :Key terms are well defined



Proper presentation of report based on the work done

210 | P a g e

Competence

Report is defined

Presention is defined

Jury is defined

Indicator2: Written report are well prepared

Parts of report are described

Indicator3: Power point presentation is well performed

Tools used in power point presentation are well used

Dressing code is respected

Observation

Reference books: 1. Dodgson, Mark, Gann, David and Salter, Ammon. 2008. The Management of Technological Innovation:

Strategy and Practice. Completely rev. and updated. Oxford: Oxford University Press

2. AFL-CIO. “Training and Apprenticeships.” http://www.aflcio.org/Learn-About-Unions/Training-and-

Apprenticeships.

3. Central Intelligence Agency. “The World Factbook.” https://www.cia.gov/library/publications/the-

world-factbook/index.html.

4. Clark, John Bates. Essentials of Economic Theory: As Applied to Modern Problems of Industry and

Public Policy. New York: A. M. Kelley, 1907, 501

G E N A M 5 0 1 - MATHEMATICAL ANALYSIS, STATISTICS AND PROBABILITY

GENAM502 Apply Mathematical Analysis, Statistics and Probability


Credits: 10 100

211 | P a g e

Sector: Agriculture and Food Processing, Construction and Building Services, ICT and Multimedia,

Manufacturing and Mining, Energy, Transport and Logistics, Technical Services

Sub-sector: Animal Health, Crop Production, Food Processing, Forestry, Irrigation and Drainage,

Carpentry, Interior Design, Land surveying, Masonry, Plumbing, Road Construction, Hydropower Energy, Industrial

Electricity, Solar Energy, Software Development, Networking, Production Technology, Welding, Multimedia,

Electronics, Telecommunication, Auto electricity and Electronic Systems, Auto Mobile Transmission and Control

System Technology


Purpose statement

This general module describes the knowledge, skills and attitude required to apply mathematical

analysis, statistics and probability. The ability to apply mathematical analysis, statistics and probability in

appropriate sectors is absolutely vital to successfully passing any field. At the end of this module, the

trainee of Level Five will be able to apply integration, collect data, interpret critically data and infer

conclusion in terms of solving systematically problems in appropriate workplace. He/she will also be

able to conduct mathematical analysis and probability cases. As mathematical analysis, statistics and

probability are tools of different field. Therefore, this module will be useful to trainees as a means of

analysis and show concern on how to use the counting techniques and he/she will be prepared to

perform well in any fields that require some knowledge of mathematics especially mathematical

analysis, statistics and probability as well as working in daily mathematical analysis and problem solving,

financial and economics in appropriate sector for an effective performance in critical thinking, data

analysis with interpretation, and so on.


Not applicable



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

learning unit.



212 | P a g e

1. Apply fundamentals of

integrals 1.1. Proper determination of primitive functions

based on definition.

1.2. Proper calculation of definite integrals based

on definition.

1.3. Proper application of definite integrals through

sketching and calculations

2. Identify measures of

dispersion and interpret

bivariate data

2.1. Proper determination of measures of

dispersion according to definitions and

calculations.

2.2. Appropriate identification of bivariate data

measures based on definitions and calculations.

2.3. Appropriate determination of regression line

based on calculations and plotting.

3. Apply fundamentals of

probabilities 3.1. Appropriate application of counting techniques

based on a given experiment

3.2. Proper computation of probabilities based on

definition and counting techniques

3.3. Correct calculating conditional probability in

line with given experiment.

Learning unit LU 1: Apply fundamentals of integrals

213 | P a g e

1

Learning Outcomes:

1. Calculate the primitive functions 2. Calculate definite integrals 3. Apply definite integrals

40 Hours

Learning Outcome 1.1: Calculate the primitive functions

Definition of primitive function

Application of properties The derivative of the

indefinite integral The integral of

differential of a function Factor out constant

function from integral sign

The indefinite integral of the algebraic sum of two functions

Immediate primitive

Techniques of integration Integration by change of

variable Integration by simple

fractions/ irreducible Integration by parts

o Brainstorming o Group discussion on

primitive function o Practical exercises o Individual exercises o Homework o Documentary Research

- Hand-out notes - Reference books - Didactic materials such as

manila paper

- Projector - Chalkboard - Marker pen - Internet





Written evidence Short questions

Content

Learning activities

Resources


Proper determination of primitive functions based on definition

214 | P a g e

Open questions

Checklist Score

Yes No

Indicator 1:Definition of primitive function is well given

Definition of primitive function is given

Indicator 2: Properties of primitive functions are correctly applied

The derivative of the indefinite integral is done

The differential of integral function is done

Factor out constant function from integral sign is done

The indefinite integral of the algebraic sum of two functions is done

Indicator 3: Tecniques of integration are appropriately applied

Integration by change of variable is done

Integration by simple fractions/ irreducible is done

Integration by parts

Observation

Learning Outcome 1.2: Calculate definite integrals

Definition of definite integrals

Methods of integration Integration of definite

integrals by change of variable

Integration of definite integrals by decomposition

Integration of definite integrals by parts

o Group discussion on definite integral

o Practical exercises o Individual works o Documentary Research


manila paper - Projector

- Internet




Proper calculation of definite integrals based on definition

215 | P a g e




Written evidence

Short questions

Open questions

Checklist Score

Yes No

Indicator 1: Definite integral is correctly defined

Definition of definite integral is given

Indicator 2: Methods of integration is appropriately applied

Integration of definite integrals by immediate primitive is applied

Integration of definite integrals by decomposition is applied

Integration of definite integrals by decomposition is applied

Integration of definite integrals by parts is applied

Observation

Learning Outcome 1.3: Apply definite integrals

Application of definite integrals

Calculation of area Calculation of

volume Calculation of the

length of curved surface

o Group discussion on definite integral and its application

o Practical exercises o Individual exercises o Homework o Documentary Research


manila paper - Marker pen - Projector

- Internet





Written evidence

Short questions Open questions



Proper application of definite integrals through sketching and calculations

216 | P a g e

Sketching graph

Learning unit LU 2: Identify measures of dispersion and interpret bivariate data

Checklist Score

Yes No

Indicator: Application of definite integrals is appropriatly applied

Calculation of area is done

Calculation of volume is done

Calculation of length of curved surface is done

Observation

217 | P a g e

2

Learning Outcomes:

1. Identify the measures of dispersion

2. Describe the measures of the bivariate data

3. Determine the regression line

30Hours

Learning Outcome 2.1: Identifythe measures of dispersion

Deffinition of measures of dispersion

Variance Standard

deviation Coefficient of

variation

Calculation of measures of dispersion

Variance Standard

deviation Coefficient of

variation

o Group discussion on measures of dispersion

o Practical exercises standard deviation and coefficient of variation

o Individual exercises

o Documentary Research


manila paper - Projector

- Internet





Written evidence


Checklist Score



Accurate determination of measures of dispersion according to definitions and

calculations

218 | P a g e

Yes No

Indicator 1 : Measures of dispersion are well defined

Variance is defined

Standard deviation is defined

Coefficient of variation is defined

Indicator 2: Measures of dispersion are correctly calculated

Variance is calculated

Standard deviation is calculated

Coefficient of variation is calculated

Observation

Learning Outcome 2.2: Describe the linear correlation of the bivariate data

Description of linear correlation of bivariate data Correlation Covariance Coefficient of

correlation

Calculation of the linear correlation of the bivariate data Correlation Covariance Coefficient of

correlation

o Group discussion on correlation

o Practical exercises on covariance and coefficient of correlation

o Individual exercises o Homework o Documentary Research


manila paper

- Internet





Written evidence




Appropriate identification of bivariate data measures based on definitions and

calculations

219 | P a g e

Checklist Score

Yes No

Indicator 1 : Linear correlation of bivariate data is correctly described

Correlation is defined

Covariance is defined

Coefficient of correlation is defined

Indicator 2 : linear correlation of bivarriate data is correctly calculated

Covariance is calculated

Coefficient of correlation is calculated

Coefficient of correlation is calculated

Observation

Learning Outcome 2.3: Determine the regression line

Definitions of terminologies Scatter diagram Regression lines

Calculations of regression line parameters

coefficients of regression line

Regression line equation of y on x

Regression line equation of x on y

Graph plotting Scatter diagram Regression lines

o Group discussion on scatter diagram

o Practical exercises on equation of regression line

o Individual exercises o homework o Documentary Research

- Hand-out notes - Reference books - Geometric instruments

(Ruler, T-square) - Didactic materials such as

manila paper - Marker pen - projector

- Internet




Appropriate determination of regression line based on calculations and

plotting

220 | P a g e




Written evidence

Short question Open questions Scatter diagram and plotted regression lines

Checklist Score

Yes No

Indicator1 : Terminologies are well defined

Scatter diagram is defined

Regression line is defined

Indicator 2 : Regression lines equation parameters are correctly computed

Coefficient of regression line equation of y on x is computed

Regression line equation of y on x is computed

Coefficient of regression line of x on y is computed

Regression line of x on y is computed

Indicator 3: Graph is correctly plotted

Scatter diagram is plotted

Regression line equation of y on x is plotted

Regression line equation of x on y is plotted

Observation

221 | P a g e

Learning unit LU 3: Apply fundamentals of probabilities

3

Learning Outcomes:

1. Apply the techniques of counting

2. Compute the probabilities

3. Calculate the conditional probability

30Hours

Learning Outcome 3.1: Apply techniques of counting

Application of counting techniques

Venn diagram Tree diagram Multiplication principle Permutations Combination

Application of counting techniques Properties

Permutations Combination

o Group discussion on different types of counting techniques

o Practical exercises on different types of counting techniques

o Individual work on different types of counting techniques


- Hand-out notes - Reference books - Internet

Formative Assessment3.1





Open questions



Appropriate application of counting techniques based on a given experiment

222 | P a g e

Checklist Score

Yes No

Indicator 1: Counting techniques are appropriately applied

Venn diagram is applied

Tree diagram is applied

Multiplication principle is applied

Permutations is applied

Combination is applied

Indicator 2: Properties are correctly applied

Permutations are applied

Combination are applied

Observation

Learning Outcome 3.2: Compute probabilities

Definition of terminologies Random experiment Sample space Events

Simple event Certain event Impossible event

Probability of event under an equally likely event

Inclusive events Mutually exclusive events

Calculations of probabilities Probability of simple event Probability of event under

an equally likely event Probability of inclusive

events Probability of mutually

exclusive events

o Group discussion on computation of probabilities

o Practical exercises on probabilities computation

o Individual work on probabilities computation


- Hand-out notes - Reference books - Internet


Content

Learning activities

Resources

223 | P a g e





Open questions

Checklist Score

Yes No

Indicator 1: Terminologies are properly defined

Random experiment is defined

Sample space is defined

Simple event is defined

Certain event is defined

Impossible event is defined

Inclusive events are defined

Mutually exclusive events are defined

Indicator 2: The probabilities are correctly calculated

Probability of simple event is calculated

Probability of event under an equally likely event is calculated

Probability of inclusive events is calculated

Probability of mutually exclusive events is calculated

Observation

Learning Outcome 3.3: Calculate the conditional probability

Definition of terminologies Conditional

probability Independent events

Calculations of probabilities

o Group discussion on conditional probability

o Practical exercises on conditional probability

o Individual exercises on conditional probability

- Hand-out notes - Reference books - Didactic materials

- Internet



Proper determination of probability based on definition and counting

techniques

224 | P a g e

Conditional probability

Independent events Probability by tree

diagram







Open questions

Checklist Score

Yes No

Indicator 1: Terminologies are correctly defined

Conditional probability is defined

Independent events is defined

Indicator 2: Probabilities are correctly calculated

Conditional probability is calculated

Probability of independent events is calculated

Probability by tree diagram is calculated

Observation


Correct calculating conditional probability in line with given experiment

225 | P a g e

Reference books: 1. A. J. Sadler, D. W. S. Thorning (1987). Understanding Pure Mathematics, Oxford University Press.

2. Arthur Adam, Freddy Goossens and Francis Lousberg (1991). Mathematisons 65, DeBoeck, 3rd

edition.

3. David Rayner (2000). Higher GCSE Mathematics, Oxford University Press.

4. DPES- RWANDA (1990). Complexes 5th, Livre de l’élève. IMPRISCO-Kigali.

5. Frank Ebos, Dennis Hamaguchi, Barbana Morrison & John Klassen (1990), Mathematics

Principles & Process, Nelson Canada A Division of International Thomson Limited.

6. George B. Thomas, Maurice D. Weir & Joel R. Hass (2010), Thomas’ Calculus Twelfth Edition,

Pearson Education.

7. J CRAWSHAW, J CHAMBERS (1984). A concise course in A-Level statistics with worked examples,

Stanley Thornes (Publishers) LTD.

8. Ngezahayo, E. P. (2017). Advanced Mathematics for Rwanda Secondary Schools. Learners’ Book

Senior Six. Kigali: Fountain.


Senior Five. Kigali: Fountain.


Senior Four. Kigali: Fountain.

11. Peter Smythe (2005). Mathematics HL & SL with HL options, Revised Edition, Mathematics

Publishing Pty. Limited.

12. Shampiona, A. (2005). Mathématiques 6. Kigali: Rwanda Education Board

226 | P a g e

Competence

PHYDW501 - DYNAMICS AND WAVES

PHYDW502 Apply dynamics and waves


Credits: 5 50

Sector: Agriculture and food processing, Arts and crafts, Construction and

building services, ICT, Energy, Technical services, Media and Farm Making

Sub-sector: Forest, Music, Interior design, and Land surveying, Software

Engineering, Networking, Software development, Renewable energy, Industrial

electricity, Solar energy, Hydropower energy, Electronic services,

Telecommunication, Multimedia


Purpose statement

The current module describes skills, knowledge and attitudes required to aapply concepts of dynamics

and waves. At the end of this module, the trainee will be able to describe motion in orbits, describe

vibrations and waves, semiconductor materials, examine effects of magnetism, and apply the concept

of electromagnetic field.

It will help trainee to carry out his/her specialized tasks that are useful in analyzing data, solving

real life problems encountered in related fields. In a nutshell, the features depicted on above helps

trainees identify the essential steps in solving problems and increases their skills as problem solvers.

227 | P a g e

Learning assumed to be in place N/A







1. Describe motion in

orbits

1.1 Clear description of universal Gravitation in orbits based on

Kepler’ laws

1.2 Proper application of Kepler’s laws in motion of celestial

objects

1.3 Clear description of energy considerations in planetary ,rocket

and satellite motion

2. Examine effects of

magnetism

2.1 Correct description of the concepts of magnetism based on

fundamental laws of magnetism

2.2 .Accurate determination of the magnetic field created by electric

current based on Ampere’s law and Biot-Savart law.

2.3 Clear determination of the magnetic force based on Lorentz law.

3. Describe vibrations and

waves

3.1 Clear description of the concept of waves based on the

vibrations

3.2 Clear description of Sound based on the wave nature

3.3 Clear description of the Light based on the wave nature

4. Apply the concept of

electromagnetic field

4.1 Clear classification of magnetic materials based on magnetic

properties

4.2 Correct determination of the induced emf in a circuit based on

Faraday’s law

4.3 Effective application of the equation of propagation of

electromagnetic waves

4.4 Efficient categorization of mobile phone and radio

communication in line with telecommunication systems.

5. Describe semiconductor

materials

5.1 Clear description of the properties of semiconductor materials

based on electron mobility

5.2 Clear description of the principles of semiconductor devices

based on PN-junction

5.3 Clear description of the principles of operational amplifiers

228 | P a g e

Learning Outcome 1.1: Describe universal Gravitation motion in orbits

Universal Gravitation

Definition of orbital motion

and universal gravitation

State of Newton’s law of

universal Gravitation.

Measurement of

Gravitational constant

Determination of

Gravitational force of bodies

moving in orbits

Free-fall acceleration and the

Gravitational force

Variation of g with altitude, h

The density of the earth

o Brainstorming on : orbital

motion and universal

gravitation

o Group discussion on:

Newton’s law of

universal Gravitation.

Measurement of

Gravitational constant

o Individually, trainee

describe the variation of g

above and below the

surface.

- Whiteboard and

markers

- Chalkboard and chalks

- Computer

- Projector

- Scientific calculator

- Textbooks

- PhET simulations of

universal Gravitation


Learning unit

LU 1:Apply motion in orbits

1

Learning Outcomes:

1. Describe universal Gravitation in orbits 2. Apply Kepler’s laws in motion of celestial objects 3. Describe energy considerations in planetary, rocket and satellite

motion

10 Hours



Clear description of universal Gravitation based in orbits on Kepler’s laws

229 | P a g e




Written evidence Multiple choice questions

True or False questions

Essay questions

Task: State Newton’s law of universal Gravitation motion.

Checklist Score

Yes No

Indicator: Newton’s law of universal Gravitation is well described

Orbital motion and universal gravitation is defined

Gravitational constant is measured

Gravitational force of bodies moving in orbits is determined

Indicator: Free-fall acceleration and the Gravitational force are well described

Variation of g with altitude, h is described

The density of the earth is described

Observation

Learning Outcome 1.2: Apply Kepler’s laws in motion of celestial objects

The motion of celestial objects in orbits Definition of Planetary

motion

Movement of the planets,

stars and other celestial

objects

Kepler’s conclusion about

Brahe’s data.

Kepler’s laws Kepler’s first law Kepler’s second law Kepler’s third law Application of Kepler ‘s

laws.

o Use simulators to

demonstrate Kepler’s

laws of planetary motion

and present

o working in small groups

,discuss Kepler’s laws of

planetary motion and

present summary

o Individually, perform

some calculations in

planetary motion

applying Kepler’s laws

- Whiteboard and

markers

- Chalkboard and

chalks

- Computer

- Projector


- Textbooks

- PhET simulations of

planetary motion and

Kepler’s laws


230 | P a g e





Written evidence


- Multiple choice questions

- True or False questions

- Essay questions

- Perform an experimental work

Task: Problem solving on Kepler’s laws

Checklist Score

Yes No

Indicator: The motion of celestial objects in orbits is well described

Planetary motion is defined

Movement of the planets, stars and other celestial objects are explained

Kepler’s conclusion about Brahe’s data is explained

Indicator: Kepler’s laws is well applied

Kepler’s first law is described.

Kepler’s second law is described

Kepler’s third law is described

Kepler ‘s laws are applied .

Observation


Proper application of Kepler’s laws in motion of celestial objects

231 | P a g e

Learning Outcome 1.3: Describe energy considerations in planetary ,rocket and satellite

motion

Planetary motion

Definition of Planetary

motion

Gravitational field

Meaning of gravitational

field

Mathematical treatment

of gravitational field

Gravitational potential

energy

Meaning of gravitational

potential energy

Expression of

gravitational potential

energy associated with

any pair of particles of

masses, m1 and m2 .

Change in potential energy

Expression of total

mechanical energy of two

object system

Motion of rocket ,satellite and

spacecrafts

Meaning of a rocket

,satellite and spacecraft

Classification of satellites

orbits and spacecrafts

Movement of satellites in

orbits

Escape speed of a rocket

and satellite

Description of three Cosmic

velocities

First cosmic velocity

o In small groups, trainees discuss

on the energies involved in

planetary motion.

o In small groups, trainees discuss

the classification of satellites and

spacecrafts

o Discuss in groups cosmic

velocities and present findings.

o Work in groups to compute

problems related to planetary

motion and cosmic velocities.

- Whiteboard and

markers

- Chalkboard and

chalks

- Computer

- Projector

- Scientific

calculator

- Textbooks

- PhET simulations

of planetary

motion


232 | P a g e

Second cosmic velocity

Third cosmic velocity.





Written evidence

Practical evidence



Essay questions

Task: Problem solving on cosmic velocities

Checklist Score

Yes No

Indicator: Planetary motion is well described

Planetary motion is defined

Gravitational field is described

Gravitational potential energy is described

Change in potential energy is done

Expression of total mechanical energy of two object system is demonstrated

Indicator: Motion of rocket ,satellite and spacecrafts are described

Meaning of a rocket ,satellite and spacecraft are defined

Classification of satellites orbits and spacecrafts is identified.

Movement of satellites in orbits is described

Escape speed of a rocket and satellite are identified

Indicator: Three Cosmic velocities are described

First cosmic velocity is described

Second cosmic velocity is described

Third cosmic velocity is described

Observation


Clear description of energy considerations in planetary, rocket and satellite

motion

233 | P a g e

Learning unit

LU 2: Examine the effects of magnetism

2

Learning Outcomes:

1. Describe the concepts of magnetism 2. Determine the magnetic field created by electric current 3. Determine magnetic force

10Hours

Learning Outcome 2.1: Describe the concepts of magnetism

Concept of a magnet Definition of magnet

Types of magnets

Fundamental laws of magnetism Law of attraction

Law of repulsion

Law of distance

Magnetic field Definition

Magnetic field of

magnets

Magnetic field of Earth

Magnetic field lines

Magnetic flux

Magnetic permeability

Magnetization

methods

o Group discussion on key

concepts of magnets

o Group work on application of

fundamental laws of

magnetism

o Experimental demonstration on

fundamental laws of

magnetism

o Individual exercise on

illustration of magnetic field

lines pattern

o Homework on calculation of

magnetic field and magnetic

flux

o Research on magnetization

methods and magnetic

permeability

- Bar magnets

- Iron fillings

- PhET simulation

- Video on magnetic forces

- Images of magnetic field

pattern

- White /chalkboard

- Marker pen/chalk

- Scientific calculators

- Computer

- Projector


Content Learning

activities

Resources

234 | P a g e




Written evidence

Performance

evidence

Matching type questions



Essay questions


Task: Determine magnetic field

Checklist Score

Yes No

Indicator: Concept of a magnet is well explained

Magnet is defined

Types of magnets are identified

Indicator: Fundamental laws of magnetism are explained

Law of attraction is properly explained

Law of repulsion is properly explained

Law of distance is properly explained

Indicator 3: Magnetic field is well described

Magnetic field is defined

Magnetic field of magnets is illustrated

Magnetic field of earth is described

Magnetic permeability is defined

Magnetic flux is calculated

Magnetization methods are identified

Observation


Describe correctly the concepts of magnetism based on fundamental laws of

magnetism

235 | P a g e

Learning Outcome 2.2: Determine the magnetic field created by electric current

Laws of magnetic field of

current-carrying conductor

Oersted’s law

Statement of Ampere’s

law

Statement of Biot-Savart

law

Determination of magnetic

field of currents

Curl right hand rule

Circular coil

Toroidal coil

Long Solenoid

Straight conductor

Electromagnets

Definition

Application

Measuring instruments of

magnetic field

Magnetic needle

Tesla meter

Magnetometer

o Group exercises on

application of Oersted law

o Group discussion on

discussion about Ampere’s

law and Biot-Savart law

o Calculation of magnetic field

of currents from Ampere’s

law

o Calculation of magnetic field

of currents from Biot-

Savart’s law

o Derivation of magnetic field

intensity using Biot-Savart

law

o Practical exercise on

measurement of magnetic

field using measuring

instruments

- Computer-

simulated tools

- Scientific

calculators

- White

/chalkboard

- Marker pen/chalk

- Computer

- Projector




Content Learning

activities

Resources


Accurate determination of the magnetic field created by electric current based on Ampere’s law and Biot-Savart law.

236 | P a g e


Written evidence

Performance

evidence




Essay questions

Problem solving


Task: Determine the magnitude and direction of magnetic field created by current carrying conductor

Checklist Score

Yes No

Indicator : Laws of magnetic field of current carrying conductor are well stated

Oersted’s law is stated

Ampere’s law is stated

Biot-Savart’s law is stated

Indicator : Magnetic field of current elements is well calculated

Curl right hand rule is used

Magnetic field of a circular coil is calculated

Magnetic field of a Toroidal coil is calculated

Magnetic field of a long solenoid coil is calculated

Magnetic field of a straight conductor coil is calculated

Indicator: Electromagnets are well described

Electromagnet is defined

Applications of electromagnet are explained

Indicator: The magnetic field is accurately measured

The magnetic needle is used

Teslameter is used

Magnetometer is used

Observation

237 | P a g e

Learning Outcome 2.3: Determine magnetic force

Lorentz force law Statement

Interpretation

Fleming’s left-hand rule

Magnetic force on a conductor From Lorentz to Laplace

Magnetic force on a coil

Magnetic torque on a coil

Ampere’s force two current-carrying conductors Attraction Repulsion

Application of magnetic forces Electric motor

Loudspeaker

Moving-coil meters

Charge deflecting systems

o Group discussion on Lorentz force law

o Individual work to calculate the magnetic force on a charged particle

o Group work about calculation of magnetic torque on coils

o Group work on calculation of force between two current conductors

o Research on internet about applications of magnetic forces

o Workshop visit to observe the working principle

- PhET Simulations

- White /chalkboard

- Marker pen /chalk


- Computer

- Projector





Written evidence Matching type questions



Essay questions

Problem solving

Task: Describe the working of deflecting plate in the CRO

Content Learning

activities

Resources


Clear determination of the magnetic force based on Lorentz law

238 | P a g e

Checklist Score

Yes No

Indicator: Lorentz force law is well determined

Lorentz force law stated

Lorentz force law determined

Fleming’s left-hand rule

Direction of Lorentz force is indicated

Indicator : Laplace magnetic force is well determined

Laplace’s force is deduced from Lorentz force

Magnetic force on a coil is determined

Magnetic torque on a coil is determined

Indicator: Ampere’s force between two currents is well determined

Attraction force is calculated

Repulsion force is calculated

Indicator: Application of magnetic forces are described

Motors are described

Loudspeaker is described

Moving-coil meters are described

Charge deflecting systems are described

Observation

239 | P a g e

Learning Outcome 3.1: Describe the concept of waves

Wave terminologies Sine wave

Crests and trough

Wavelength

Amplitude

Period

Frequency

Wave speed

Waves classifications

Mechanical waves versus

electromagnetic waves

Transverse versus

longitudinal waves

Properties of waves

Reflection

Refraction

Interference

Diffraction

Polarization

o Brainstorming on wave terminologies

o Discussion on wave speed o Simulation on the difference

between transverse and longitudinal waves

o Group discussion on wave reflection and refraction

o Group discussion on wave interference

o Group research on diffraction o Group research on polarization

- Tables

- Computer

- White /chalkboard

- Marker pen /chalk

- Projector

- Mirrors and lenses

- PhET simulator


Learning unit

LU 3: Describe vibrations and waves

3

Learning Outcomes:

1. Describe the concept of waves

2. Describe the Nature of Sound

3. Describe the Nature of Light

10 Hours



Clear description of the concept of waves based on the vibrations

240 | P a g e




Written evidence

Performance

evidence




Essay questions

Checklist Score

Yes No

Indicator: Wave terminologies are well explained

Sine wave is defined

Crests and trough are defined

Wavelength

Frequency is defined

Amplitude is defined

Period is defined

Wave speed is defined

Indicator: Waves are well classified

Mechanical and Electromagnetic waves are differentiated

Transverse and longitudinal waves are differentiated

Indicator: Wave properties are well described

Reflection is described

Refraction is described

Interference is described

Diffraction is described

Polarization is described

Observation

Learning Outcome 3.2: Describe the Nature of Sound

Sound characteristics Origin of sound

Categories of a sound wave

Sound pulse compression &

rarefaction

o Discussion on the origin of sound

o Discussion on the categories of sound and their application

- Computer

- Whiteboard and

markers


241 | P a g e

Natural frequency

Resonance

Pitch

Sound intensity and loudness

Sound waves interference

Interference of constructive

and destructive waves in

longitudinal waves

Interference of constructive

and destructive waves in

transverse waves

Standing waves

Doppler effect

Bow waves

Shock waves

Sound Instruments

Turning fork

Radio broadcasts

Noise and Music

Anti-noise technology

Musical instruments

o Research on compression and rarefaction of transverse and longitudinal wave

o Research on pitch, sound timbre and loudness

o Simulation on constructive and destructive waves interference

o Group discussion on the difference between noise and music

o Research on the Doppler effect

o Research on the anti-noise technology based on the interference

o Group discussion on the types of music instruments

- Chalkboard and

chalk

- Projector

- PhET simulator





Written evidence





Essay questions

Problem solving

Observation checklist on experiments

Task: Classify musical instruments


Clear description of Sound based on the wave nature

242 | P a g e

Checklist Score

Yes No

Indicator 1: Sound characteristics are well described

Origin of sound is well explained

Categories of a sound wave are clearly differentiated

Sound pulse compression & rarefaction are clearly illustrated

Natural frequency is explained

Resonance is explained

Sound loudness is defined

Sound pitch is defined

Sound timbre is defined

Indicator 2: Sound interference are well explained

Interference of constructive and destructive waves in longitudinal waves is

explained

Interference of constructive and destructive waves in transverse waves is

explained

Standing waves are explained

Doppler effect are explained

Bow waves are explained

Shock waves are explained

Indicator 3: Musical sound is well explain

Turning fork is explained

Radio broadcasts is explained

Noise and Music is explained

Anti-noise technology is explained

Musical instruments is explained

Observation

Learning Outcome 3.3: Describe the Nature of Light

Electromagnetic waves Electromagnetic

spectrum Electromagnetic

velocity Reflection

o Brainstorming on electromagnetic wave

o Discussion on the electromagnetic spectrum

o Simulation on diffraction

- Optical bench

- Candles

- Screens

- Optical slides

- Water in glass


243 | P a g e

refraction Interference Diffraction polarization

Nature of color

Dispersion and prisms

Selective reflection

Selective transmission

Color theory

Light emission

Atomic excitation

Emission and

absorption spectra

Incandescence

Fluorescence

Phosphorescence

Lamps

Lasers

o Experiment on double slit experiment

o Simulation on polarization

o Experiment on dispersion and light splitting by a prism

o Experiment on mixing colors pigments

o Research on color theory

o Simulation on atomic excitation

o Discussion on the difference between emission and absorption

o Individual research on incandescence

o Group discussion on the difference between lamp and lasers

- Plastic straws

- Prism

- Thin lenses

- PhET Simulation on

Fluorescence and

phosphorescence

- Video on thin lenses

- Pictures on refraction

- Computer

- Whiteboard and

markers

- Chalkboard and

chalks

- Meter rule

- Projector





Written evidence





Essay questions

Problem solving

Observation checklist on experiments


Clear description of the light based on the wave nature

244 | P a g e

Checklist Score

Yes No

Indicator 1 : Electromagnetic wave is well described

Electromagnetic spectrum is defined

Electromagnetic velocity is defined

Reflection is defined

Refraction is defined

Interference is defined

Diffraction is defined

Polarization is defined

Indicator 2: Nature of color is well described

Dispersion is explained

Selective reflection is explained

Selective transmission is explained

Color theory is described

Indicator 3: Light emission is described

Atomic excitation is explained

Emission and absorption spectra are differentiated

Incandescence is explained

Phosphorescence is explained

Lamps types are identified

Lasers are described

Observation

245 | P a g e

Learning Outcome 4.1: Classify magnetic materials

Magnetization Definition

Magnetization process

Magnetization Methods

Magnetizing field

Magnetic susceptibility

Magnetic flux leakage

Magnetic dipole moment

Magnetic domain

Magnetic Hysteresis Loop Definition

Coercivity

Retentivity

Saturation

Classification of magnetic materials Ferromagnetic materials

Paramagnetic materials

Diamagnetic materials

Ferrimagnetic materials

Anti-Ferromagnetic materials

o Group discussion and presentation on magnetization

o Homework on interpretation of Hysteresis loop diagram

o Identification of use of magnetic materials based on their hysteresis loop

o Individual research on classification of magnetic materials

- Bar magnets

- Iron fillings

- Simulation software

- Video on magnetic

forces

- Pictures on key

concepts

- White board and

markers

- Scientific

calculators

- Computer

- Projector

- Search engine

Learning unit

LU 4: Apply the concept of electromagnetic field

4

Learning Outcomes:

1. Classify of magnetic materials

2. Determine of the induced emf in a circuit

3. Apply the equation of propagation of electromagnetic

waves

4. Categorize mobile phone and radio 10 Hours

Content Learning

activities

Resources

246 | P a g e


Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.


Written evidence

Matching questions



Essay

Problem solving

Task: 1. Classify materials according to their magnetic properties

2. Classify materials using their hysteresis loop

Checklist Score

Yes No

Indicator: Magnetization is well described

Magnetization is defined

Magnetization process is defined

Magnetization methods are explained

Magnetizing field is described

Magnetic susceptibility is explained

Magnetic flux leakage is defined

Magnetic dipole moment is described

Indicator: Magnetic Hysteresis loop is well interpreted

Coercivity is explained

Retentivity is explained

Saturation is explained

Indicator: Magnetic materials are well classified

Ferromagnetic materials are identified

Paramagnetic materials are identified

Diamagnetic materials are identified

Ferrimagnetic materials are identified

Anti-Ferromagnetic materials are identified

Observation


Clear classification of magnetic materials based on magnetic

properties

247 | P a g e

Learning Outcome 4.2: Determine the induced emf in a circuit

Concept of electromagnetic induction (EMI) Definition

Faraday’s law

Lenz’s law of EMI

Fleming’s right-hand rule

Induced emf and induced current EMI in a coil

Self-Induction

Self-Inductance

EMI in a transformer

Mutual-Induction

Mutual-Inductance

Motional induced emf

Applications of EMI Transformers

Generators

Induction motors

o Brainstorming on key concepts

o Group discussion on electromagnetic induction

o Brainstorming on induced emf

o Individually, a trainee calculates self-inductance and mutual-inductance

o Individually, read and write on application of electromagnetic induction

o Problem solving on determination of the induced emf in a circuit

- Bar magnets

- Iron fillings

o PhET Simulation

of induced emf

- Search engine

- Video on

magnetic forces

- White board and

markers

- Scientific

calculators

- Computer

- Projector




Written evidence


Matching questions



Essay

Problem solving

Observation checklist for experiments

Task: 1. Determine the magnitude of induced emf in a circuit

2. Indicate the direction of induced emf in a circuit

Content Learning

activities

Resources


Correct determination of the induced emf in a circuit based on Faraday’s

law

248 | P a g e

Checklist Score

Yes No

Indicator: Electromagnetic induction is well explained

Electromagnetic induction is well defined

Faraday’s law is well stated

Lenz’ law is well stated

Fleming’s right-hand rule is used

Indicator: Induced emf and induced current are well determined

Faraday’s law is clearly applied

Lenz’ law is clearly applied

Induced voltage in a circuit is well determined

The direction of induced emf is clearly indicated

Self-induction well explained

Self-Inductance is well defined

Mutual-induction well explained

Mutual-Inductance is well defined

Indicator 3: Applications of electromagnetic induction are well described

EMI in generator is well explained

EMI in a transformer is well explained

EMI in induction motor is well explained

Observation

Learning Outcome 4.3: Apply the equation of propagation of electromagnetic waves

Properties of electromagnetic waves Definition of EM waves

Speed of EM waves in free

space

EM waves wavelength

EM waves frequency

EM waves amplitude

Electromagnetic spectrum

EM Wave Equation Wave equation Electric field equation Magnetic field equation

o Group discussion on properties of electromagnetic waves

o In small groups, brainstorm on electromagnetic spectrum

o Individual work on identification of EM waves direction and amplitude

o Problem solving using the equation EM waves

o Group work of illustration mechanism of electromagnetic waves

- PhET Simulations

- Video

- White board

- Markers

- Scientific

calculators

- Computer

- Projector

- Search engine

Content Learning

activities

Resources

249 | P a g e

Mechanism of propagation of electromagnetic waves Production of EM waves

Direction of propagation

EM waves energy

EM waves energy loss in

media

o Individual research and presentation on EM wave energy loss in different media




Written evidence Matching questions



Essay

Problem solving

Task: 1. Use the EM waves equation to determine Amplitude,

frequency and wavelength.

Checklist Score

Yes No

Indicator: Properties of electromagnetic waves are well described

EM waves are defined

Speed of EM waves in free space is explained

EM waves wavelength is described

EM waves frequency is described

Electromagnetic spectrum is described

Indicator: EM Wave Equation is correctly used

Wave equation is used

Electric field equation is used

Magnetic field equation is used

Direction of vibration is determined

Direction of propagation is determined

Amplitude of the EM wave is determined


Effective application of the equation of propagation of electromagnetic

waves

250 | P a g e

Indicator: Mechanism of propagation of electromagnetic waves is well described

Production of EM waves is described

Direction of vibration is determined

Direction of propagation is determined

EM waves energy is described

EM waves energy loss in media is described

Observation

Learning Outcome 4.4: Categorize Mobile phone and radio communication

Interpretation of concepts in

transmission

Transmission system.

Terms used in transmission

system:

Transmitter

Channel

Receiver

Digital

communication

Analog

communication

Description principle of cellular

radio and Structure of cellular

network.

Principle of cellular radio

Structure of cellular

network.

Identification of types of

modulations (AM, FM, and PM).

Definition of modulation.

Types of modulation:

Frequency

modulation

o Group discussion and

presentation about

different terms used in

telecommunication

o Individual research on

principle of cellular radio

o Work in groups and

assemble simple cellular

radio.

o Role play in groups about types of modulation

o Group discussion on difference in telephone and radio systems.

- Textbooks

- Search

engine

- Picture

- Projector

- video

Content Learning

activities

Resources

251 | P a g e

Amplitude

modulation

Phase modulation

Description of Post, telegraph and

telephone (PTT)





Written

evidence

Multiple choice exercises Matching Exercises True or false questioning Problem solving

Checklist Score

Yes No

Indicator: Concepts in telecommunication are well interpreted

Transmission system is explained

Transmitter is explained

Channel is explained

Receiver is explained

Digital communication is explained

Analog communication is explained

Indicator: Principle of cellular radio and Structure of cellular network are well described

Principle of cellular radio is described

Structure of cellular network is described

Indicator: Types of modulations are well identified

FM is identified

AM is identified

Phase modulation is identified

Indicator: Post, telegraph and telephone (PTT) are well described

Posts are described


Efficient categorization of mobile phone and radio communication in line

with telecommunication systems.

252 | P a g e

Telegram is described

Telephone is described

Observation

253 | P a g e

Learning Outcome 5.1: Describe the fundamental properties of semiconductor materials

Conductivity Conductor materials Insulator materials Semiconductors

materials

Basics of semiconductors Valence electrons

Free electrons

Holes

Electron mobility

Holes mobility

Current in semiconductors Current in

semiconductors

Intrinsic semiconductors

Extrinsic semiconductors

PN junction

o Group discussion and present on difference between conductor, insulator and semiconductors materials.

o Brainstorming on: Valence

Free electrons

Holes

Electron mobility

Holes mobility

o Group discussion and present on Conduction in semiconductors

o Group discussion and present on current flow in semiconductors

o Group discussion and present on types of semiconductors

o Group discussion on formation of the PN junction

- Video on

semiconductors

materials

- generator

- Computer

- White /chalkboard

- Marker pen /chalk

- projector

Learning unit

LU5: Describe Semiconducting materials

5

Learning Outcomes:

1. Describe the fundamental properties of semiconductor materials 2. Describe the principles of semiconductor devices

3. Describe the principles of operational amplifiers

10 Hours


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Written evidence





Essay questions

Task: Conduct an experiment on PN junction conduction

Checklist Score

Yes No

Indicator 1: conductivity is well explained

Conductor materials are explained

Insulator materials are explained

Semiconductor materials are explained

Indicator : Basics of semiconductors are well explained

Valence electrons is defined

Free electrons is described

Holes are described

Electron mobility is described

Holes mobility are described

Indicator 2: Current in semiconductors is explained

Current in semiconductors is defined

Intrinsic semiconductors are described

Extrinsic semiconductors are described

PN junction is described

Observation


Clear description of the properties of semiconductors materials based on

electron mobility

255 | P a g e

Learning Outcome 5.2: Describe the principles of semiconductor devices

N-type and P-type materials

Definition of N-type material

Definition of P-type material

Definition of PN-junction

Diode

Examples of diodes

Zener diode

Laser diode

Light emitting-diode

Photodiode

Tunnel diode

Junction diode as rectifier

Full wave rectifier

bridge circuit

Transistor Examples of transistor

Bipolar transistor

Unijunction transistor

Field-effect transistor

Current flow in a transistor Common-Emitter (C-E)

characteristic Current amplifier in C-E mode Voltage amplification power gain

o Group discussion and present on difference between N-type and P-type materials

o Group discussion and present on examples of diodes

o Group discussion and present on junction diode as rectifier, Full wave rectifier and bridge circuit

o Group discussion and present on current flow in transistor

o Group discussion and present on transistor polarities

o Experiment on transistor characteristics curves

- Video on

semiconductors

materials

- diode

- transistor

- generator

- Tables

- Computer

- White /chalkboard

- Marker pen /chalk

- projector





Written evidence




Essay questions

Content Learning

activities

Resources


Clear description of the principles of semiconductors devices based on PN-

junction

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Checklist Score

Yes No

Indicator 1: N-P type and P-type materials are well differentiated

N-type material is explained

P-type material is explained

PN junction is explained

Indicator 2: Diode is well described

Examples of diode are explained

Junction diode as rectifier is described

Full wave rectifier is explained

Bridge circuit is described

Indicator 3: The transistor is well described

Examples of transistor are explained

Current flow in a transistor is described

Common-Emitter (C-E) characteristic is described

Current amplifier in C-E mode is described

Voltage amplification is explained

Power gain is explained

Observation

Learning Outcome 5.3: Describe the principles of operational amplifiers

Introduction on integrated circuit Definition

integrated circuits types

The operational amplifier Feedback

The operational amplifier as

amplifier

The non-inverting voltage

amplifier

The inverting operational

amplifier

Voltage comparator

o Brainstorming on key terms

o Group discussion and Present on operational amplifier

o Experiment on oscillator characteristics curves

o Group discussion and present on various applications of the operational amplifier

- Video on

semiconductors

materials

- diode

- transistor

- op amp

- generator

- Tables

- Computer

- White /chalkboard

- Marker pen /chalk


257 | P a g e

The operational amplifier applications Flame sensor

Heat sensor

Ramp generator

The summing amplifier

Oscillator

Inverting amplifier with a varying

input voltage

A delayed switch off system

- projector





Written evidence




Essay questions


Clear description of the principles of operational amplifiers

258 | P a g e

Checklist Score

Yes No

Indicator 1: Introduction on integrated circuit is well done

Definition is done

Integrated circuits types is described

Indicator 2 : The operational amplifier is well described

Feedback is described

The operational amplifier as amplifier is described

The non-inverting voltage amplifier is described

The inverting operational amplifier is explained

Indicator 3: The operational amplifier applications is well described

Flame sensor is described

Heat sensor is described

Ramp generator is described

The summing amplifier is described

Oscillator is described

Inverting amplifier with a varying input voltage is described

A delayed switch off system is described

Observation

Reference books:

1. E school today. (2008-2018). Retrieved February 19, 2018, from natural disasters: http

2. Avison, J. (1989). The world of PHYSICS. Cheltenham: Thomas Nelson and Sons Ltd.

3. Chand, S., & S.N., G. S. (2003). Atomic Physics (Modern Physics) (1 ed.). India.

4. CPMD. (2015). Advanced Level Physics Syllabus. Kigali: REB.

5. Cunningham, & William, P. (2000). Environmental science (6 ed.). Mc Graw-Hill.

6. Cutnell, J. D., & Johnson, K. W. (2006). Essentials of Physics. USA: John Wlley &Sons, Inc.

7. Cutnell, J. D., & Johnson, K. W. (2007). Physics. (7 ed.). USA: John Wiley; Sons, Inc

8. Cuttnell, J. D., & kennety, W. J. (2007). Physics (7 ed.). United State of America: John Willey &

Sons . Inc

9. Douglass, C. G. (2014). PHYSICS, Principles with applications. (7 ed.). Pearson Education

10. Douglass, C. G. (2014). PHYSICS, Principles with applications. (8 ed.). Pearson Education.

11. Duncan, T., & Kennett, H. (2000). Advanced Physics (5 ed.). London, UK: Holder Education.

12. Giancoli, D. (2005). PHYSICS: Principles with applications. New Jersey: Pearson Education, Inc.

13. Giancoli, D. C. (2005). Physics principals with application. Upper Saddle River, NJ 07458: Pearson

Education, Inc.

14. Giancoli, D. C. (2005). Physics: principals with application. Upper Saddle River, NJ 07458:

Pearson Education, Inc.

259 | P a g e

15. MIDIMAR. (2012). Disaster High Risk Zones on Floods and Landslide. Kigali: MIDMAR

16. Office, U. M. (2011). Warming: A guide to climate change. U.K.: Met Office Hadley Centre.

17. Randall, D., & Knight. (2004). Physics for scientists and engineers: Strategic approach (Vol. 2).

San Francisco: Pearson Education.

18. Randall, D., & Knight. (2004). Physics for scientists and engineers: Strategic approach. (Vol. 3).

San Fransisco: Pearson Education, Inc.

19. Randall, D., & Knight. (2008). Physics for scientists and engineers: Strategic approach. (2 ed., Vol.

3). San Francisco: Pearson Education, Inc.

20. REMA. (n.d.). Rwanda Second National Communication under the UNFCCC. KIGALI: MINISTRY OF

NATURAL RESOURCES, RWANDA

21. Science, G. (2006). Florida Physical Science with Earth Science. USA: Mc Graw Hill Glencoe

Companies, Inc.

22. Serway, R. A. (1986). Physics for Scientists and Engineers (2 ed.). Saunders College Publishing.

23. IPCC. (1996). Economics of Greenhouse Gas limitation, Main report “Methodological Guidelines.

24. John, M. (2009). Optical Fiber Communications, Principals and Practice (3rd Ed.). London:

Pearsnon Prentice Hall.

25. Tipler, P. A. (1991). Physics for Scientists and Enginners. (3 ed., Vol. 1). USA: Worth Publishers,

Inc

260 | P a g e

M M D 2 D 5 0 1 - 2D DRAWINGS CONCEPTION

MMD2D501 Conceive 2D drawings


Credits: 10 100

Sector: ICT


Issue date:January 2019

Purpose statement

This module is intended to the learner pursuing TVET certificate V in Multimedia. At the end of

this module the learner will be able to create basic drawings, make point perspectives,make

digital painting and apply textures and patterns; he or she will be able to work competitively in

the ICT world under non-directive supervision.

261 | P a g e


Computer fundamentals

Color theory

Elements of competency and performance criteria

Learning units describe the essential outcomes of a competency.





1. Create basic drawings 1.1 Correct application of line drawing techniques 1.2 Proper creation of forms and shapes 1.3 Right application of drawing values 1.4 Correct application of space making techniques 1.5 Proper making of proportions and compositions

2. Make 1-point perspective and 2-point perspectives

2.1 Right application of 1-point and 2-point perspective techniques

2.2 Right application of one focal point technique 2.3 Proper application of geometry principles

3. Make digital painting 1.1 Appropriate application of block values method 1.2 Convenient application of under painting technique 1.3 Proper application of painting features

4. Apply textures and patterns 4.1 Proper use of textures and patterns to create movement and rhythm composition

4.2 Proper creation of patterns and textures interaction with lights and colors

4.3 Appropriate unification of 2D composition

262 | P a g e

LU 1:Create Basic Drawings

1

Learning Outcomes:

1. Apply line drawing techniques

2. Create basic shapes and forms

3. Apply drawing values

4. Apply space making techniques

5. Make proportions and compositions 30 Hours

Learning Outcome1.1:Apply line drawing techniques

Identification of types of line thick

thin

horizontal

vertical

zigzag

diagonal

curly

curved

spiral

Application of line drawing techniques Small dashes

Hatching

Cross-hatching

Stippling

Scribbles

Small crosses

Small circles

o Brainstorming on drawing in

general

o Group discussion on types of

lines

o Demonstration on drawing

lines

o Watch video tutorials

- Books

- Internet

- Handout notes

- Pencils

- Papers

- Erasers

- Ruler

- Computer

- Drawing software

- Electronic drawing

gadget


263 | P a g e


Assessor may collectamong the following evidences and make judgements on whether the performance



Written

Oral

Performance

Multiple choice/ Ticking

True or false questions

Matching

Sentence completion

Open ended questions


Checklist Score

Yes No

Indicator: Types of lines are identified

Thick

Thin

Horizontal

Vertical

Zigzag

Diagonal

Curly

Curved

Spiral

Indicator: Line drawing techniques are applied

Small dashes

Hatching

Cross-hatching

Stippling

Scribbles

Small crosses

Small circles

Observation

Learning Outcome 1.2: Createshapes and forms


Correct application of line drawing techniques

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Drawing of the silhouette and line Choice of the perspective

of the silhouette

Drawing ofthe silhouette

Creation of basic 2D shapes Creation of 2D drawings

with squares

Creation of 2D drawings

with circles

Creation of 2D drawings

with triangles

Creation of basic 3D forms Creation of3D drawings

with sphere

Creation of3D drawings

with cone


with cylinder


with torus


with cube

o Brainstorming on drawing

forms

o Brainstorming on difference

between forms and shapes

o Brainstorming on the

difference between 2D and

3D drawings


silhouettes, lines, shapes and

forms

o Demonstration on shapes and

forms


o Practical exercises on creation

ofbasic shapes and forms

- Books

- Internet

- Handout notes

- Pencils

- Papers

- Erasers

- Ruler

- Computer

- Drawing

software

- Electronic

drawing gadget






Proper creation of forms and shapes

265 | P a g e


Written

Oral

Performance

Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation/checklist

Checklist Score

Yes No

Indicator:The silhouette and linedrawings are done

Choice of the perspective of the silhouette

Drawing of the silhouette

Indicator:2D shapes are created

2D drawings with squarescreation

2D drawings with circlescreation

2D drawings with trianglescreation

Indicator:3D forms arecreated

3D drawings with spherecreation

3D drawings with conecreation

3D drawings with cylindercreation

3D drawings with toruscreation

3D drawings with cubecreation

Observation

Learning Outcome 1.3:Apply drawing values

Applicationof lighting techniques in drawing Lights Setting

Highlights Reflected light

Darkness Setting

Shadows Core of shadow Cast shadow

o Brainstorming on lighting

techniques in drawing

o Demonstration on lighting

techniques in drawing


o Practical exercises on

Application of drawing values

- Books

- Internet

- Handout notes

- Pencils

- Papers

- Erasers

- Ruler

- Computer

- Drawing software


266 | P a g e

- Electronic

drawing

gadget





Written

Oral

Performance

Multiple choice/Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation checklist

Checklist Score

Yes No

Indicator: Lighting techniques in drawing are applied

Set lights

Set darkness

Observation


Right application of drawing values

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Learning Outcome 1.4:Apply space making techniques

The drawings management Specify size

Apply overlap

Specify placement

Indicate details

Choose and apply

color

o Brainstorming on arranging drawings

o Demonstration on arranging drawings

o Watch video tutorials o Practical exercises on applying

space making techniques

- Books

- Internet

- Handout notes

- Pencils

- Papers

- Erasers

- Ruler

- Computer

- Drawing software - Electronic

drawing

gadget





Written

Oral

Performance

Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation checklist



Correct application of space making techniques

268 | P a g e

Checklist Score

Yes No

Indicator: Drawingsare managed

Specify size

Apply overlap

Specify placement

Indicate details

Choose and apply color

Observation

Learning Outcome1.5:Makeproportions and compositions

Application of golden mean techniques Golden rectangle

technique

Fibonacci sequence

theory

Golden spiral

Rule of thirds

techniques

Selection of angles Profile

Straight on

Up

Up three-quarters

Down

Three-quarters

Down three-quarters

Rear three-quarters

Composition of shots

o Brainstorming on proportions

and composition

o Group discussion on shots

composition and angles

o Demonstration on golden mean

techniques, shots composition

and angles


- Books

- Internet

- Handout notes

- Pencils

- Papers

- Erasers

- Ruler

- Computer

- Drawing

software

- Electronic

drawing gadget


269 | P a g e

Balance

Leading lines

Framing

Canter dominance

Patterns and

repetitions

Symmetry





Written

Oral

Performance

Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Observation checklist

Checklist Score

Yes No

Indicator: Golden mean techniques are applied

Golden rectangle technique

Fibonacci sequence theory

Golden spiral

Rule of thirds techniques

Indicator: Angles are selected

Profile

Straight on

Up

Up three-quarters

Down

Three-quarters


Proper making of proportions and compositions

270 | P a g e

Down three-quarters

Rear three-quarters

Indicator: Shots are composed

Balance

Leading lines

Framing

Centre dominance

Patterns and repetitions

Symmetry

Observation

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U 2:Make 1-point perspective and 2-point perspective

2

Learning Outcomes:

1. Apply 1-point and 2-point perspective techniques

2. Apply one focal point techniques

3. Apply geometry principles

25 Hours

Learning Outcome 2.1: Apply1-point and 2-point perspective techniques

1-point perspective and the cube technique Horizon line

Vanishing point

Orthogonal lines

Two-point perspective and the cube technique Horizon line

Vanishing points

Station point

Picture plane

Top and side views

Manipulation of 3D drawings using 1-point and 2-point Perspectives

o Brainstorming on 1-point

and 2-point perspective

techniques

o Demonstration on 1-point

and 2-point perspective

techniques

o Demonstration on

manipulation of 3D

drawings using 2-Point

Perspective


- Books

- Internet

- Handout notes

- Pencils

- Papers

- Erasers

- Ruler

- Computer

- Drawing software


gadget




Right application of 1-point and 2-point perspective techniques

272 | P a g e




Written

Oral

Performance


Checklist Score

Yes No

Indicator: 1-point perspective and the cube techniqueare applied

Horizon line

Vanishing point

Orthogonal lines

Indicator: Two-point perspective and the cube technique are applied

Horizon line

Vanishing point

Station point

Picture plane

Top and side views

Manipulate 3D drawings using 1-point and 2-Point Perspectives

Indicator: 3D drawings are done

Using 1-point perspective

Using 2-point perspective

Observation

Learning Outcome 2.2: Apply one focal point techniques

Setting anarea of artwork Contrast

Isolation

Placement

o Group discussion on an

artwork

- Books

- Internet

- Handout notes

- Pencils


273 | P a g e

Convergence

The unusual

o Demonstration of usage

of one focal point

techniques


one focal point

techniques


- Papers

- Erasers

- Ruler

- Computer

- Drawing

software

- Electronic

drawing gadget





Written

Oral

Performance


Checklist Score

Yes No

Indicator: Areas of the artwork are set

Contrast

Isolation

Placement

Convergence

The unusual

Observation


Right application of one focal point techniques

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Learning Outcome 2.3: Apply of geometry principles

Linear/reverse Perspective 1-point perspective

2-point perspective

3-point perspective

Curvilinear Perspective Spherical projection

o Demonstration on geometry

principles in perspectives

o Demonstration on linear,

curvilinear and reverse

perspectives

o Exercises on linear ,

curvilinear and reverse

perspectives


- Books

- Internet

- Handout notes

- Pencils

- Papers

- Erasers

- Ruler

- Computer - Drawing software - Electronic drawing

gadget





Written

Oral

Performance




Properapplication of geometry principles

275 | P a g e

Checklist Score

Yes No

Indicator: Linear/Reverse perspective is done

1-point perspective

2-point perspective

3-point perspective

Indicator: Curvilinear perspective is done

Spherical projection

Observation

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LU 3:Make digital painting

3

Learning Outcomes:

1. Apply the block values method

2. Apply the under painting technique

3. Apply the painting features

25 Hours

Learning Outcome 3.1: Apply block values method

Introduction to the painting software Interface Tools Blending modes

Tints and shades Darker values Lighter values

o Demonstration on painting software

o Demonstration on tints and shades


- Books

- Internet

- Handout notes

- Computer

- Drawing

software

- Electronic

drawing

gadget

- Painting

software




Appropriate application of block values method

277 | P a g e




Written

Oral

Performance

Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation

Checklist Score

Yes No

Indicator: The painting software is introduced

Interface

Tools

Blending modes

Indicator: Tints and shades are applied

Darker values

Lighter values

Observation

Learning Outcome 3.2: Apply underpainting technique

Application of different types of under painting techniques Veneda Verdaccio Morellone Grisaille

o Demonstration on under

painting techniques


o Exercises on under painting

techniques

- Books

- Internet

- Handout notes

- Computer

- Drawing

software

- Painting

software

- Electronic

drawing gadgets


278 | P a g e





Written

Oral

Performance


Checklist Score

Yes No

Indicator: Types of underpainting techniques are applied

Veneda

Verdaccio

Morellone

Grisaille

Observation


Convenient application of underpainting technique

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Learning Outcome 3.3: Apply painting features

Painting features Strong focal point Layers of color Changes in direction

o Demonstration on painting features

o Watch video tutorials o Exercises on painting

features o Practical exercises on

Appling painting features

- Books

- Internet

- Handout notes

- Computer

- Drawing software

- Painting software


gadgets





Written

Oral

Performance


Content Learning

activities

Resources


Proper application of painting features

280 | P a g e

Checklist Score

Yes No

Indicator: Painting features are applied

Strong focal point

Layers of color

Changes in direction

Observation

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LU 4:Apply Textures and patterns

4

Learning Outcomes:

1. Use textures and patterns to create movement and rhythm

composition

2. Create patterns and textures interaction with lights and colors

3. Unify 2D composition

20 Hours

Learning Outcome 4.1:Use textures and patterns to create movement and rhythm

composition

Creation of textures and patterns Types of textures

Actual Simulated Abstract Invented

Application of textures and patterns to create movement and rhythm

Creation of movement using textures and patterns

Creation of rhythm using textures and patterns

o Demonstration on

creationof textures and

patterns

o Exercises using textures and

patterns



creation of textures and

patterns

- Books

- Internet

- Handout notes

- Computer

- Drawing software

- Painting software


gadgets



282 | P a g e




Written

Oral

Performance


Checklist Score

Yes No

Indicator: textures and patterns are created

Types of textures

Indicator: Textures and patterns are applied to create movement and rhythm composition

Creation of movement using textures and patterns

Creation of rhythm using textures and patterns

Observation


Proper use of textures and patterns to create movement and rhythm

composition

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Learning Outcome 4.2. Create patterns and textures interaction with lights and colors

Aspects of texture Surface contour Surface friction Thermal character

Texture interaction with light according to degree of smoothness Refraction Absorption Reflection

Texture and color Color reflection Wet surfaces Dull surface

Aspects of pattern Sources

Nature Man-made objects Imagination Symbolism

Interpretation of surface Realistic Stylized Abstract Geometric

Arrangement All-over Four-way Two-way One-way Border Spaced

Pattern and structural design Harmony Motion Location of motifs Contrast

o Demonstration on how to use

patterns and textures

interaction with lights and

colors

o Exercises on the use of

patterns and textures

interaction with lights and

colors


- Books

- Internet

- Handout

notes

- Computer

- Drawing

software

- Painting

software

- Electronic

drawing

gadgets


Content Learning

activities

Resources

284 | P a g e




Written

Oral

Performance


Checklist Score

Yes No

Indicator: Aspects of texture are created

Surface contour

Surface friction

Thermal character

Indicator: Textures interaction with light according to degree of smoothness are performed

Refraction

Absorption

Reflection

Indicator: Texture and color are done

Color reflection

Wet surfaces

Dull surface

Indicator: Aspects of pattern are done

Sources

Interpretation of surface

Arrangement

Indicator: Pattern and structural design are applied

Harmony

Motion

Location of motifs

Contrast

Observation


Proper creation of patterns and textures interaction with lights and colors

285 | P a g e

Learning Outcome 4.3: Unify 2D composition

The 8 elements of composition in art Unity Balance Movement Rhythm Focus Contrast Pattern Proportion

o Demonstration on 8

elements of composition

o Exercises on8 elements of

composition in art


o Practical exercises on 2D

composition

- Books

- Internet

- Handout notes

- Computer

- Drawing software

- Painting software


gadgets





Written

Oral

Performance




Appropriate unification of 2D composition

286 | P a g e

Checklist Score

Yes No

Indicator: The 8 elements of composition in art are identified

Unity

Balance

Movement

Rhythm

Focus

Contrast

Pattern

Proportion

Observation

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Summative Assessment

Integrated situation Resources

Organization Internationale pour les Dessins Réels (OIDR) is an international organization based in Toulouse (France) organizing annual exhibitions on real images drawing worldwide. Last year, Juru district was one of the exhibitors. Unfortunately it was heavily criticized for anon-communicative drawing of the district image. This year, the district is determined to win the exhibition award. As a multimedia technician, you are requested to draw a communicative drawing representing the real image of Juru district, The colored drawing onA4 canvas respecting drawing rules, they must be submitted to the district office. The task must be completed within 6 hours and the color must be appropriate to the object that it is representing.

Tools Paper Pencil Eraser Ruler Computer Internet Drawing software Painting software Electronic drawing gadgets

Assesment Criterion 1: Quality of Process

Checklist Score

Yes No

Indicator: Line drawingstechniquesare applied

Small dashes

Hatching

Stippling

Indicator: Shapes and forms are created

silhouettes drawn

Create shapes

Create forms

Indicator: Drawing values areapplied

Lighting techniques

Indicator: Space making techniques are applied

Drawing management

Indicator:Proportions and compositionare done

Golden mean techniques

Angles

Shots

Indicator:1-point and 2-point perspective techniques are applied

1-point perspective and the cube technique

2-point perspective and the cube technique

3D drawings using 1-point and 2-point perspectives

Indicator:One focal point technique is applied

288 | P a g e

Area of artwork

Indicator:geometry principles

Linear/Reverse perspective

Curvilinear perspective

Indicator:Block values method are applied

Software

Tints and shades

Indicator:Underpainting techniquesare applied

Veneda/Verdaccio/Morellone/Grisaille

Indicator: Painting features are applied

Layers of color

Strong focal point

Changes in direction

Indicator:Textures and patterns are used to create movement and rhythm composition

Textures and patterns created

Textures and patterns applied

Indicator:Patterns and textures interaction with lights and colors is done

Aspects of texture

Texture interaction with light according to degree of smoothness

Texture and color

Aspects of pattern

Pattern and structural design

Indicator:The composition is unified

Elements of art composition

Observation

Assesment Criterion 2: Quality of product

Checklist Score

Yes No

Indicator: Drawing is well done

Silhouettes, shapes and forms are used

Lighting techniques are applied

Composition elements are used and respected

Drawing techniques are applied

Observation

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Assesment Criterion 3: Relevance

Checklist Score

Yes No

Indicator: Time is respected

Time required (6hrs)

Indicator: Size respected

A4 canvas

Indicator: Materials and equipment are well used

No wasted materials

Indicator: The drawing is communicative

Drawing rules

Painting rules

All informations visible

Observation

Reference books:

Beccia, C. C. (April 18, 2014). The Digital Renaissance: Classic Painting Techniques in Photoshop

and Painter (1 ed.). Abingdon, United Kingdom: Routledge.

Bloom, S. R. (December 11, 2012). Digital Collage and Painting: Using Photoshop and Painter to

Create Fine Art (2nd ed.). Abingdon, United Kingdom: Routledge.

LEWIS, DAVID;. (1984). PENCIL DRAWING TECHNIQUES. Watson-Guptill Publications.

Richard L. Yepez, K. E. (2006). BASICS: PENCIL TECHNIQUE. Dallas: University of Texas at Dallas.

STANYER, P. (2003). The Complete Book of DRAWING TECHNIQUES A PROFESSIONAL GUIDE FOR

THE ARTIST. Berkshire: Arcturus Publishing.

Threinen-Pendarvis, C. (August 27, 2013). The Photoshop and Painter Artist Tablet Book:

Creative Techniques in Digital Painting Using Wacom and the iPad, Kindle Edition (2nd ed.).

Berkeley, California, United States of America: Peachpit Press.

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M M D S W 5 0 1 - SCRIPT WRITING

MMDSW501 Writing Script


Credits: 6 60

Sector: ICT



Purpose statement


this module the learner will be able to prepare a brainstorming story idea, developing of the skills

in writing scripts for either, television or cinema. The module also will extend the understanding

of the demands of different performance media and venues. The students will gain hands-on

experience in field of multimedia world; he or she will be able to work competitively in the

multimedia world under non-directive supervision.

291 | P a g e


Computer Literacy







1. Brainstorm story ideas and identify characters

1.1. Adequate collection of ideas in a mind map

1.2. Proper storage of the idea in a dashboard.

1.3. Right creation of characters profiles

2. Write treatment 2.1. Correct finding title and writing of a logline

2.1. Proper writing synopsis and wrapping up

2.3. Effectient creation of the treatment layout and treatment structure

3. Compose a flash draft 3.1. Proper identification of the idea through looping process

3.2. Correct writing of the dump

3.3. Proper analysis of the draft structure

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LU 1:Brainstorm story ideas

1

Learning Outcomes:

1. Collect ideas in a mind map

2. Store idea in a dashboard

3. Create characters’ profile

15 Hours

Learning Outcome1.1: Collect ideas in a mind map

Strategic planning as the central topic

Topic Story

Brainstorming session Focused story ideas

Ideas to burst a mind map with information Idea sorting Idea expanding Idea focusing

o Brainstorming on central topic planning

o Group discussion on story idea

o Documentation researchon story idea

- Books

- Internet

- Handout notes

- Computer

- Pen

- Paper

Content Learning

activities

Resources

293 | P a g e





Written

Oral


Checklist Score

Yes No

Indicator: The central topic strategic plans are applied

Topic

Story

Indicator: Brainstorming steps are very described

Focused story ideas

Indicator: specific ideas are very focused

Ideas sorting

Ideas expanding

Ideas focusing

Observation

Learning Outcome 1.2: Store the idea in a dashboard.

Powerful content creation Idea storing Link bookmarking Idea flowing

automation

Idea dashboard criteria description

o Description of idea flowing and automation techniques

o Group discussion on idea dashboard criteria

o Demonstration of the right format selection

- Books - Visual aids - Internet - scripting

software - Computer

Content Learning

activities

Resources


Adequate collection of ideas in a mind map

294 | P a g e

Relevance Brevity Visual component Flexibility

Key categories and right format selection Spreadsheet Google docs

o Further research on internet - Hand-out notes - Computer





Written

Oral

Performance


Checklist Score

Yes No

Indicator: powerful content is systematically created

Idea storing

Idea bookmarking

Idea flowing automation

Indicator: key categories and format are properly selected

Spreadsheet

Google docs

Observation


Proper storage of the idea in the dashboard

295 | P a g e

Learning Outcome 1.3: Create characters profiles

Character’s basics Names Races Age Nationality

Appearance and mannerism Hair Eye, skin color Thin

Abilities and progression Character development Character history Conflict Plot progression change

o Demonstration on characters basics creation

o Explore the mind mapping techniques

o Brainstorming on changes in plot progression

o Documentation research

- Books

- Internet

- Handout notes

- Computer

- Scripting software





Written

Oral

Performance


Content Learning

activities

Resources


Right creation of characters profiles

296 | P a g e

Checklist Score

Yes No

Indicator: The character basics are identified

Names, ages, nationality, races …..

Indicator: Appearance and mannerism are described

Physical appearance

Indicator: Abilities and progression

Character development

Character history

Internal or external conflict

Plot progression change management

Observation

297 | P a g e

LU 2:Write treatment

2

Learning Outcomes:

1. Find the title and write a logline

2. Write a synopsis and wrap up

3. Create the treatment layout and treatment structure

30 Hours

Learning Outcome 2.1: Find the title and write a logline

Script titling Marketability

Storytelling

Dual meaning

Protagonist identification and goals

Protagonist

Antagonist

Conflict

o Demonstration of perfect

titling techniques

o Description of the goal of

the protagonist and the

antagonist


- Books

- Internet

- Handout notes

- Computer

- Scripting softwares




Content Learning

activities

Resources


Correct finding title and writing of a logline

298 | P a g e


Written

Oral

Performance


Checklist Score

Yes No

Indicator: title well selected and the logline are developed

Marketability

Storytelling

Dual meaning

Indication : Protagonist and goals are identified

Conflict

Antagonist

Protagonist

Observation

Learning Outcome 2.2: Write a synopsis and wrap up

Skim through manuscript Important event selection

Synopsis format Narrative arc Active voice Unique point of view Story advancement Clear writing

o Brainstorming on the selection of the events techniques

o Documentation research o Description of

background section parts

o Brainstorming on different synopsis formats

- Books

- Visual aids

- Internet

- scripting

software

- Computer

- Hand-out notes

- Computer


Content Learning

activities

Resources

299 | P a g e




Written

Oral

Performance


Checklist Score

Yes No

Indicator: manuscript are proofread

Events selections

Indicator: synopsis format is respected

Narrative arc

Active voice

Unique point of view

Story advancement

Clear writing

Observation


Proper writing of the synopsis and wrapping up

300 | P a g e

Learning Outcome 2.3: Create the treatment layout and treatment structure

Screenplay regulation Present tense

Application of traditional slugs INT EXT…

Storytelling Rich content

Biographical background

o Description of different slugs

o Brainstorming on storytelling

techniques.


- Books

- Visual aids

- Internet

- scripting

software

- Computer

- Hand-out notes

- Computer

- Video editing

software





Written

Oral

Performance

Performance


Content Learning

activities

Resources


Effectient creation of the treatment layout and treatment structure

301 | P a g e

Checklist Score

Yes No

Indicator: screenplay regulations are described

Present tense

Indicator: traditional slugs are applied

INT

EXT

Indicator: Storytelling format is respected

Rich content,Biographical background

Observation

302 | P a g e

LU3: Compose a flash draft

3

Learning Outcomes:

1. Identify the idea through looping process 2. Write the dump 3. Analyze the draft structure

15 Hours

Learning Outcome 3.1: Identify the idea throughlooping process

Idea concept Strategies and steps Imagination guiding Target audience

Looping process Freewriting rules Freewriting loopingcycle

o Demonstration of idea

concept techniques

o Description of idea

imagination ruling guide


- Books

- Visual aids

- Internet

- scripting software

- Computer

- Hand-out notes

- Computer

- Editing software


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

has been achieved.

Content Learning

activities

Resources


Proper identification of the idea through looping process

303 | P a g e


Written

Oral

Performance


Checklist Score

Yes No

Indicator: Idea concept is described

Strategies and steps

Imagination guiding

Target audience

Free writing looping cycle

Indicator: The looping process is described

Freewriting rules

Observation

Learning Outcome 3.2: write the dump

Exposition through dialogue Expository prop Exposition rules Information dump

Exposition through film form Mise-en-scene details Camera movement sound, editing and set decoration

3.3.4. Page-Only exposition Expository leeway

o brainstorming on the exposition strategies

o practical exercises on the film form


- Books

- Internet

- Handout notes

- Computer

- scripting software

- Editing software

- Computer


Content Learning

activities

Resources

304 | P a g e


has been achieved.


Written

Oral

Performance


Checklist Score

Yes No

Indicator: Exposition through dialogue is described

Expository prop

Exposition rules

Information dump

Indicator: Exposition through film Form is described

Mise-en-scene details

Camera movement

sound, editing and set decoration

Indicator : Page-Only Exposition is described

expository leeway

Observation


Correct writing of the dump

305 | P a g e

Learning Outcome 3.3: Analyzethe draft structure

Act structure Set up

Inciting incident Lead characters Obstacles

Confrontation Protagonist

dramatic tension

Major setback Resolution

Climax Ends

o Description of act structure o Practical exercises on act storyline o Documentation research o Brainstorming on act

structure

- Books

- Internet

- Handout notes

- Computer

- scripting

software

- Editing

software - Computer



has been achieved.


Written

Oral

Performance


Content Learning

activities

Resources


Proper analysis of the draftstructure

306 | P a g e



The Rwanda culture show is a non-government organization located in

Huye district. It is organizing the Miss Rwanda event and maintains a

memorable story. In this context, a video production company is hired

to cover the event. Unfortunately, due to the lack of the script writer

within the staffs, the company cannot produce a high quality video.

Therefore, it is looking for the script writer to write the script for the

video. The script will be used to make a high quality video. As a

multimedia technician, you are called to write the script for the

event’s video.

From the above provided information, you are required to:

1. develop idea

2. write the treatments

3. compose flash draft

At the end of the task you must report to the video producer the work

you have done with some recommendations. The task must be

performed within 8 hours.

Computer Scripting software Papers Pencils Markers Meta card Flip chart Editing software

Checklist Score

Yes No

Indicator: Acts structure are done

Set up

Confrontation

Resolution

Observation

307 | P a g e

308 | P a g e


Checklist Score

Yes No

Indicator: Collection of ideas in a mind map is done

Strategic planning as the central topic

Brainstorming

Ideas to burst a mind map with information

Indicator: Storing idea in a dashboard is done.

Powerful content creation

Idea dashboard criteria description

Key categories and right format selection

Indicator: Characters profiles is created

Character’s basics

Appearance and mannerism

Abilities and progression

Indicator: Title is obtained and logline is written

Script titling

Protagonist identificationand goals

Indicator: Synopsis and wrapping up is written

Skim through manuscript

Synopsis format

Indicator: Treatment layout and treatment structure is created

Screenplay regulation

Application of traditional slugs

Indicator: The idea through looping process is identified

Idea concept

Looping process

Indicator: The dump is written

Exposition through dialogue

Exposition through film form

Page-Only exposition

Indicator:The draft is analysed

Act structure

Observation

309 | P a g e


Checklist Score

Yes No

Indicator: the script is well written

Communicative

Explicative

The script format is used

Observation


Checklist Score

Yes No




No wasted materials

Indicator: The script is produced

Script format

Script content

Observation

Reference books:

Field, S. (April 24, 2018). The Essential Screenplay (3-Book Bundle): Screenplay: Foundations of

Screenwriting, Screenwriter's Workbook, and Screenwriter's Problem Solver. New York: Bantam.

Field, S. (October 31, 2006). The Screenwriter's Workbook: Exercises and Step-by-Step

Instructions for Creating a Successful Screenplay, Newly Revised and Updated. New York: Delta.

McCartney, A. (2013). Scriptwriting An introduction to screenwriting. Barnsley: OCA.

310 | P a g e

M M D S P 5 0 1 - SHOTLIST PREPARATION

MMDSP501 Prepare shotlist


Credits: 50 50

Sector: ICT



Purpose statement

This module is intended to the learner pursuing TVET certificate V in Multimedia.At the end of

this module the learner will be able to break the screenplay into shot, describe and evaluate shots and

create shotlist table. He or she will be able to work competitively in the Multimedia world under non-

directive supervision.

311 | P a g e


Computer Fundamentals

Script Writing (MMDSW501)

Basic knowledge on camera







1. Breakdown the screenplay into shot 1.1 Systematic breaking down the scene 1.2 Adequate application of script interpretation

techniques 1.3 Proper creation of stripboard

2. Describe and evaluate shots 2.1 Right identification of the location settings 2.2 Proper description of shots types and camera angles 2.3 Proper planning of the camera position and movement

3. Create shotlist table 3.1 Right organization of the shots based on the shot location

3.2 Adequate specification of the cinematographic techniques

3.3 Proper description of shots and scenes

312 | P a g e

LU 1:Breakdown the screenplay into shots

1

Learning Outcomes:

1. Breakdown the scene

2. Apply script interpretation

3. Create stripboard

10 Hours

Learning outcome 1.1: Breakdown the scenes

Script potential

formatting issues

Formatting errors

Script schedule and

import

Scene breakdown

Scene measurement

Divide into 8ths

Script marking

Colored highlighter

Script template

highlights

Specific scene

element summary

Scheduling software

o Brainstorming on script

scheduling

o Group discussion on scene

division

o Documentation research on

script scheduling

- Books

- Internet

- Handout notes

- Computer



Content Learning

activities

Resources

313 | P a g e

Assessor may collect among the following evidences and make judgments on whether the performance



● Written

● Oral

● Performance


Checklist Score

Yes No

Indicator: Format script potential issues are done

Schedule and import

Indicator: Scenes breakdown is created

Measurement

Division

Indicator: Script marking is done

Specific scene element summary

Scheduling software

Observation

Learning Outcome 1.2: Apply script interpretation techniques

● Identification of characters

actions

Character’s objective

● Directors opinion and changes Analysis

o Brainstorming director’s

opinion


environment evaluation

o Demonstration by video/

picture of character

identification

- Books


- Computer

- Hand-out notes

- Video tutorials

- Video Editing software

Content Learning

activities

Resources


Systematic breaking down the scene

314 | P a g e

Changes adaption o Further research on how to

apply director’s change





● Written

● Oral

● Performance


Checklist Score

Yes No

Indicator: characters actions are identified

Read the script scenes

Characters objectives

Indicator: Directors opinion and changes

Analysis

Changes adaption

Observation


Adequate application of script interpretation techniques

315 | P a g e

Learning Outcome 1.3: Create stripboard

● Strip content Scene number

Scene description

INT/EXT

D/N

Character ID numbers

Shooting location

● Company moves Address and location Time

● Break the day Call and wrap up times

o Explore the stripboard

templates


on different stripboard

templates formats

o Brainstorming on the

moves and breaks

- Books

- Internet

- Handout notes

- Computer

- Video tutorials

- Drawing software




Types of evidence

Portfolio assessment tools

● Written

● Oral

● Performance


Content Learning

activities

Resources


Proper creation of stripboard

316 | P a g e

Checklist Score

Yes No

Indicator: Script contents are identified

Scene number

Scene description

Shooting location

Indicator: Moves company are done

Address of the location

Time

Indicator: Day breaks are identified

Call time

Wrap-ups time

Observation

317 | P a g e

LU 2:Describe and evaluate shots

2

Learning Outcomes:

1. Identify the location settings

2. Describe shot types and camera angle

3. Plan the camera position and movement

15 Hours

Learning Outcome 2.1: Identify the location settings

Application of strategic planning and research

Website Programs Methods

Making contact and build relationship

Contact Approaches Insurance Permission Reference photos

Sealing of the deal Rental Rates Location Agreement

o Brainstorming on strategic research

o Group discussion on building relationship

o Documentation research on sealing the deal

- Books - Internet - Handout notes - Scripting software


Content Learning

activities

Resources


Right identification of the location settings

318 | P a g e




Written

Oral


Checklist Score

Yes No

Indicator: Strategic Planning and research are done

Website

Programs

Methods

Indicator: Contact and build relationship are made

Contact Approaches

Insurance

Permission

Reference Photos

Indicator: Seal the deal is identified

Rental rates

Location agreement

Observation

319 | P a g e

Learning Outcome 2.2:Describe shot types and camera angles

Shot types Extreme Wide Shot (Extreme

Long Shot) ... Wide Shot (WS) or Long Shot

(LS) ... Medium Shot (MS) ... Close-Up (CU) ... Extreme Close Up (ECU /

XCU) ... Point of View (POV)

Camera angle The Bird's-Eye view High Angle Eye level Low angle Oblique

o Description of shots

types


adequate camera angles

o Further research on

internet

- Books

- Visual aids

- Internet

- ScriptingSoftwa

re

- Hand-out notes





Written

Oral

Performance


Content Learning

activities

Resources


Proper description of shot types and camera angles

320 | P a g e

Checklist Score

Yes No

Indicator: Shot types are described

Extreme Wide Shot (Extreme Long Shot)

Wide Shot (WS) or Long Shot (LS)

Close-Up (CU)

Extreme Close Up (ECU / XCU)

Point of View (POV)

Indicator: Camera angle are identified

The Bird's-Eye view

High Angle

Eye level

Low angle

Observation

Learning Outcome 2.3:Plan the camera position and movement

Camera movement Zoom Pan Tilt Dolly Truck Pedestal Rack Focus

o Demonstration on characters

basics creation

o Demonstration oncamera

position and movement

o Explore the mind mapping

techniques


o Brainstorming on changes in

plot progression

- Books

- Internet

- Handout notes

- Computer

- Scripting

software


Content Learning

activities

Resources

321 | P a g e




Written

Oral

Performance


Checklist Score

Yes No

Indicator: Camera movement is described

Zoom

Pan

Tilt

Dolly

Truck

Pedestal

Rack Focus

Observation


Proper planning of the camera position and movement

322 | P a g e

LU 3:Create shotlist table

3

Learning Outcomes:

1. Organize the shots based on the shot location 2. Specify the relevant cinematographic techniques 3. Correct description of shots and audio

25 Hours

Learning Outcome 3.1:Organize the shots based on the shot location

Shot organization Script reference numbers Scene number Shot numbers Subject Location Props needed

o Brainstorming on scene

management

o Group discussion on the

order of the shot’s links

relationship


on short list templates

- Books

- Internet

- Handout notes




Content Learning

activities

Resources


Right organization of the shots based on the shot location

323 | P a g e


Written

Oral

Performance

Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation Checklist

Checklist Score

Yes No

Indicator: Shot organization are done

Script reference numbers

Scene number

Shot numbers

Subject

Location

Props needed

Observation

Learning Outcome 3.2:Specify the cinematographic techniques

Cinematographic techniques Shot types Camera angles Camera movement Interior/exterior Day/night Handheld/mounted

camera

o Description of needed shot

types

o Group discussion on adequate

camera movement

o Further research on internet

- Books

- Visual aids

- Internet

- Scripting

- Software

- Hand-out notes


Content Learning

activities

Resources

324 | P a g e




Written

Oral

Performance


Checklist Score

Yes No

Indicator: Cinematographic techniques are described

Shot types

Camera angles

Camera movement

Interior/exterior

Day/night

Handheld/mounted camera

Observation

Learning Outcome 3.3 Describe the shots and scenes

Description of the shots and scenes

Subject Audio

Sound tracks

Audio effects

Action/dialogue

Actors involved

o Demonstration of extra shots

and scenes description

o Explore possible needed ofshots

and scenes descriptions


- Books

- Internet

- Handout notes

- Computer

Content Learning

activities

Resources


Adequate specification of the cinematographic techniques

325 | P a g e

Special effects

Extra notes





Written

Oral

Performance


Checklist Score

Yes No

Indicator: Description of shots and scenes is done

Subject

Audio

Action/dialogue

Actors involved

Special effects

Extra notes

Action/dialogue

Observation


Proper describtion of shots and scenes

326 | P a g e



Ngoma Video Production company is hired by the Rwanda culture and

tourism incorporation; a non-government organization located in Huye

district, to make a shot film entitled “Travel to the thousand hills”

Due to the lack of the assistant director in charge of shotlist

makingwithin its staffs, the company cannot make a professional video

production process.

In this regards, the company want to hire an assistant director in charge

of shotlist making.

You are called by the company to do shortlist preparation for the script

in place


1. Breakdown the screenplay

2. Describe and evaluate shots

3. Create shotlist table

At the end of the task you must report to the video production

company, the work you have done with some recommendations. The

task must be performed within 8 hours.

Computer Scripting software Papers Pencils Markers Meta card Flip chart


Checklist Score

Yes No

Indicator: Scenes are systematically broke down

Scene breakdown

Script marking

Indicator: The script interpretation techniques are adequately applied

Identification of characters actions

Notes and changes

Adjust the scenes

Indicator: The stripboard is properly created

Strip content

Company moves

Break the day

Indicator: The location settings are well identified

Application of Strategic planning and research

Making contact and build relationship

327 | P a g e

Sealing of the deal

Indicator: shots types and camera angles are well described

Shot types

Camera angle

Indicator: The camera position and movement are well planned

Camera movements

Indicator: The shots based on the shot location are well organised

Shot organization

Indicator: The relevant cinematographic techniquesare well specified

Cinematographic techniques

Indicator: Shots and scene are described

Description of the shots and scene

Observation


Checklist Score

Yes No

Indicator: The scenes are systematically broken down

Episode number

location

INT/EXT

Day/night

Scene length

Characters

Description

Number of scenes needed

Props

Wardrobe/ HMU

Cast

Observation

Assesment criterion 3: Relevance

328 | P a g e

Checklist Score

Yes No



Indicator: The script interpretation techniques are adequately applied

Process respected

Indicator: The stripboard report is produced

Report format

Report content

Observation

References books:

Scriptwriting An introduction to screenwriting2013BarnsleyOCA

The complete guide to digital video2003LewesAlastair Campbell

The Essential Screenplay (3-Book Bundle): Screenplay: Foundations of Screenwriting,

Screenwriter's Workbook, and Screenwriter's Problem SolverApril 24, 2018 New YorkBantam

The Screenwriter's Workbook: Exercises and Step-by-Step Instructions for Creating a Successful

Screenplay, Newly Revised and UpdatedOctober 31, 2006New YorkDelta

329 | P a g e

P U T E R 5 0 1 - STORYBOARD PANELS CONSTRUCTION

MMDPC501 Construct Storyboard Panels


Credits: 60 60

Sector: ICT



Purpose statement

This module is intended to the learner pursuing TVET certificate V in Multimedia. At the end of this module the learner will be able to design and draw the shapes of the panels, develop and sketch the storyline and emphasize action motions and camera positions; he or she will be able to work competitively in the Multimedia world under non-directive supervision.

330 | P a g e


Shortlist Preparation (MMDSP501)

Basic drawing skills







1. Design and draw the shapes of the panels

1.1. Proper designing of the storyboard templates 1.2. Systematic sketching of the panels of storyboard 1.3. Adequate creation of scenes description and dialog

panel

2. Develop and sketch the storyline 2.1. Right development of the storyline 2.2. Proper description of the panels referring to the act

structure 2.3. Methodical Illustration of the panels storyline

3. Emphasize action motions and camera positions

3.1 Proper application of the cinematographic techniques to the sketches

3.2 Right addition of the visual annotation indicating the important action and motion

3.3 Proper application of the photo based storyboard

331 | P a g e

LU 1:Design and draw the shapes ofthe panels

1

Learning Outcomes:

1. Design the storyboard templates

2. Sketch the panels of storyboard

3. Create the description and dialog panel

15 Hours

Learning outcome 1.1: Designing of the storyboard templates

● Cinematic Storyboard template Commercial

advertisement Television show (with

or without commercial breaks)

Instructional video Feature film Independent Film Online videos

● Business template

Planning for negotiations

Personas Customer journey

mapping User stories Mentoring/training for

difficult conversation Process demonstration

● Education template Plan/create a narrative Text summary

o Demonstration of different panel templates

o Practical Exercises on panels organization


- Books

- Internet

- Handout notes

- Paper - Pencils - Storyboarding software - Computer - Video tutorials

Content Learning

activities

Resources

332 | P a g e

Creation of an instructional comic

New vocabulary understanding

presentation Exploration of settings historical figures timeline creation


Assessor may collect among the following evidences and make judgments on whether the performance



● Written

● Oral

● Performance


Checklist Score

Yes No

Indicator: Cinematic storyboard template are designed

Commercial advertisement

Television show (with or without commercial breaks)

Instructional video

Feature film

Independent Film

YouTube & Vimeo Videos

Indicator: Business templates are designed

Planning for negotiations

Personas

Customer journey mapping


Proper designing of the storyboard templates

333 | P a g e

User stories

Mentoring/training for difficult conversation

Process demonstration

Indicator: Education templates are designed

Plan/create a narrative

Text summary

Creation of an instructional comic

New vocabulary

understanding presentation

Exploration of settings

historical figures

Observation

Learning Outcome 1.2: Sketch the panels of storyboard

Designing panels Creation of the panels Smart add panels Renaming panels Deleting panels Joining panels Duplicating panels

o Description of story

development

o Group Exercises on panels

description

o Exercises on sketching panel

storyline

o Books o Internet o Handout notes o Paper o Pencils o Storyboarding software o Computer o Video tutorials




Content Learning

activities

Resources


Systematic sketching of the panels of storyboard

334 | P a g e


● Written

● Oral

● Performance


Checklist Score

Yes No

Indicator: Panels are designed

Creation of the panels

Smart add panels

Renaming panels

Deleting panels

Joining panels

Duplicating panels

Observation

Learning Outcome 1.3: Create thescenes description and dialog panel

Scenes description creation according to the storyboards types Narrative

Basic

Scene card

Thumbnail storyboard

Floating storyboard

Framed storyboard

Photo storyboard

o Description of shot types

and camera angle

o Group Exercises on

sketching the action and

motion signs

o Brainstorming on selection

of cinematic techniques to

use


- Books

- Internet

- Handout notes

- Paper

- Pencils

- Storyboarding

software

- Computer

- Video tutorials

Content Learning

activities

Resources

335 | P a g e





● Written

● Oral

● Performance


Checklist Score

Yes No

Indicator: Scenes description according to the storyboards types are created

Narrative

Basic

Scene card

Thumbnail storyboard

Floating storyboard

Framed storyboard

Photo storyboard

Observation


Adequate creation of scenes description and dialog panel

336 | P a g e

LU 2:Develop and sketch the storyline

2

Learning Outcomes:

1. Develop the storyline

2. Describe of the panels referring to the act structure

3. Illustrate the storyline in the panels

25 Hours

Learning Outcome 2.1: Develop the storyline

Storyline development Conflict progression

Characters

Ticking clock

Dialog

Character moment

o Brainstorming on the plot

development

o Exercises on different

story development

scenarios


- Books

- Internet

- Handout notes

- Paper

- Pencils

- Storyboarding software

- Computer

- Video tutorials




Content Learning

activities

Resources


Right development of the storyline

337 | P a g e


Written

Oral


Checklist Score

Yes No

Indicator: Storyline is developed

Conflict progression

Characters

ticking clock

dialog

character moment

Observation

Learning Outcome 2.2:Describe the panels referring to the act structure

Connection of storyline and panels according to the plot development

Exposition Story information

Complication Major conflict.

Climax Turning point

Resolution Story end

o Exercises on dispatching storylines to the panels


- Books

- Internet

- Handout notes

- Paper

- Pencils

- Storyboarding

software

- Computer

- Video tutorials


Content Learning

activities

Resources

338 | P a g e




Written

Oral

Performance


Checklist Score

Yes No

Indicator: Storyline and Panels are connectedaccording to the plot development

Exposition

Complication

Climax

Resolution

Observation

Learning Outcome 2.3:Illustrate the storyline in the panels

Sketch structure rules outside the box

sketching Thumbnails

drawing Audience

experience Accidents, mistakes

and functionality

o Demonstration on storyline

sketch rules

o Group Exercises on sketching

the thumbnails


- Books

- Internet

- Handout notes

- Paper

- Pencils

- Storyboarding

software

- Computer

Content Learning

activities

Resources


Proper description of the panelsreferring to the act structure

339 | P a g e

Adaptation to each project

Inspiration from prior storyboard

- Video tutorials





Written

Oral

Performance


Checklist Score

Yes No

Indicator: Structure rules are sketched

outside the box sketching

Thumbnails drawing

Audience experience

Accidents, mistakes and functionality

Adaptation to each project

Inspiration from prior storyboard

Observation


Methodical Illustration of the panelsstoryline

340 | P a g e

LU3

Emphasize action motions and camera positions

3

Learning Outcomes:

1. Apply cinematographic techniques to the sketches

2. Add visual annotation indicating the important action and motion

3. Apply photo based storyboard

20 Hours

Learning Outcome 3.1:Apply cinematographic techniques to the sketches

Cinematographic slugs and techniques Shot types camera angles composition Props Special effects Sounds lights

o Demonstration of

cinematographic slugs


needed shot types and

camera angle


- Books

- Internet

- Handout notes

- Paper

- Pencils

- Storyboarding

software

- Computer

- Video tutorials


Content Learning

activities

Resources

341 | P a g e




Written

Oral

Performance


Checklist Score

Yes No

Indicator: Cinematographic slugs and techniques are applied

Shot types

camera angles

composition

Props

Special effects

Sounds

Lights

Observation


Proper application of the cinematographic techniques to the sketches

342 | P a g e

Learning Outcome 3.2:Add visual annotation indicating the important action and motion

Graphic annotation Image composition Actor body

language Line of action Camera positions Light direction Dialogue

o Demonstration on different visual annotation

o Group discussion on needed graphic o Documentation research

- Books - Internet - Handout notes - Paper - Pencils - Storyboarding

software - Video tutorials - Computer

Graphics





Written

Oral

Performance


Content Learning

activities

Resources


Right addition of the visual annotation indicating the important action and motion

343 | P a g e

Checklist Score

Yes No

Indicator: Graphic annotations are added

Image composition

actor body language

Line of action

Camera positions

Light direction

Dialogue

Observation

344 | P a g e

Learning Outcome 3.3 Apply photo based storyboard

Storyboard design creation Upload/import

image Font selection Background

change Color change

Combination of Image and text Image drag and

dropping into each scene

Insertion of description and sound effect

Adding of dialogue and extra notes

Scene organization Grid Frames Adding text

within any frame

o Demonstration on storyboard design creation steps

o Group exercises on scene organization

o Documentationresearch

- Books - Internet - Handout notes - Paper - Pencils - Storyboarding software - Video tutorials - Computer Graphics




Content Learning

activities

Resources


Proper application of photo based storyboard

345 | P a g e


Written

Oral

Performance

Product


Checklist Score

Yes No

Indicator: Storyboard design is created

Upload/import image

Font selection

Change of the background

Change of the color

Indicator: Image and text are combined

Image drag and dropping into each scene

insertion of description and sound effect

insertion of dialogue and extra notes

Indicator: Scene is organized

Grid

Frames

Adding text within any frame

Observation

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The Rwanda culture show is a non-government organization located in

Huye district. It is organizing the miss Rwanda event and maintains a

memorable story. In this context, a video production company is hired

to cover the event. Unfortunately, due to the lack of the storyboard

artist within the staff, the company cannot produce a high quality video

without referring to the produced storyboard of the event. Therefore,

it is looking for the storyboard artist to make the storyboard for the

video. This will be used by the video producer to make the video. As a

multimedia technician, you are called by the company to write the

storyboard for the event’s video.


1. To design and draw the shape panels

2. To describe the story panels

3. To sketch the storyline

4. Indicate the camera position and action

At the end of the task you must report to the Video producer the work

you have done with some recommendations. The task must be

performed within 8 hours.

Paper Pencils Storyboarding

software Video tutorials Computer Graphics

Markers Meta card Flip chart

347 | P a g e


Checklist Score

Yes No

Indicator: The storyboard template are well selected

Film and entertainment industry

Business

Education

Indicator:The panels of storyboard is well sketched

Design the panels

Indicator:The dialog panel is well created and described

Description classifications according to the storyboards types

Indicator: The storyline is developed

Storyline development

Indicator: The panels referring to the act structure are described

Connection of storyline and panels according to the plot development

Indicator: The panels storyline are well illustrated

Sketch structure rules

Indicator:The cinematographic techniques to the sketches are well applied

Cinematographic slugs and techniques

Indicator:The visual annotation indicating the important action and motion are well added

Graphic annotation

Indicator: The photo based storyboard are well applied

Storyboard design creation

Combination of Image and text

Observation

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Assesment criterion 2: Quality of product

Checklist Score

Yes No

Indicator: The storyboard is produced

Communicative

Descriptive

Storyboard content

Observation


Checklist Score

Yes No




No wasted materials

Indicator: The report is produced

Storyboard structure

Story board content

Observation

References

[B. Azangalala, Cinematographic Techniques in the Kenyan Experimental Film

Paperback, LAP LAMBERT Academic Publishing, 11 Feb 2014.

S. Enterprises, Storyboard Sketchbook, CreateSpace Independent Publishing

Platform, July 6, 2016.

F. Glebas, Directing the Story: Professional Storytelling and Storyboarding

Techniques for Live Action and Animation, 1 ed., outledge;, 15 Oct 2008.

349 | P a g e

M M D V E 5 0 1 - VIDEO EDITING

MMDVE501 Edit Video


Credits: 9 90

Sector: ICT



Purpose statement


this module the learner will be able to import and manage media files; trim video, work with

audio and to export video project, he or she will be able to work competitively in the Multimedia

world under non-directive supervision.

350 | P a g e



Color theory

MMDSW501






Elements of competency Performance criteria

1. Import and manage media files 1.1 Proper arrangement of media files on storage devices 1.2 Right importation of media files 1.3 Right creation of tracks & timeline

2. Trim video 2.1 Appropriate insertion of media files on the timeline 2.2 Efficient creation of rough-cut 2.3 Suitable application of transitions and effects 2.4 Right management of titles 2.5 Proper performance of clips synchronization and

multicamera editing techniques 2.6 Adequate manipulation of clips speed and

stabilization 2.7 Proper application of color correction and color

grading techniques

3. Work with audio 3.1 Proper adjustment of audio 3.2 Appropriate removal of unwanted sound 3.3 Correct mixing of music and soundtrack

4. Export video project

1.1 Proper video file naming and appropriate file location 1.2 Appropriate choice of the video formats and codecs 1.3 Proper saving and sharing of the project

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LU 1:Import and manage media files

1

Learning Outcomes:

1. Arrange media files on storage devices 2. Import media files 3. Create tracks and timeline

10 Hours

Learning Outcome 1.1:Arrange media files on storage devices

The drive formats and requirements Drives formatting

NTFS EXFAT FAT 32 Mac OS journaled

Safe Storage Drive status Backup

File and folder management Creation of folders and

subfolders Naming Convention Filename Details

o Brainstorming on physical drives

o Research on drives specifications

o Group discussion on file structure


- Books

- Internet

- Handout notes

- Drives

- Computer

- Video tutorials

- Video editing

software

Content Learning

activities

Resources

352 | P a g e





Written

Oral

Performance

Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Observation checklist

Checklist Score

Yes No

Indicator: The drive formats are performed and requirements met

Drives formatting

Safe Storage

Indicator: File and folder management is done

Folders creation

Subfolders creation

Naming Convention

Filename Details

Observation


Proper arrangement of media files on storage devices

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Learning Outcome 1.2: Import media files

Common steps in importing files

Introduction to editing

software

Interface

Workflow

Compatibility with

other software

Open editing software

Locate media files on

storage devices

Creation of Media Bins/Events

Filename details

Arrangement of

bins/events

o Group discussion on Bins/Events creation

o Demonstration of file naming, opening software and media location


- Books - Internet - Computer - Hand-out notes - Video editing software





Written

Oral

Performance


Content Learning

activities

Resources


Right importation of media files

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Checklist Score

Yes No

Indicator: Common steps in importing files are identified

Introduction to editing software

Open editing software

Location of media files on storage devices

Indicator: Media Bins/Events are created

Filename details

Arrangement of bins/events

Observation

Learning Outcome 1.3: Create tracks and timeline

Timeline management Project settings Timeline creation

Audio/Video tracks management Adding audio tracks Adding video tracks

o Demonstration on

project settings,

timeline creation and

tracks management


- Books

- Internet

- Handout notes

- Computer

- Video editing

software

- Video tutorials




Content Learning

activities

Resources


Right creation of tracks andtimeline

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Written

Oral

Performance


Checklist Score

Yes No

Indicator: Timeline is managed

Project settings

Timeline creation

Indicator: Audio/Video tracks are managed

Adding audio tracks

Adding video tracks

Observation

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LU 2:Trim video

2

Learning Outcomes:

1. Insert media files on timeline

2. Create rough-cut

3. Apply transitions and effects

4. Manage titles

5. Perform clips synchronization and multicamera editing techniques

6. Manipulate clips speed

7. Apply color correction and color grading techniques

55 Hours

Learning Outcome 2.1:Insert media files on timeline

Dragging clips to the timeline Dragging the whole clip

Managing source panel

Drag video only Drag audio only Mark In/Out Add/Remove markers

Shortcuts keys

o Demonstration on

dragging clips to the

timeline


o Performance of dragging

- Books - Internet - Handout notes - Computer - Video editing software - Video editing keyboard - Headphone/Audio

monitor




Content Learning

activities

Resources


Appropriate insertion of media files on the timeline

357 | P a g e


Written

Oral

Performance


Checklist Score

Yes No

Indicator: Clips are dragged on the timeline

Dragging the whole clip

Managing source panel

Use of shortcuts keys

Observation

Learning Outcome 2.2: Create rough-cut

Creation of logic sequence referring to the script Rhythm Chronology Continuity

Use of editing tools Selection tool Razor/Blade Pen tool Hand tool Ripple tool Zoom tool

Adding B-rolls

Adding Intro and Outro templates

Adding background Chroma key Use of background

presets

o Group discussion on script, B-rolls and Intros/Outros

o Demonstration of usage of video editing tools

o Practical exercises on video editing

o Watch video tutorials o Watch and analyze videos

already produced

- Internet - Books - Handout notes - Computer - DVDs - Video tutorials - Video editing software - Headphone/Audio

monitor

Content Learning

activities

Resources

358 | P a g e





Written

Oral

Performance

Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation Checklist

Checklist Score

Yes No

Indicator: logic sequence is created referring to the script

Rhythm

Chronology

Continuity

Indicator: Editing tools are used

Selection tool

Razor/Blade

Pen tool

Hand tool

Ripple tool

Zoom tool

Indicator: B-rolls are added

video produced with B-rolls

Indicator: Intro and outro templates are added

video produced with Intro and Outro templates

Indicator: Background are added

Chroma key

Background presets

Observation


Efficient creation of rough-cut

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Learning Outcome 2.3:Apply transitions and effects

Activation of effects panel

Selection of transitions/effects Audio/Video

transitions

Audio/Video effects

Management of effects panel Motion

Opacity

Volume

Time remapping

Curves

Vignette

Colors

o Demonstration on

transition/effect selection

o Demonstration on effects

panel

o Brainstorming on effects

and transitions selection

o Practical Exercises on

effects and transitions

usage


o Watch and analyze videos

already produced

- Books

- Internet

- Handout notes - Computer - Video editing software - Video tutorials - Headphone/Audio

monitor




.


Written

Oral

Performance


Content Learning

activities

Resources


Suitable application of transitions and effects

360 | P a g e

Checklist Score

Yes No

Indicator: Effects panel is activated

Visualization of Effects panel

Indicator: Transitions/effects are selected

Audio/Video transitions

Audio/Video effects

Indicator: Effects panel is Managed

Motion

Opacity

Volume

Time remapping

Curves

Vignette

Colors

Observation

Learning Outcome 2.4: Manage titles

Create titles Fonts selection

Colors

Background color Foreground color Stroke

Title transformation

Opacity Position Scale

Import/Export titles

Addition of titles on timeline Title duration

Add effects/transitions

o Demonstration on titles

creation

o Demonstration on title

transition/effect

application

o Demonstration on

effects panel

o Brainstorming on

effects and transitions

selection

o Exercises on titles

creation and

manipulation


o Watch and analyze

videos already

produced

- Books

- Internet

- Handout notes - Computer - Video editing

Software - Video tutorials - Sample of a well

done Video - Headphone/Audio

monitor

Content Learning

activities

Resources

361 | P a g e





Written

Oral

Performance


Checklist Score

Yes No

Indicator: titlesare created

Fonts selection

Colors

Title transformation

Indicator: Titles are imported/exported

Indicator: Titles areadded on timeline

Title duration

Add effects/transitions

Observation


Right management of titles

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Learning Outcome 2.5: Perform clips synchronization and multicamera editing techniques

Clips synchronization Choosing the clips for

synchronization

Management of the

synchronization window

Multicamera editing Creation of multicamera

clips

Organization of clips within each angle

Synchronization the angles using common sync points

Editing and switching of

camera angles

o Demonstration on clips

synchronization

o Demonstration on

synchronization window

management

o Demonstration on

multicamera editing


o Watch and analyze

videos already

produced

- Books

- Internet

- Handout notes - Computer - Video editing

software - Video Tutorials - Sample of a well

done Video - Headphone/Audio

monitor





Written

Oral

Performance


Content Learning

activities

Resources


Proper performance of clips synchronization and multicamera editing techniques

363 | P a g e

Checklist Score

Yes No

Indicator: Clips synchronization is performed

Choosing the clips for synchronization

Management of the synchronization window

Indicator: Multicamera editing is performed

Creation of multicamera clips

Editing and Switching of camera angles

Observation

Learning Outcome 2.6: Manipulate clips speed and stabilization

Creation of speed changes on clips Fast/Slow the clips

Animation and key frames

Adding, navigating, and setting key frames

Moving and copying key frames

Controlling effect changes using key frame interpolation

Stabilization of shaky footages Stabilization with editing

software presets

Warp stabilizer Activation of

stabilization Stabilization with third party

software or plug-in

o Demonstration on

speeding clips

o Demonstration on

animation and key

frames

o Demonstration on clips

stabilization


o Watch and analyze

videos already

produced

- Books

- Internet

- Handout notes

- Computer

- Video editing

software

- Video Tutorials

- Sample of a well

done Video

- Third party software

or plug-in

- Headphone/Audio

monitor

Content Learning

activities

Resources

364 | P a g e





Written

Oral

Performance


Checklist Score

Yes No

Indicator: speed changes on clips are created

Fast/Slow the clips

Animation and key frames

Indicator: shaky footages are stabilized

Stabilization with editing software presets

Stabilization with third party software or plugin

Observation


Adequate manipulation of clips speed and stabilization

365 | P a g e

Learning Outcome 2.7: Apply color correction and color grading techniques

Management of white balance Temperature Tint

Manipulation of color tone Exposure Contrast Highlights Shadows Whites Blacks

Manipulation of color wheels Shadows Midtones Highlights

Manipulation of Color curves RGB curves Hue Saturation curves

Application of vignette Amount management Midpoint management Roundness management Feather management

Use of third party software

o Demonstration on

white balance, Color

tone, color wheels,

color curves and

vignette


o Watch and analyze

videos already

produced

- Books

- Internet

- Handout notes

- Computer

- Video editing

softwares

- Color correction

softwares/plugins

- Headphone/Audio

monitor




Content Learning

activities

Resources


Proper application of color correction and color grading techniques

366 | P a g e


Written

Oral

Performance


Checklist Score

Yes No

Indicator: White balance is managed

Temperature

Tint

Indicator: color tone is manipulated

Contrast

Exposure

Highlights

Shadows

Whites

Blacks

Indicator: color wheels is manipulated

Shadows

Midtones

Highlights

Indicator: Color curves is manipulated

RGB curves

Hue Saturation curves

Indicator: Vignette is applied

Amount management

Midpoint management

Roundness management

Feather management

Indicator: Third party softwares are used

Observation

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LU 3:Work with audio

3

Learning Outcomes:

1. Adjust audio

2. Remove unwanted sound

3. Mix music and soundtrack

10 Hours

Learning Outcome 3.1: Adjust audio

Adjustment of amplitude Adjusting volume in the

effect control panel Adjusting the volume using

the timeline Adjusting volume using

key frames Adjusting audio gain

Adjustment of audio effects and transitions Application and

adjustment of audio effects

Activation of audio effects panel

Choice of the right effect

Application of the effect

Application and adjustment of audio transitions

Activation of audio transitions panel

o Demonstration on

amplitude adjustment

o Demonstration on audio

effects adjustments



already produced


choosing the right effects

- Books

- Internet

- Handout notes

- Computer

- Video editing

softwares

- Video tutorials

- Audio Editing

softwares

- Audio recorder

- Headphone/Audio

monitor


368 | P a g e

Choice of the right transition

Application of the transition





Written

Oral

Performance


Checklist Score

Yes No

Indicator: Amplitude is adjusted

Adjusting volume in the effect control panel

Adjusting the volume using the timeline

Adjusting volume using key frames

Adjusting audio gain

Indicator: Adjustment of audio effects and transitions

Application and adjustment of audio effects

Application and adjustment of audio transitions

Observation


Proper adjustment of audio

369 | P a g e

Learning Outcome 3.2:Remove unwanted sound

Audio tracks editing Addition /Removal

of audio tracks Use of editing tools

Audio Cleaning Noise and echoes

Removal Audio channels

management Use of effects


tracks editing


cleaning



already produced

o Practical exercises on audio

removing unwanted sounds

- Books

- Internet

- Handout notes

- Computer

- Video editing

softwares

- Video tutorials

- Audio editing

softwares

- Headphone/Audio

monitor



performance criterionhas been achieved.


Written

Oral

Performance




Appropriate removal of unwanted sound

370 | P a g e

Checklist Score

Yes No

Indicator: Audio tracks are Editing

Addition/Removal of audio tracks

Use of editing tools

Indicator: Audio is cleaned

Noise and echoes Removal

Observation

Learning Outcome 3.3: Mix music and soundtracks

Addition of music to the timeline Use of editing

tools Synchronization of

music with action

Mixing soundtracks

o Demonstration on soundtracks mixing

o Watch video tutorials o Watch and analyze

videos already produced o Practical exercises on

music and soundtracks mixing

- Books

- Internet

- Handout notes

- Computer

- Video editing softwares

- Audio editing softwares

- Headphone/Audio

monitor




Content Learning

activities

Resources


Correct mixing of music and soundtracks

371 | P a g e


Written

Oral

Performance


Checklist Score

Yes No

Indicator: Music is added to the timeline


Synchronization of music with action

Indicator: soundtracks are mixed

Observation

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LU 4:Export project

4

Learning Outcomes:

1. Name files and choose file location

2. Choose the formats and codec settings

3. Save and share the project

15 Hours

Learning Outcome 4.1: Name files and choose file location

File structure

File name File location File naming

convention

o Demonstration on how to

name files and choose the

file location



naming files and choosing

the file location

- Books

- Internet

- Handout notes

- Computer

- video tutorials

- video editing software







Proper video file naming and appropriate file location

373 | P a g e

Written

Oral

Performance


Checklist Score

Yes No

Indicator: File structure is created

File name

File location

File naming convention

Observation

Learning Outcome 4.2: choose the video formats and codecs

Video formats MOV AVI MP4 FLV WMV MKV

Video Codecs MPEG MPEG-1 MPEG-2 MPEG-4 (H.264) DivX XviD X264 ProRes 4:4:4 ProRes 4:2:2


use video formats


use codecs



choosing of the formats and

codec settings

- Books

- Internet

- Handout notes

- Video editing

softwares

- Video converter

software

- Computer



374 | P a g e


performance criterion has been achieved


Written

Oral

Performance

Product


Checklist Score

Yes No

Indicator: video formats is Determined

MOV

AVI

MP4

FLV

WMV

MKV

Indicator: codecs are used

MPEG

MPEG-1

MPEG-2

MPEG-4 (H.264)

DivX

XviD

X264

ProRes 4:4:4

ProRes 4:2:2

Observation

Learning Outcome 4.3: Save and share the project


Appropriate choice of the video formats and codec

375 | P a g e

saving and sharing option Saving on the storage

devices Optical Drive External Hard

Drive Cloud Storage

Identification of video playing devices

Saving online video format

o Demonstration saving and sharing option

o Brainstorming on sharing option

o Watch video tutorials o practical exercises onsaving

and sharing the project

- Books

- Internet

- Handout notes

- Video editing softwares

- Computer

- Video tutorials





Written

Oral

Performance


Checklist Score

Yes No

Indicator: project saving and sharing is done

Saving on the storage device

Identification of video playing devices

Saving online video format

Observation



Proper saving and sharing of the project

376 | P a g e



Kigali Motion is a well-reputed Film production company in Rwanda and it is known in different films such as 1 day in Kigali, The real Rwanda and many more. Unfortunately all those produced films are not recognized on international level due to the quality of production. Next year Kigali Motion is planning to attend an international film festival in New York where they will be presenting a film that will be called “Golden wisdom behind our ancestors” and the shooting is already done. Kigali Motion is required to produce a trailer of their project before attending the international film festival and upload online. As multimedia technician you are given a chance to edit the project and produce a 3 min trailer. After the job you must provide an HD MP4 video to be uploaded on online, The editing must be done in 6 hours.

- Computer - Video editing

software - Speakers - Headset - Internet - Audio editing

software.

377 | P a g e


Checklist Score

Yes No

Indicator:Arrangement of media files on storage devices is done

Format drivers

File and folder management

Indicator: Media files are imported

Importing files using common steps

Creation of Media Bins/Events

Indicator: Create tracks and timeline

Timeline is managed

Audio/Video tracks management

Indicator: Media files on timeline are inserted

Dragging clips to the timeline

Indicator: Rough-cut are created

Creation of logic sequence referring to the script


Indicator: Transitions and effects are applied

Activation of effects panel

Selection of transitions/effects

Management of effects panel

Apply transitions and effects

Indicator:Titles are managed

Create titles

Import/Export titles

Addition of titles on timeline

Indicator: Clips synchronization is performed Choosing the clips for synchronization

Management of the synchronization window

Indicator: Clips speed is manipulated and stabilized

Creation of speed changes on clips

Stabilization of shaky footages

Indicator:Color correction and color grading techniques are applied

Management of White balance

Manipulation of color tone

Manipulation of color wheels

Manipulation of Color curves

Application of vignette

Use of third party software

Indicator:Audio is adjust Adjustment of amplitude

Adjustment of audio effects and transitions

378 | P a g e

Indicator: Unwanted sound are removed

Audio tracks editing

Audio Cleaning

Indicator: Music and soundtracks are mixed

Addition of music to the timeline

Mixing soundtracks

Indicator:Name files and choose file location is done

File name

File location


Indicator: video formats and codecs are choosen

Video formats

Video Codecs

Indicator: The project is saved and shared

Saving on the storage device

Saving video online format

Observation


Checklist Score

Yes No

Indicator: Content of the film is structured

Best moment of the film

Rhythm

Music

Indicator: Video coding and sharing are done

MP4

HD

Online video format

Observation

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Checklist Score

Yes No

Indicator: Time is respected: 6 hrs.

Indicator: The size is respected

3 min

Observation

Reference books:

1. Carucci, J. (2013). Digital SLR Video and Filmmaking for Dummies. Hoboken, New Jersey: John

wiley & sons, Inc.

2. Education, M.-H., & McGrath, P. (2002). Editing Digital Video. McGraw-Hill Education TAB.

3. Scoppettuolo, D., & Saccone, P. (2018). The Definitive Guide to DaVinci Resolve 15. Blackmagic

Design.

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M M D S S 5 0 1 - SOUND REINFORCEMENT SYSTEM

MMDSS501 Setup Sound System


Credits: 8 80

Sector: ICT



Purpose statement

This module is intended to the learner pursuing TVET certificate V in Multimedia. At the

end of this module the learner will be able to design sound, identify audio equipment and

cables, and connect the sound reinforcement system, Configure digital audio

components. He or she will be able to work competitively in the multimedia world under

non-directive supervision.

381 | P a g e









1. Design sound 1.1 Correct classificationof the sound waves properties 1.2 Right distinction of tone characteristics 1.3 Efficient identification of audio sampling

2. Identify audio equipment and cables

2.1 Proper identification of audio terms and equipment 2.2 Correct differentiation of audio cables and connectors 2.3 Convenient classification of audio transducers

3. Connect the sound reinforcement system

3.1. Adequate selection of audio equipment and the

location preparation

3.2. Right connection of audio devices

3.3. Proper application of audio mixing and amplification

382 | P a g e

LU 1:Design sound

1

Learning Outcomes:

1. Classify the sound waves properties 2. Distinguish tone characteristics 3. Identify audio sampling

20 Hours

Learning Outcome1.1: Classify the sound waves properties

Sound nature Hearing levels

Symbolic level Aesthetic levels Warning levels Primitive levels

Sound waves Disturbance and

variation Particle motion and

wave motion Types of sounds

waves

Waves properties Amplitude Wavelength Frequency Period Speed of sound

o Brainstorming onthreshold of hearing

o Group discussion on classification of sound waves

o Documentation research on nature of the sound waves characteristics

- Books

- Internet

- Handout notes

- Video tutorials

- Headsets/Audio monitor

- PA Equipment


383 | P a g e





Written

Oral


Checklist Score

Yes No

Indicator: Sound nature is described

Symbolic level

Aesthetic levels

Warning levels

Primitive levels

Indicator: Sound waves are described

Disturbance and variation

Particle motion and wave motion

Types of sound waves

Indicator: Waves properties are determined

Amplitude and wavelength

Frequency, period and pitch

Speed of sound

Observation


Correct classification of the sound waves properties

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Learning Outcome 1.2: Distinguish tone characteristics

Sound timbre o Pitch

o Loudness

o quality

Tone characteristics o Harmonic content

harmonics overtones

o Dynamic characteristics

vibrato attack decay

o Brainstorming on physical

characteristics the sound


distinguishable

characteristics of different

music instruments


analysis of different tones


analysis of distinguishable

characteristics of a tone

- Books

- Visual aids

- Internet

- Computer

- Hand-out notes

- Video tutorials

- Headsets/Audio

monitor

- PA Equipment





Written

Oral

Performance


Content Learning

activities

Resources


Right distinction of tone characteristics

385 | P a g e

Checklist Score

Yes No

Indicator: Sound timbre is described

Tone Pitch

Tone loudness

Tone quality

Indicator: Tone characteristics are described

Harmonic content of a sound

Dynamic characteristics of a sound

Observation

Learning Outcome 1.3:Identify audio sampling

Audio formats Studio masters Lossless formats Lossy formats

Sampling Sample value Sample rates sampler

Audio channels monophonic stereophonic polyphonic

o Documentation research and video presentation on audio compression

o Group discussion on conversion of sound

o Documentation research on different audio channels

- Books

- Visual aids

- Internet

- Computer

- Hand-out notes

- Video tutorials

- Headsets/Audio

monitor

- PA Equipment



performance criterion has been achieved

Content Learning

activities

Resources


Efficient identification of audio sampling

386 | P a g e


Written

Oral

Performance


Checklist Score

Yes No

Indicator: Audio formats are classified

Studio Masters

Lossless Formats

Loss Formats

Indicator: Sampling is described

Sample Value

Sample Rates

Sampler

Indicator: Audio channels are categorized

Monophonic

Stereophonic

Polyphonic

Observation

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LU 2:Identify audio equipment and cables

2

Learning Outcomes:

1. Identify audio terms and equipment

2. Describe audio cables and connectors

3. Classify audio transducers

20 Hours

Learning Outcome 2.1: Identify audio terms and equipment

Audio equipment List audio equipment Categories Classification Application

Audio terminologies Audio slugs Technical terms

o Description of different

audio equipment

o Group discussion on audio

equipment categorization

o Group discussion on audio

slugs and technical terms


- Books

- Internet

- Handout notes

- COMPUTER






Proper identification of audio terms and equipment

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Written

Oral


Checklist Score

Yes No

Indicator: Audio equipment is described

List audio equipment

Categories

Classification

Application

Indicator: Audio terminology

Audio slugs

Audio terms

Observation

Learning Outcome 2.2: Describe audio cables and connectors

Types of audio cables Cable types

Mic cable Snake Guitar chord Speaker cable Patch chord

Cable construction Cable jacket shield Insulation Hot conductor Cold conductor

Audio Connectors and jacks

o Demonstration exercises of cable construction

o Group discussion on the classification of the cables and jacks

o Demonstration of audio cables, jacks and connectors


- Books

- Internet

- Handout notes

- Audio

equipment

- Cables

- Computer

- Video tutorials

- Screw driver

Audio kit


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Unbalanced connection types

TS (tip-sleeve) RCA

Balanced connection types

XLR TRS (Tip-Ring-

Sleeve)





Written

Oral

Performance


Checklist Score

Yes No

Indicator: Types of audio cables are categorized

Cable Construction

Cable types

Indicator:Audio Connectors and jacks are described

Unbalanced connection

Balanced connection

Observation


Correct differentiation of audio cables and connectors

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Learning Outcome 2.3: Classify audio transducers

Input Transducers Microphones Microphones types

Internal configuration External configuration Polar pattern

Output Transducers Speakers Loudspeakers Types

Full-range drivers Subwoofer Woofer Mid-range driver Tweeter Coaxial drivers Horn loudspeakers

o Demonstration on configuration of audio transducers devices

o Group Exercises on audio transducers devices

o Exercises on configuration audio transducers devices


- Books

- Internet

- Handout notes

- Audio equipment

- Cables

- Computer

- Video tutorials

- PA Equipment - Headset/Audio

Monitor





Written

Oral

Performance




Convenient classification of audio transducers

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Checklist

Score

Yes No

Indicator: Input transducers are described

Microphones

Microphones types

Indicator: Output Transducers are described

Speakers

Loudspeakers Types

Observation

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LU 3:Connect the sound reinforcement system

3

Learning Outcomes:

1. Select audio equipment and prepare the location

2. Connect audio devices with right cables

3. Apply audio mixing and amplification

40 Hours

Learning Outcome 3.1: Select audio equipment andpreparethe location

Location scouting Sound location environment

Area coverage Stage monitoring Indoor and outdoor Reflexivity

Audio scenarios Budgeting Component comparing and

selection


sound environment

o Practical Exercises on

stage monitoring


audio system budgeting

o Video tutorials on

scenario equipment

selection

- Books

- Internet

- Handout notes

- Computer

- Video tutorials

- PA Equipment

- Headset/Audio

monitor




Content Learning

activities

Resources


Adequate selection of audio equipment and the location preparation

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Written

Oral

Performance


Checklist Score

Yes No

Indicator: Location scouting is done

Sound location environment

Indicator: Audio scenarios are analyzed

Budgeting

Component comparing and selection

Observation

Learning Outcome 3.2:Connect audio devices

Mixer description Application Mixers parts

Audio jack and ports Knobs and sliders

Audio devices Installation Prepare system

Schema Speaker setup

Cabling connecting mixer with

external transducers

o Demonstration of the mixing

console parts and application

o Group exercise on set up and

connection of the sound system


- Books

- Internet

- Handout notes

- Video tutorials

- PA Equipment

- Headset/Audio

monitor

- Computer

- Pen/Notebook

- Drawing

software

Content Learning

activities

Resources

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Written

Oral

Performance


Checklist Score

Yes No

Indicator: Mixer is described

Application

Mixers parts

Indicator: Audio devices are Installed

Prepare system Schema

Speaker setup

Indicator: Cabling

connecting mixer with external transducers

Observation


Right connection of audio devices with right cables.

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Learning Outcome 3.3: apply audio mixing and amplification

Mixer channel strip signal flow Source audio Insert Gain EQ Send pre-fader Solo &mute Fader Send Post-fader Pan Amplification Output

Digital audio components Configuration Drivers installation Digital audio mixer

and configuration

o Description of application of audio mixing

o Demonstration of mixing consoles parts

o Demonstration of channel strip signal flow

o Group Exercises on the control of the signal flow


- Books

- Internet

- Handout notes

- Routers

- Switches

- Video tutorials

- PA Equipment

- Headset/Audio monitor

- Computer

- Pen/Notebook

- Drawing software





Written

Oral

Performance


Content Learning

activities

Resources


Proper application of audio mixing and amplification

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Checklist Score

Yes No

Indicator: Mixer channel strip signal flow are described

Source audio

Insert

Gain

EQ

Send pre-fader

Solo &mute

Fader

Send Post-fader

Pan

Amplification

Output

Indicator: Digital audio components configuration isdone

Drivers installation

Digital audio workstation installation

Observation

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COLABO STUDIO is a registered company located at Kabuye, Byumba sector in Kayumbu village, which provides sound system for the national and international events in Rwanda. The ministry of Foreign affairs always prepares an annual event called “Come again” The event manager in that Ministry contacted COLABO STUDIO and requested them to install the sound system in the event;last year they failed as the microphone was cutting off during the speech of guest of Honor even the background music were cut off. That failure caused them to get half payment. This year, COLABO STUDIO is getting a similar contract in REB located at Kabeza. Therefore, in order to avoid any other kind of penalty, COLABO STUDIO is looking for a competent multimedia technician.

From this information you have to analyze the site, select all audio

equipment and cables, set and install the sound system, connect and

configure digital audio components within 5 hours in the REB garden at

Kabeza.

- Mixers

- Speakers

- Microphones

- Receiver

- tripod

- Audio cables

- XLR cables

- Jack cables

- Books

- Internet


Checklist Score

Yes No

Indicator: Audio terms and equipment identification is well done

Audio Terminology

Audio Equipment

Indicator: Differentiation of audio cables and connectors is well done

Calculation of the equipment to be used

Select audio cables

Select audio connectors and jacks

Measurement of the cables to be used

Indicator: Classification of audio transducers is well done

Input transducers

Output transducers

Location scouting

Indicator: interconnection of audio devices, audio cables and connectors is well done

Connection of input transducers

Connection of output transducers

Connection of loudspeakers

Installation of mixer

Connection of power cables

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Indicator: Selection of audio equipment and preparation of location are well done

Location scouting are checked

Audio scenarios are analyzed

Indicator: Connection of audio devices is well done

Mixer description and Installed

Audio devices Installation

Cabling Is done

Indicator: Audio mixing and amplification is well done

Mixer channel strip signal flow

Configure digital audio components

Observation


Checklist Score

Yes No

Indicator: Audio equipment are well selected

Good Selection of audio Connectors and jacks

right measurement of the used cables

Indicator: Area coverage is well assessed

Location scouting is well done

Calculation of the equipment to be used well done

Measurement of the cables well done

Indicator: Signal flow well checked

Audio devices interconnection is well done

Batteries well measured

Microphone well check

Connection well arranged

Audio mixing and amplification well done

Observation

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Checklist Score

Yes No

Indicator: Time is respected:5h

Indicator:Size is respected

Garden

Observation

References Davis , G., & JONES, R. (1987). The sound reinforcement handbook. (2, Ed.)

Paul, S. (n.d.). The Home Studio: The Basics of Recording & Mixing Kindle Edition. Amazon Media

EU S.à r.l.

White, P. (19 Jun 2014). The SOS Guide to Live Sound: Optimising Your Band's Live-Performance

Audio. (2, Ed.) Routledge.

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M M D A P 5 0 1 - AUDIO PRODUCTION

MMDAP501 Produce Audio


Credits: 11 110

Sector: ICT



Purpose statement

This module is intended to the learner pursuing TVET certificate V in Multimedia.At the end of this module the learner will be able to apply the basic principles of the art and science of sound production and design. The students will gain hands-on experience in field of sound recording, sound effects gathering, scoring, digital audio editing and mixing with non-direct supervision

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Basic skills on the sound system setup








1. Record Sound 1.1 Right setup of digital voice recorder and audio interfaces

1.2 Adequate configuration of digital recorder and digital audio workstation

1.3 Proper application of single and multitrack recording

2. Edit Audio

2.1 Proper adjustment of the standard waveform audio 2.2 Convenient application of audio effects 2.3 Proper editing of multitrack sessions

3. Master audio mix 3.1 Proper analysis and diagnosis of the mix 3.2 Adequate application of dynamic processing /

compression 3.3 Proper integration of audio and output

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LU 1:Record Sound

1

Learning Outcomes:

1. Setup digital voice recorder and digital audio interface

2. Configure digital recorder and digital audio workstation

3. Apply single and multitrack recording

30 Hours

Learning Outcome 1.1: Setup digital voice recorder and digital audio interface

Voice recorded hardware setup Installation of the

digital recorder to the computer

Installation audio interfaces to the computer

Setup memory card

o Brainstorming on physical

connection of digital voice

recorder

o Practical exercises on audio

devices connection

o Documentation research on

modern audio recorders and

interfaces

- Books

- Internet

- Handout notes

- Video tutorials

- Digital voice recorder

- computer




Content Learning

activities

Resources


Right setup of digital voice recorder and audio interfaces

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Written

Oral

performance


Checklist Score

Yes No

Indicator:Audio hardware are well Connected

Installation of the digital recorder to the computer

Installation audio interfaces to the computer

Setup memory card

Observation

Learning Outcome 1.2: Configure digital recorder and digital audio workstation

Installation and configuration of the audio hardware drivers Driver installation Hardware setup

Configuration of the audio device hardware with the digital audio workstations Audio hardware setup

Input Output Master clock Latency


installation steps o Practical exercises on drivers

installation and setup o Further research on internet

- Books

- Internet

- Handout notes

- Video tutorials

- Digital voice

recorder

- computer


Content Learning

activities

Resources

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Written

Oral

Performance


Checklist Score

Yes No

Indicator: Audio hardwaredrivers are well Installed and configured

Driver installation

Hardware setup

Indicator: Audio devices hardware is configured with the digital audio workstations

Audio hardware setup

Observation

Learning Outcome 1.3: Apply single and multitrack recording

Creation of audio recording track Audio single track

Multitrack editing Multitrack session Track controls Multitrack mixer

o Demonstration on creating

audio track


o Brainstorming on single,

multitrack and MIDI track

- Books

- Internet

- Handout notes

- Video tutorials

- Digital voice recorder

- Computer

- Audio editing software

Content Learning

activities

Resources


Adequate configuration of digital recorder and digital audio workstation

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Written

Oral

Performance

Product


Checklist Score

Yes No

Indicator: Audio recording track is created

Audio single track

Indicator: The multitrack is well edited

Multitrack session

Track controls

Multitrack mixer

Observation


Proper application of single and multitrack recording

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LU 2:Edit Audio

2

Learning Outcomes:

1. Adjust the standard waveform audio

2. Apply audio effects

3. Edit multitrack sessions

65 Hours

Learning Outcome 2.1: Adjust the standard waveform audio

Waveform adjustments Audio level Audio level

normalization Fades Clipboard and

mix paste

o Practical exercises on waveform adjustment

o Documentation research o Brainstoming on

Waveform standards

- Books

- Internet

- Handout notes

- Video tutorials

- Audio editing software

- computer




Content Learning

activities

Resources


Proper adjustment of the standard waveform audio

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Written

Oral

Performance


Checklist Score

Yes No

Indictor: Audio waveform is adjusted

Audio level

Audio level normalization

Fades

Clipboard and mix paste

Observation

Learning Outcome 2.2: Apply audio effects

Audio clean up Frequency display clean up Noise reduction Sound removal

Special effects Adjust pitch Pitch correction Access plugins Compression Modulation Filter and EQ Reverb Echo and delay

o Ear listening exercises o Practical exercises on

audio effect application Internet research

- Books - Internet - Handout notes - Video tutorials - Audio editing

software - Computer - Headset/audio

monitor

Content Learning

activities

Resources

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Written

Oral

Performance


Checklist Score

Yes No

Indicator: audio cleanup is applied

Frequency display clean up

Noise reduction

Sound removal

Indicator: Special effect are added

Pitch adjustment

Pitch correction

Plugins

Compression

Modulation

Filter and EQ

Reverb

Echo and delay

Observation


Convenient application of audio effects

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Learning Outcome 2.3: Edit multitrack sessions

Multitrack session control Multitrack view Track color Multitrack tools Track routing Audio levels matching

and adjustment Group clips Fades Filter and EQ

Multitrack special effect application Reverb and delay Compression Preset and favorites Automation for mixer

o Ear listening exercises o Practical exercises on creating

and manage the multitrack session

o Practical exercises on applying special effect to multitrack

o Documentation research o Use of tutorials



monitor





Written

Oral

Performance


Content Learning

activities

Resources


Proper editing of multitrack sessions

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Checklist Score

Yes No

Indicator: Multitrack session is properly controlled

Multitrack view

Track color

Multitrack tools

Track routing

Audio levels matching and adjustments

Group clips

Fades

Filter and EQ

Indicator: Multitrack special effects are added

Apply reverb and delay

Add compression

Use preset and favorites

Observation

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LU 3:Master audio mix

3

Learning Outcomes:

1. Analyze and diagnose the mix

2. Apply dynamic processing / compression

3. Integrate audio and output

15 Hours

Learning Outcome 3.1: Analyze and diagnose the mix

Analyze the mix structure

Critical listening/cookie

cutter

Mix reference with

multiple sources

Mix adjustment

Mix balance and tonality

Clarity and energy

o Ear listening practice

o Brainstorm on analysis and

diagnosis steps

o Brainstorming on critical

listening

o Practical exercise on mix

adjustment

o Documentation research/

tutorials

- Books

- Internet

- Handout notes

- Video tutorials

- Audio editing

software

- Computer

- Headset/audio

monitor




Content Learning

activities

Resources


Proper analysis and diagnosis of the mix

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Written

Oral

Performance


Checklist Score

Yes No

Indicator: The mix structure is applied

Critical listening/cookie cutter

Mix reference with multiple sources

Indicator : The mix is adjusted

Mix balance and tonality

Clarity and energy

Observation

Learning Outcome 3.2: Apply dynamic processing

Compressors/limiter/gate

Threshold Ratio Attack and release Soft and hard knees Peak vs RMS sensing Stereo linking

Filter and EQ

Shelving EQ Low pass Low cut

Graphic equalizer Parametric equalizer

o Brainstorm on low cut and low pass filter

o Practical exercise on dynamic processing

o Documentation research/ tutorials



monitor

Content Learning

activities

Resources

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Written

Oral

Performance


Checklist Score

Yes No

Indicator: Compressors/limiter/gate are adjusted

Threshold

Ratio

Attack and release

Soft and hard knees

Peak vs RMS sensing

Stereo linking

Indicator: Filter and EQ are edited

Shelving EQ

Graphic equalizer

Parametric equalizer

Observation


Adequate application of dynamic processing / compression

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Learning Outcome 3.3: Integrate audio and output

Apply Mix down Stereo Mono Surround

Export multitrack mix down File naming convention Location Format

Uncompressed audio formats/studio masters

Lossless audio formats Lossy audio formats

Sample rate and bit rate Mixdown option

o Brainstorming on file and file naming convention

o Practical Exercises on file naming convention




monitor





Written

Oral

Performance

Product


Content Learning

activities

Resources


Proper integration of audio and output

https://en.wikipedia.org/wiki/Lossy_data_compression

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Checklist Score

Yes No

Indicator: Mix down is applied

Stereo

Mono

Surround

Mixdown option

Indicator: Multitrack mix down is exported


Location

Format

Sample rate and bit rate

Observation

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STAR STUDIO is a private company which is located at Ubumwe village

in Kiyovu, that studio provides the services including audio songs, audio

jingle and audio for Documentationfilm.

Ineza Radio joined the Star studio and requested a service of producing

an audio documentary. After recording and providing the audio

documentary, Ineza Radio has criticized the product that was not good

in standardized way.

Star studio is looking for a multimedia technician who is able to recover

the audio production issues including audio recording, audio editing and

mastering audio Documentationto nice standard. You, as one of

multimedia technicians, are asked to produce that audio

Documentationwithin 5 hours and to save the project to internal and

external hard disk,

- Machine

- Audio software

- Sound controller

- Studio microphone

- Cables

- Monitors (speakers)

- Mixer

- Speaker stands

- Microphone stands

- Internet

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Checklist Score

Yes No

Indicator: Digital voice recorder and digital audio interface are set up

Audio hardware setup

Indicator: Digital recorder and digital audio workstationareconfigured

Installation and configuration of the audio hardware drivers

Configuration of the audio hardware with the Digital audio workstations

Indicator: Single and multitrack recording are applied

Creation of audio recording track

Multitrack editing

Indicator: The standard waveform audio is adjusted

Waveform adjustments

Indicator: audio effects are applied

Audio clean up

Special effects

Indicator: Multitrack sessions are edited

Multitrack session control

Multitrack special effect application

Indicator: The mix is analyzed and diagnosed

Analyze the mix structure

Mix adjustment

Indicator:Dynamic processing is applied

Compressors/limiter/gate

Filter and EQ

Observation

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Checklist Score

Yes No

Indicator: audio Documentationis well done

Audio recording

Audio editing

Audio mastering

Observation


Checklist Score

Yes No


Less than 5 hours

Indicator: Project is well saved

Saving to internal hard disk

Saving to external hard disk

Observation

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Assesment Criterion 4: Safety

Checklist Score

Yes No

Indicator: Workplace environment is prepared

Materials in the right place

Equipment in the right place

Tools in the right place

Fire extinguishers or sand in the working area

Indicator: Tools and equipment are checked

Insulation of cables

Tightens

No damaged equipment or Tools

Observation

References

Davenport, F. G. ( November 8, 2017). Monmouth College: The First Hundred Years, 1853-1953

(Classic Reprint) Paperback ). Forgotten Books .

Hepworth, M. L. (September 1, 2013). Power Tools for Cubase 7: Master Steinberg's Power

Multi-platform Audio Production Software. Hal Leonard Books; Paperback with DVD-ROM

edition.

Nahmani, D. ( April 14, 2010). Apple Pro Training Series: Logic Pro 9 and Logic Express 9.

Peachpit Press; 1 edition (April 14, 2010).

GLOSSARY

Assessment: A process of gathering and judging evidence in order to decide whether a person has

attained a standard of performance.

Assessment criteria: Statements which describe performances and place them in context with sufficient

precision to allow valid and reliable assessment.

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Best practice: Management practices and work processes that lead to outstanding or top-class

performance and provide examples for others.

Competency standard: An industry-determined specification of performance which sets out the skills,

knowledge and attitudes required to operate effectively in employment. Competency standards are made

up of units of competency, which are themselves made up of elements of competency, together with

performance criteria, a range of variables, and an evidence guide.

Competency: means the ability to apply knowledge, skills and personal, social and

methodological skills in the workplace or during learning, as well as in personal and professional

development. This ability or capacity is acquired through leaning, exposure to the tasks and series of

training allowing one to perform specific task autonomously. Reason why in the context of the CBE

Framework competencies are described as responsibility and independence.

Competency-based assessment (or CBA): The gathering and judging of evidence in order to decide

whether a person has achieved a standard of competency.

Complementary competencies: Set of knowledge, skills and attitudes which are not directly linked to a

specific occupation or industry, but which are important for work, education and life in general, such as

communication, mathematics, organizational aptitude, and computer literacy, interpersonal and

analytical competency.

Core modules: Modules leading to competencies’ acquisition that an industry sector has agreed upon as

essential for a person to be accepted as competent at a particular level. All modules may be core, but in

many cases competency at a level will involve core modules plus optional or specialization modules. Core

competencies are normally those central to work in a particular industry.

Credential: Formal certification issued for successful achievement of a defined set of outcomes, e.g.

successful completion of a course in recognition of having achieved particular knowledge, skills or

competencies; successful completion of an apprenticeship or traineeship.

Credit: The acknowledgement that a person has satisfied the requirements of a module.

Curriculum: The specifications for a course or subject (module) which describe all the learning experiences

a learner undergoes, generally including objectives, content, intended learning outcomes, teaching

methodology, recommended or prescribed assessment tasks, assessment exemplars, etc.

Evidence guide: The part of a competency standard which provides a guide to the interpretation and

assessment of the unit of competency, including the aspects which need to be emphasized in assessment,

relationships to other units, and the required evidence of competency.

Flexible delivery: A range of approaches to providing education and training, giving learners greater

choice of when, where and how they learn. Flexible delivery may involve distance education, mixed-mode

delivery, online education, self-paced learning, self-directed learning, etc.

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Formal education: Also formal training education or training provided in educational institutions such as

schools, universities, colleges, etc. or off the job in a workplace, usually involving direction from a teacher

or instructor.

General competencies: competencies correspond to larger operations that go beyond the tasks, but

generally contribute to their implementation. These activities require more fundamental learning and are

generally common to several tasks and transferable to many work situations.

Generic modules: Modules leading to the attainment of complementary competencies.

Informal education: The acquisition of knowledge and skills through experience, reading, social contact,

etc.

Internship: An opportunity for a learner to integrate career related experience by participating in planned,

supervised work.

Key competencies: Any of several generic skills or competencies considered essential for people to

participate effectively in the workforce. Key competencies apply to work generally, rather than being

specific to work in a particular occupation or industry. The following are key areas of competency which

were developed into seven key competencies: collecting, analyzing and organizing information;

communicating ideas and information; planning and organizing activities; working with others and in

teams; using mathematical ideas and techniques; solving problems; and using technology.

Knowledge: means the result of the adoption of information through the learning process.

Knowledge is a set of facts, principles, theories and practices related to area of work or study. In CBE

context lifelong learning knowledge is described as theoretical and / or factual.

Learning outcomes: are statements of what learner knows, understands and can perform, based on

the completion of the learning process, defined by knowledge, skill and competency.

Learning activities: Suggested activities that can be developed during lesson planning and activity

preparation. The choice of learning activities must be tailored according to group size, available material

resources and communication tools.

Learning hours: Amount of hours required to acquire the competency, including the time allocated to

evaluation, which is estimated between 5 and 10% of the total learning time of the competency.

Learning outcomes: Statements that indicate what learners will know or be able to do as a result of a

learning activity. Learning outcomes are usually expressed as knowledge, skills, or attitudes.

Learning unit: Any of the basic building blocks of a module, which describes the key activities or the

elements of the work covered by the module

Module: A unit of training which corresponds to one competency and which can be completed on its own

or linked to others.

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Occupation: The principal business of one’s life.

Performance criteria The part of a competency standard specifying the required level of performance in

terms of a set of outcomes which need to be achieved in order to be deemed competent. It describes the

quality requirements of the result obtained in labor performance.

Qualification: means the formal name for the result of a process of assessment and validation, which is

obtained when a competent body determines that an individual has achieved learning outcomes to the

standards laid down.

Quality assurance: The systems and procedures designed and implemented by an organization to ensure

that its products and services are of a consistent standard and are being continuously improved.

Recognition of prior learning (or RPL): The acknowledgement of a person’s skills and knowledge acquired

through previous training, work or life experience, which may be used to grant status or credit in a subject

or module.

Skills: are the ability to apply knowledge and use the principle of “know how” to perform a specific task

and to solve the problem. In the context of the CBE Framework, skills are defined as cognitive

(involving the use of logical, intuitive and creative thinking), practical (including physical skill and use

of methods, materials, devices and instruments) and social skills (communication and cooperation

skills, emotional intelligence and other).

Specific competencies: Competencies that are directly related to the tasks of the occupation in the

workplace context. They refer to concrete, practical, and focused aspects

Traineeship: A system of vocational training combining off-the-job training at an approved training

provider with on-the-job training and practical work experience. Traineeships generally take one to two

years and are now a part of the New Apprenticeships system.

Unit of competency: A component of a competency standard. A unit of competency is a statement of a

key function or role in a particular job or occupation. See also element of competency, performance

criteria, range of variables.

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RWANDA POLYTECHNIC – RP Kigali-Rwanda Email: [email protected] Web: www.rp.ac.rw P.O. Box 164 Kigali, Rwand


TVET CERTIFICATE V in MULTIMEDIA - mis.rtb.gov.rw

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