TVET CERTIFICATE V In CULINARY ARTS · 2020-01-13 · Vital MUNYURANGABO Chef de Partie KHANA...
Transcript of TVET CERTIFICATE V In CULINARY ARTS · 2020-01-13 · Vital MUNYURANGABO Chef de Partie KHANA...
5
TVET CERTIFICATE V In
CULINARY ARTS
CODE
HOTCUA5001
Kigali November, 2014
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HOTCUA5001-TVET CERTIFICATE V
Culinary Arts
REQF Level 5 CURRICULUM
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© Workforce Development Authority, 2014
Copies available from:
Workforce Development Authority (WDA)
P. O. BOX 2707 Kigali
Tel: (+250) 255113365
Fax: (+250) 255113365
Email: [email protected]
Web: www.wda.gov.rw
Original published version updated:
October, 2014
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Copyright
The Competent Development Body of this Curriculum is © Workforce Development Authority
(WDA). Reproduced with permission.
The following copyright warning applies to the material from the Training Package:
All rights reserved. This work has been produced initially with WDA. This work is copyright, but
permission is given to trainers and teachers to make copies by photocopying or other
duplicating processes for use with their own training organizations or in a workplace where the
training is being conducted. This permission does not extend to the making of copies for use
outside the immediate training environment for which they are made, or the making of copies
for hire or resale to third parties. The views expressed in this version of the work do not
necessarily represent the views of WDA. The competent Body does not give warranty nor
accept any liability.
The WDA owns the copyright on all Curricula. Schools may reproduce this program in part or in
full for bona fide study or classroom purposes only. Acknowledgement of the WDA copyright
must be included on any reproductions. Learners may copy reasonable portions of the
curriculum for the purpose of study. Any other use of this curriculum must be referred to the
WDA. Ph: (+250) 255113365; fax: (+250) 255113365.
© Workforce Development Authority (WDA) 2014
Published by
Workforce Development Authority (WDA)
P. O. BOX 2707 Kigali
Tel: (+250) 255113365
Internet: http:// www.wda.gov.rw
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Table of Contents
C o p y r i g h t i i
T a b l e o f C o n t e n t s i i i
L i s t o f a b b r e v i a t i o n s v i i i
A c k n o w l e d g m e n t s i x
1 . G E N E R A L I N T R O D U C T I O N 1
2 . Q U A L I F I C A T I O N D E T A I L S 2
2.1 Description 2
2.2 Minimum entry requirements 2
2.3 Information about pathways 5
2.4 Job related information 5
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 M S 5 0 1 - M O N I T O R I N G O F O C C U P A T I O N A L S H E A T W O R K P L A C E 1 5
LU1:Conduct OSH (occupational safety and health) monitoring 17
LU 2: Collect and analyze Occupational health, safety incidents report 21
LU 3:Train all staff on occupational health and safety matters 27
C C M I W 5 0 1 - I C T A T W O R K P L A C E 3 4
LU 1:Prepare document Layout 36
LU 2: Apply basic computer operations 41
LU 3:Manage Data 48
C C M E N 5 0 1 - U P P E R I N T E R M E D I A T E W O R K P L A C E E N G L I S H 5 6
LU 1: Communicate orally in social and professional situations with ease 58
LU 2:Read correctly a range of materials 63
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LU 3:Listen to audio messages with different English accents to get the intended message 68
LU 4:Produce a variety of medium texts on professional and general topics 74
C C M K N 5 0 1 - I K I N Y A R W A N D A K ’ I N T Y O Z A 8 3
LU 1:Gukoresha ubuvanganzo nyandiko ashyikirana n’abandi 86
LU 2:Gukoresha Ikinyarwanda k'intyoza agaragazauburyobwo bunyuranye gukemura amakimbirane
no gukoresha ibinyazina binyuranye. 93
LU 3:Gukangurira abandi akamaro k’isuku n’isukura no gukoresha ibinyazina binyuranye. 103
LU 4:Gukoresha Ikinyarwanda k'intyoza agaragaza uburyo bunyuranye bwo gutunganya ubutaka no
gukoresha ibinyazina binyuranye 112
LU 5:Gukoresha neza uburyo bunyuranye bw ’ ubwumvane no kwandika yubahiriza imyandikire
y’Ikinyarwanda. 122
C C M B O 5 0 1 - B U S I N E S S O R G A N I S A T I O N 1 3 2
LU 1:Identify Activities To Be Accomplished For Real Business 134
LU 2: Create a productive working environment 142
LU 3:Run real business operation 151
LU 4: Monitor and evaluate the business 159
C C M S E 5 0 1 - W O R K I N G I N A S O C I A L L Y D I V E R S E E N V I R O N M E N T 1 6 6
LU 1: Communicate with customers and colleagues from diverse backgrounds 168
LU 2:Address cross-cultural misunderstandings 173
C C M P E 5 0 1 - P R O F E S S I O N A L E T H I C S 1
LU 1:Apply human values 3
LU 2:Respect engineering ethics 10
L U 3:Apply safety 15
C C M F T 5 0 1 - T E C H N I Q U E S D ’ E X P R E S S I O N O R A L E E T E C R I T E E N F R A N C A I S 2 2
CCM FT501 P r a t i q u e r l e s t e c h n i q u e s d ’ e x p r e s s i o n o r a l e e t é c r i t e 2 2
LU 1: Ecrire en respectant l’orthographe courante 24
LU 2: Employer le vocabulaire technique dans différents écrits 29
LU 3: Présider des débats et des discussions 34
LU 4: Conduire des réunions 38
LU 5 :Rédiger et présenter un exposé 42
C C M K K 5 0 1 - M A W A S I L I A N O M B A L I M B A L I Y A K I O F I S I K A T I K A K I S W A H I L I 4 6
CCM KK501 K u j a d i l i M a w a s i l i a n o m b a l i m b a l i y a K i o f i s i k a t i k a K i s w a h i l i 4 6
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LU 1: Kutunga hati za mawasiliano mbalimbali za kiofisi. 48
LU 2: Kuchambua hati za mawasiliano mbalimbali za kiofisi 53
LU 3: Kupanga mbinu za uwasilishaji wa hati mbalimbali. 57
C C M S E 5 0 1 - W O R K I N G I N A S O C I A L L Y D I V E R S E E N V I R O N M E N T 6 2
LU 1: Communicate with customers and colleagues from diverse backgrounds 64
LU 2: Address cross-cultural misunderstandings 68
C U A P M 5 0 1 - P R O P E R T Y M A N A G E M E N T S Y S T E M 7 3
LU 1: Describe property management system 75
LU 2: Determine organization outlets software in Property management system 83
LU 3: Use property management system 91
C U A F T 5 0 1 - P R O C E S S I N G F I N A N C I A L T R A N S A C T I O N S 1 0 2
LU 1: Record and balance petty cash transactions 104
LU 2: Balance all transaction 112
C U A K O 5 0 1 - K I T C H E N O R G A N I Z A T I O N 1 1 9
LU 1:Identify the basis of kitchen organization 122
LU 2:Determine classical brigade of kitchen set up 128
LU 3:Determine modern kitchen set up 133
LU 4:Apply general categories of skills on kitchen staff 139
LU 5:Develop other professional opportunities 144
Summative Assessment 149
C U A A R 5 0 1 - A S I A N R I C E A N D N O O D L E D I S H E S 1 5 4
LU 1:Identify ingredients 157
LU 2:Prepare and use tools and equipment 162
LU 3:Prepare Asian ingredients 167
LU 2:Cook rice and noodle dishes 173
LU 2:Present, garnish and store rice and noodle dishes 178
Summative Assessment 184
C U A K S 5 0 1 - K I T C H E N S U P P L I E S R E C E P T I O N A N D S T O R I N G 1 9 0
LU 1:Receive delivery section supplies 192
LU 2:Rotate and maintain kitchen section supplies 199
LU 3:Store kitchen section supplies 206
Summative Assessment 211
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C U A M K 5 0 1 - M O N I T O R I N G O F K I T C H E N S E C T I O N S T A F F 2 1 6
LU 1:Monitor and improve workplace operations 218
LU 2: Plan and organize workflow 226
LU 3: Solve problems and making decisions 232
Summative Assessment 237
C U A P C 5 0 1 - P R I N C I P L E S O F C A T E R I N G C O N T R O L 2 4 1
LU 1:Identify catering control principles 243
LU 2:Apply procedures to reduce wastage 249
LU 3:Implement working plan for the catering procedures 256
C U A S C 5 0 1 - S T O C K S C O N T R O L A N D O R D E R I N G 2 6 6
LU 1:Maintain stock level and record 269
LU 2:Process stock orders 279
LU 3: Minimize stock losses 285
LU 4: Pursue orders 293
LU 5: Organize and administer stock takes 299
Summative Assessment 304
C U A S D 5 0 1 - S H E L L F I S H D I S H E S 3 1 0
LU 1:Select ingredients 312
LU 4:Cook fish and shellfish 317
LU 5:Present fish and shellfish 322
Summative Assessment 327
C U A T D 5 0 1 - T A N D O O R I D I S H E S 3 3 2
LU 1: Identify Tandoori dishes 335
LU 2: Prepare, use tools and equipment 340
LU 3: Prepare ingredients 345
LU 4: Cook tandoori dishes 350
LU 5: Present, garnish and store tandoori dishes 355
Summative Assessment 360
C U A A S 5 0 1 - A S I A N S U S H I A N D S A U C E S 3 6 5
LU 1:Select ingredients 368
LU 2:Prepare and use tools and equipment of sushi and sauces 373
LU 3: Prepare ingredients of sushi and sauces 379
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LU 4: Prepare sushi and sauces 387
LU 5: Present, garnish and store sushi and sauces 393
Summative Assessment 398
C U A F S 5 0 1 - F O O D S A F E T Y P R O C E D U R E S I M P L E M E N T A T I O N 4 0 2
LU 1:Evaluate organizational requirements for food safety 404
LU 2:Implement food safety procedures to control hazards 413
LU 3: Revise food safety procedures 420
Summative Assessment 427
C C M I A 5 0 1 - I N D U S T R I A L A T T A C H M E N T P R O G R A M ( I A P ) E r r o r ! B o o k m a r k n o t
d e f i n e d .
LU 1: Demonstrate supervisory skills Error! Bookmark not defined.
LU 2: Get briefed on industrial attachment program Error! Bookmark not defined.
LU 3: Develop one’s competences on the workplace Error! Bookmark not defined.
G L O S S A R Y a
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List of abbreviations
AIDS Acquired Immunodeficiency syndrome
C Compulsory (Indicator)
CD Compact Disc
CDU Curriculum Development Unit
CI Compulsory Indicator
CM Complimentary modules
DVD Digital Video Disc
HACCP Hazards Analysis and Critical Control Point
HIV Human Immunodeficiency Virus
HOTCA Hospitality and Tourism Culinary Arts
ICT Information Communication Technology
ILO International Labour Organization
PDA Personal Digital Assistance
PPE Personal Protective Equipment
ROM Read Only Memory
RTQF Rwanda Technical Qualification Framework
RTQF Rwanda TVET Qualification Framework
STI Sexual Transmission Infection
T Tolerable (Indicator)
TVET Technical and Vocational Education and Training
WDA Workforce Development Authority
RP Rwanda Polytechinic
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Acknowledgments
Workforce Development Authority wishes to thank the following persons who participated in
the development of this curriculum:
Coordination
HABIMANA Théodore, TVET Training Department - WDA
MUHIRE Jean Marie Vianney, Head Curriculum Development Unit - WDA
Facilitation
MUKANGARAMBE Judith, Curriculum Development Unit - WDA
MUTANGAMPUNDU Consolatrice, Rwanda Polytechnic
Curriculum Development/Assesment Team
No NAME Occupation INSTITUTION/COMPANY
1. Eric Edwin MABOKO Chef de Partie Lemigo Hotel
2. Janvier MUGWANEZA Chef de Partie Sportsview Hotel
3. Jean Claude HABARUREMA Culinary Arts Trainer VTC Shangi
4. Kevin UWIMANA Culinary Arts Trainer VTC Lycée de Ruhango Ikirezi
5. Geoffrey BAGABO Chef de Partie Sportsview Hotel
6. Vital MUNYURANGABO Chef de Partie KHANA KHAZANA
7. Claire Gitenge Culinary Arts Trainer
8. Francoise MUKAVUGANEZA Chef de Partie Dereva Hotel
9. Gisele UWACU Chef de Partie Sportsview Hotel
10. Judith MUKABADEGE Culinary Arts Trainer VTC Mpanda
11. Celine NIRAGIRE Culinary Arts Trainer V T C Rubengera
12. Alexandre NKINZINGABO Head Chef Bourbon Coffee
13. Jean Bosco NDATIRA IPRC South Culinary Trainer
14. Henry HAKUNDWUMUKIZA Lycée de Ruhango Ikirezi Culinary Trainer
15. Eugenie KARWERA RWABUYE TVET School Trainer
16. Lydia GASIBIREGE ELOHIM Restaurant Cooker
17. Jean Baptiste NDUWAYEZU BETHANY Hotel KIBUYE Chef
18. Kevin UWIMANA Lycée de Ruhango Ikirezi Trainer
19. MUSAFIRI Ernest Instructor IPRC NGOMA
20. MUSONI Jean Claude Trainer Nyabihu TVET School
21. UWERA Marceline Socio-linguistics Officer RALC
22. MUTAGANZWA Gilbert Teacher Ecole Secondaire de Rukara
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23. MATATA Jean Bosco Teacher College Ami des Enfants
24. GASIMBA François Xavier Lecturer UR/College of Education
25. KAMBARI Vincent Teacher GS St Marcel/Kayonza
26. MUREGO Yves Quality Assurance Officer WDA
27. BUCYENSENGE Vincent Instructor IPRC KARONGI
28. GASANA Vedaste Lecturer INES
29. Dominique Xavier
KANYAMIRERA
30. FURAHA INEZA Jean
Raymond
Trainer Lycee de Gisenyi
31. NGEZAHAYO Emmanuel Maths teacher/author Rusumo High School
32. NIYODUSENGA Patrick Physics teacher Ecole des sciences de Nyanza
33. UWINEZA Patrice Sciences trainer Nyamata TVET School
34. UMUGABEKAZI Yvette Chemist ADM-IBTC
35. Claude NIYOMUGABO Data manager/Format Editor Genial Contractors lt
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1. GENERAL INTRODUCTION
The curriculum presents a coherent and significant set of competencies to
acquire to perform the occupation of Chef de Partie. It is designed with an
approach that takes into account the training needs, the work situation, as
well as the goals and the means to implement training.
The modules of the curriculum include a description of the expected results at the end of
training. They have a direct influence on the choice of the theoretical and practical learning
activities. The competencies are the targets of training: the acquisition of each is required for
certification.
The curriculum is the reference to carry out the assessment of learning. Assessment tools of
learning are developed on the basis of this document.
The curriculum consists of three parts. The first part is of general interest and shows the nature
and goals of a program and the key concepts and definitions used in the document. The second
part presents the qualification, its level in the qualification framework, its purpose, its rationale
and the list of modules it comprises. The third part deals with the training package. It includes
the competencies chart, the sequencing of module learning, the description of each module
and the course structure.
The pages describing the modules are the heart of a curriculum. They present the title of the
module, the length of training, the amount of credits, the context in which the competency is
performed, the prerequisite competencies, the learning units and the performance criteria.
In each module, a course structure is provided. The course structure describes the learning
outcomes (knowledge, skills and attitude) and the learning contents related to each learning
unit. Also, the learning activities and resources for learning are suggested.
Finally, the assessment specifications and guidelines are included in each module.
Section
1
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Section
2
2. QUALIFICATION DETAILS
2.1 Description
This qualification provides the skills,
knowledge and attitudes for a learner to be
competent in a range of routine tasks and
activities that require the application of a
limited range of practical skills in a defined
context. Work would be undertaken in
various HOSPITALITY AND TOURISM
enterprises where works relating managing
kitchen section staff,applying catering
control principles, Asian sushi and sauces
preparation, tandoori, shellfish and Asian
rice and noodle dishes preparation,
receiving and storing kitchen supplies,
controlling and ordering stocks, organizing
kitchen set up and implementation of food
safety procedures are carried out.
Learners may take responsibility for the
carrying out of a range of defined activities
under non-directive supervision and take
some supervisory responsibility for the
work of others and lead established teams
in the implementation of routine work.
At the end of this qualification, qualified
learners will be able to:
1. Describe the occupation and learning process
2. Monitor Occupational SHE best practices
3. Maintain professional conversation in upper-intermediate English
4. Gukoresha ikinyarwanda cy’’intyoza 5. Work in a socially diverse
environment 6. Use ICT at workplace 7. Apply professional ethics 8. Organize a business 9. Pratiquer les techniques
d’expression orale et écrite 10. Kujadili Mawasiliano mbali mbali ya
Kiofisi katika Kiswahili 11. Apply property management system 12. Financial transactions processing 13. Implement food safety procedures 14. Monitor kitchen section staff
performance 15. Receive and store kitchen supplies 16. Control and order stocks 17. Apply catering control principles 18. Prepare Asian rice and noodle dishes 19. Organize kitchen set up 20. Prepare Asian sushi and sauces 21. Prepare tandoori dishes 22. Prepare Shellfish dishes 23. Integrate workplace
2.2 Minimum entry requirements
TVET Certificate IV in hospitality and tourism or other relevant qualifications or through Recognition of Prior Learning.
Title: TVET Certificate V in CULINARY ARTS
Level: REQF Level 5
Credits: 120
Sector: Hospitality and tourism
Sub-sector: Culinary arts
Issue date: November, 2014
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2.3 Information about pathways
2.4 Job related information
This qualification prepares individuals to integrate the hospitality and tiurism sector and operate as a
Chef de Partie. This qualification constitutes a basis for further learning in Hospitality and Tourism,
especially in Culinary Arts. Individuals with this qualification can enter the TVET diploma in order to be
equipped with the necessary competences to function as a Sous Chef.
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
Possible jobs related to this qualification
Chef de partie
Preferred pathways for candidates entering
this qualification include:
Candidates enter this qualification after
achieving TVET Certificate IV in
culinarts arts 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 culinary arts.
Pathways into the qualification
Pathways from the qualification
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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
Technology
Manipulate computer
Using internet
Languages other than Kinyarwanda
Using English as the medium of communication in the working environment
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Number of competencies: 22 Core competencies : 13 Complementary competencies : 9 The total number of Credits: 120
2.6 Information about competencies
No Code Complementary competencies Credit
1 CCMMS501 Monitor occupational SHE at workplace
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
GEN
ERA
L
1. CUAPM501 Property management system 6
2. CUAFT501 Processing financial transactions 4
SPEC
IFIC
3. CUAMK501 Monitor kitchen section staff performance 5
4. CUARS501 Receive and store kitchen supplies 4
5. CUASC501 Control and order stocks 5
6. CUAPC501 Apply catering control principles 4
7. CUARN501 Prepare Asian rice and noodles 3
8. CUAKO501 Organize kitchen set up 5
9. CUAAS501 Prepare Asian sushi and sauces 3
10. CUATD501 Prepare tandoori dishes 3
11. CUASD501 Prepare Shellfish dishes 4
12. CUAFS501 Food safety procedures implementation 5
13. CCMIA501 Integrate workplace 30
Total 82
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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.
Section
3
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CHEF DE PARTIE PROCESS GENERAL AND COMPLEMENTARY
COMPETENCIES
SPECIFIC COMPETENCIES
Du
rati
on
(6
30
Hrs
)
Ch
eck
clea
nlin
ess
Ch
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list
of
ingr
edie
nts
, to
ols
an
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qu
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ent
Pre
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ise
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lace
Co
ok
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enu
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t fo
od
Sto
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oo
d
Des
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e th
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an
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Occ
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nal
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En
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and
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rk in
a s
oci
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ent
Use
ICT
at w
ork
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ce
Ap
ply
pro
fess
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al e
thic
s
Ku
jad
ili M
awas
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o m
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a K
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atik
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Fin
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ran
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s p
roce
ssin
g
#
1
2 3
4
5
6
7
8
9
10
11
12
Duration (490 Hrs) 30
30
30
30
30
30
30
30
30
30
0
70
40
1
Monitor kitchen section staff performance 50 ▲ ▲ ▲ ▲ ▲ ▲
○ ○ ○ ○ ○ ○ ○ ○ ○ ● ○ ○
2
Receive and store kitchen supplies 40 ▲ ▲ ▲ ▲ ▲ ▲
○ ○ ○ ○ ○ ○ ○ ○ ○ ● ○ ○
3 Control and order stocks 50 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ● ○ ○
4
Apply catering control principles 40 ▲ ▲ ▲ ▲ ▲ ▲
○ ○ ○ ○ ○ ○ ○ ○ ○ ● ○ ○
6
Prepare Asian rice and noodles 40 ▲ ▲ ▲ ▲ ▲ ▲
○ ○ ○ ○ ○ ○ ○ ○ ○ ● ○ ○
7 Organize kitchen set up 50 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ● ○ ○
8
Prepare Asian sushi and sauces 60 ▲ ▲ ▲ ▲ ▲ ▲
○ ○ ○ ○ ○ ○ ○ ○ ○ ● ○ ○
9 Prepare tandoori dishes
50 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ● ○ ○
11 Prepare Shellfish dishes 60 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ● ○ ○
12
Implement food safety procedures 50 ▲ ▲ ▲ ▲ ▲ ▲
○ ○ ○ ○ ○ ○ ○ ○ ○ ● ○ ○
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.
Pratiquer les techniques d’expression
orale et écrite 3
Kujadili Mawasiliano mbali mbali ya
Kiofisi katika Kiswahili 3
Financial transactions processing 4
Monitor kitchen section staff performance 5
Receive and store kitchen supplies 4
Implement food safety procedures 5
Apply catering control principles 4
Control and order stocks 5Organize kitchen set up 5 Prepare Shellfish dishes 4
Prepare tandoori dishes 3
Prepare Asian rice and noodles 3
Prepare Asian sushi and sauces 4
Apply property management system 6
Monitoring of occupational she at workplace 3
Upper intermediate workplace english 3 Ikinyarwanda cy’intyoza 3
Working in a socially diverse environment 3 ICT at workplace 3
Professional ethcics 3
Business organisation 3
Industrial attachment program (IAP) 30
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Figure 2: Flowchart
4. ASSESSMENT GUIDELINES
4.1 Assessment Methodology
To assess knowledge, practical, and application skills through a jury system of continuous
evaluation that encourages learners to display understanding of the principles in application to
set practical tasks and their attendant theory to assess self-learning.
4.2 Portfolio
A portfolio is a collection of learner work representing learner performance. It is a folder (or
binder or even a digital collection) containing the learner’s work as well as the learner’s
evaluation of the strengths and weaknesses of the work. Portfolios reflect not only work
produced (such as papers and assignments, direct demonstration, indirect demonstration,
products, documents), but also it is a record of the activities undertaken over time as part of
learner learning. The portfolio is meant to show learner growth, development, and
achievements in the education system. It also shows that you have met specific learning goals
and requirements. A portfolio is not a project; it is an ongoing process for the formative
assessment. The portfolio output (formative assessment) will be considered only as enough for
complementary and general modules. Besides, it will serve as a verification tool for each
candidate that he/she attended the whole training before he/she undergoes the summative
assessment for specific modules.
There are two types of assessment (Formative Assessment and Summative/Integrated
Assessment). Each assessment has its own rule for passing to be declared competent.
Formative Assessment
This is applied on all types of modules (e.g. Complementary, General and Specific modules)
A trainee to be competent for a formative module must have at least 70% on checked
items or “yes” in indicators (e.g. questions, indicators in the checklist)
Each trainee should be competent on all formative assessments to be declared competent
on that module
All formative assessment should be declared competent before taking the
summative/integrated assessment
Section
4
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Summative/Integrated Assessment
All Summative/Integrated assessment should match with the content of the module in the
curriculum.
Summative/Integrated Assessment is always in practical, giving it as a theoretical type of
assessment is not acceptable.
The integrated situation provided in the curriculum is a sample of the assessment to be
carried out, the Trainer/Teacher has the role of developing another one referring to the
task to be carried out in the integrated situation in accordance to the circumstances inside
school, but the integrated situation should stick on the components of a task.
During Summative/Integrated assessment, assessor panel members should be three (3).
This Summative/Integrated assessment can be seen in specific modules and the Trainee
can be declared competent by the following rules:
For YES or NO scoring of indicators in Summative/Integrated Checklist
The trainee can be declared competent based on the assessment CRITERIA and its respective
assessment indicators
Assessment Criteria Passing Line in the
assessment indicators
Quality of Process 90%
Quality of Product 100%
Relevance 90%
Rest of Criteria/ any other criteria
(example: Safety)
100%
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Note: the Assessor should check if the 10% indicator (Quality of Process and Relevance) in
which the Trainee was not able to meet during Summative/Integrated Assessment should not
be among those indicators that can cause any hazard, or the one indicator that is performed
poorly where there is room for improvement.
1. During assessment, trainees with special needs (e.g. people with disability) should be
assisted accordingly.
2. Deputy School Manager in-charge of Studies, Class Teacher, and Trainer should consider
the status (competent/not yet competent) of trainees before delivering the next module
with pre-requisites.
3. Respect of flowchart particularly in considering the delivery of modules which has
prerequisite of a following/subsequent module is considered in issuing TVET certificate,
otherwise other modules can be given anytime.
4. All evidences during assessment (e.g. quiz, checklist, forms) should have a written form
that is compiled in the Trainer (source) and Trainee (result) portfolio. Portfolio is the
responsibility of School, Class Teacher, and Trainees. It should be given to trainees after
certification.
5. Industrial Attachment Program (IAP)
- All Trainees should finish and declared competent on all modules before taking IAP
module.
- Trainees should finish and declared competent on the 30 hours content of IAP
module written in the curriculum before they go to workplace or industry.
- The school should organize visit for all trainees in the workplace or industry to
confirm and assist IAP especially in filling up the logbook.
- An interview to the trainee should be conducted in the school after the IAP has
been completed and should be documented in the trainee portfolio.
- All completed logbooks should be part of the trainee portfolio.
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Competence
C C M M S 5 0 1 - MONITORING OF OCCUPATIONAL SHE AT WORKPLACE
CCMMS501 Monitor Occupational SHE best practices
REQF Level: 5 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: August, 2019
Purpose statement
This module describes the skills, knowledge and attitudes required to perform OSHE monitoring
systems taken as instruments used for measurement and analysis in the area of occupational
safety and health. They are commonly used to inform and guide government policy. Typically,
these systems are used to give an indication of the number of work accidents or occupational
diseases, or they might record information about places of work, or about the activities of the
organizations involved in ensuring good working conditions. Moreover, the module describes
the skills, knowledge and attitudes required to monitor occupational safety, health and security
policies and procedures. Finally, the learner learns how to advice and train all employees on
health and safety matters.
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Learning assumed to be in place
Not applicable
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Conduct OSHE ( occupational safety
and health) monitoring
1.1 Proper checking of application of OSHE policies,
procedures and regulations
1.2 Proper monitoring of the use of PPEs
1.3 Proper monitoring the compliance of OSHE best
practice
2. Collect and analyze occupational
health, safety incidents report
2.1 Proper collection of data regarding OSHE incidents
2.2 proper analysis of OSHE data collected
2.3 Adequate elaboration of a compiled incident reports
2.4 Proper recommendation of safest way to do the job
3. Train all staff on occupational
health and safety matters
3.1 Appropriate provision of information and instructions
3.2 Appropriate training to all employees and supervisors
on OSHE standards/regulations
3.3 Proper evaluation of trained OSHE programs
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Learning unit LU1:Conduct OSH (occupational safety and health) monitoring
1
Learning Outcomes:
1. Check if SHE policies, procedures and regulations are
applied
2. Monitor use of PPEs
3. Monitor compliance of OSHE best practice
10 Hours
Learning Outcome1.1: Check if SHE policies, procedures and regulations are applied
SHE policies in accordance with the
discipline
SHE regulations; Safety roles of employees
Responsibility of
administration
Incident reporting
Ventilation and air quality
First aid facilities
Hazard control in
workplace
Equipment and machinery
Emergency response plans
SHE standards;
Responsibility in working
place
Hazard identification and
risk Control
Making the working area
safe
o Brainstorming
o Documentary research
o Group discussion
˗ Flipcharts
˗ Markers
˗ Flipcharts stand
˗ Internet
Resources Learning activities Content
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Formative Assessment 1.1
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Checking if OSHE policies, procedures and regulations are
applied
Checklist Score
Yes No
OSHE policies are checked
OSHE regulations are checked
OSHE standards are checked
Observation
Personnel protective
equipment
Health of employees
Facilities
Reporting of incidents and
accidents
Emergency preparedness
procedures
Performance criterion
Proper checking of application of OSHE policies, procedures and regulations
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Learning Outcome 1.2: Monitor use of PPEs
Types of PPEs to be used
according to the trade
Physical verification of PPEs
Cleaning and storage of
materials, tools and
equipment
o Group discussion
o Practical exercise
˗ Checklist
˗ PPEs
˗ Brushes
˗ Store
˗ Shelter
˗ Shelves
˗ Pen
Formative Assessment 1.2
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Monitoring the use of PPEs
Checklist Score
Yes No
List of PPEs to be used according to the trade is checked
Physical verification of PPEs is done
Cleaning and storage of materials, tools and equipments are checked
Observation
Performance criterion
Proper monitoring of the use of PPEs
Resources Learning activities Content
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Learning Outcome 1.3: Monitor compliance of OSHE best practice
OSHE best practice
regulations
standards
Standards checklist to be
evaluated according to the
specific trade
o Brainstorming o Group discussion o Group work
Formative Assessment 1.3
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Monitoring the compliance of OSHE best practice
Checklist Score
Yes No
OSHE best practices are checked
List of standards to be evaluated according to the specific trade is checked
Observation
Performance criterion
Proper monitoring the compliance of OSHE best practice
Resources Learning activities Content
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Learning unit LU 2: 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
30Hours
Learning Outcome 2.1: Collect data regarding OSHE incidents
Steps of data collection; 1. Consulting of incident
report documents 2. Talk to people involved or
witnesses to the event 3. Site visit
Categories of incidents; Major accident
fatal permanent injury
Minor accident (injuries) Near miss
o Small group discussions o Pair discussion o Brainstorming
- Reference books - Internet - Hand-outs - Didactic materials
Resources Learning activities Content
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Formative Assessment 2.1
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Collecting data regarding OSHE incidents in working area
Checklist Score
Yes No
Steps of data collection are followed
Categories of incidents are identified
Observation
Learning Outcome 2.2: Analyze OSHE data collected
Root and causes of incident; Poor management
laziness stupidity forgetfulness negligence ignorance
Influencing factors associated
o Small group discussions o Pair discussion o Brainstorming
- Reference books - Internet - Hand-outs - Didactic materials
Resources Learning activities Content
Performance criterion
Proper collection of data regarding OSHE incidents
23 | P a g e
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
Formative Assessment 2.2
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Analyzing the OSHE data collected
Performance criterion
Proper analysis of OSHE data collected
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Checklist Score
Yes No
Identification of root and causes of incident
Identification of impact of incidents
Observation
Learning Outcome 2.3: Elaborate compiled incident reports
Type of incident reports; Monthly report Quarterly report Annual report
Categories of incidents; Major accident
fatal permanent injury
Minor accident (injuries) Near miss
Template of incidents
o Small group discussions o Pair discussion o Brainstorming
- Reference books - Internet - Hand-outs - Didactic materials
Formative Assessment 2.3
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Performance criterion
Adequate elaboration of a compiled incident reports
Resources Learning activities Content
25 | P a g e
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Elaborating a compiled incident reports
Checklist Score
Yes No
Types of incident reports are identified
Categories of incidents are identified
Template of incidents is well filled
Observation
Learning Outcome 2. 4: Recommend safest way to do the job
Use of PPEs
Emergency preparedness procedures
hazard identification and risk control
making the working area safe
reporting of incidents and accidents
Training of employees
o Small group discussions o Pair discussion o Brainstorming
- Reference books - Internet - Hand-outs - Didactic materials
Formative Assessment 2.4
Resources Learning activities Content
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The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Recommending the safest way to do the job
Checklist Score
Yes No
Use of adequate PPEs is recommended
Emergency Preparedness Procedures is recommended
Hazard Identification And Risk Control is recommended
Making The Working Area Safe is recommended
Reporting Of Incidents And Accidents is recommended
Training of employees is recommended
Observation
Performance criterion
Proper recommendation of safest way to do the job
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Learning unit LU 3:Train all staff on occupational health and safety matters
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
o Brainstorming
o Group work
o Discussion
- Reference books
- Internet
- Hand-outs
- Stories and
pictures
Resources Learning activities Content
28 | P a g e
Medical and first aid
Health and safety promotion
Workplace specific items
Responsibilities of the staff:
Responsibilities of workers
Using personal protection
and safety equipment as
required by the employer.
Following safe work
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
29 | P a g e
workplace.
Establishing and maintaining a
health and safety program.
Ensuring workers are trained
or certified as required.
Reporting accidents/incidents
and cases of occupational
disease to the appropriate
authority
Providing medical and first aid
facilities
Ensuring personal protective
equipment is available
Providing workers with health
and safety information
Supporting supervisors in their
health and safety activities
Evaluating health and safety
performance of supervisors
Formative Assessment 3.1
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Providing information and instructions on occupational health
and safety matters
Performance criterion
Appropriate provision of information and instructions
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Checklist Score
Yes No
A brief description of an occupational health and safety (OH&S) program is provided
A brief description of A policy statement is provided
A brief description of the program elements is provided
Responsibilities of the staff are described (workers, supervisor, Management staff)
Observation
Learning Outcome 3.2: Train all employees and supervisors on OSHE
standards/regulations
Training on SHE regulations
Safety roles of employees
Responsibility of administration
Incident reporting
Ventilation and air quality
First aid facilities
Hazard control in workplace
Equipment and machinery
Emergency response plans
Training on SHE standards
Responsibility in working place
o Brainstorming
o Group work
o Discussion
- Reference
books
- Internet
- Hand-outs
- Stories and
pictures
Resources Learning activities Content
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Formative Assessment 3.2
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Providing information on OSHE standards/regulations
Checklist Score
Yes No
A brief description of SHE regulations is provided
A brief description of SHE standards is provided
Observation
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
Performance criterion
Appropriate training to all employees and supervisors on OSHE
standards/regulations
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Learning Outcome 3.3: Evaluate trained OSHE programs
Evaluation forms
Learning assessment Questions and responses, topic of discussion
Training impact assessment
o Brainstorming o Group work o Discussion
- Reference books - Internet - Hand-outs - Stories and
pictures
Formative Assessment 3.3
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Evaluating trained OSHE program
Performance criterion
Proper evaluation of trained OSHE programs
Resources Learning activities Content
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Checklist Score
Yes No
Evaluation forms are well developed
Learning assessment (Questions and responses, topic of discussion…) is well developed
Training impact assessment is well developed
Observation
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
Competence
C C M I W 5 0 1 - ICT AT WORKPLACE
CCMIW501 Use ICT at workplace
REQF Level: 5 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: October, 2017
Purpose statement
This course focuses on providing skills, experience and confidence for those learners who struggle to
make the most of technology to demonstrate creative thinking, problem solving and knowledge
construction. It focuses on completing workplace tasks, such as researching and creating documents
with text, graphics and numerical information using commonly used tools such as: Microsoft Office –
(Word, Excel and PowerPoint), Email, 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.
Learning assumed to be in place
Not applicable
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Prepare document Layout 1.1 Proper set up of a grid structure 1.2 Proper arrangement of text zones and non-textual
ones in their correct reading order. 1.3 Proper use of special effects
2. Apply basic computer operations 2.1 Appropriate Conversion, Export and Import of files 2.2 Appropriate use of storage media 2.3 Appropriate application of Printer settings 2.4 Appropriate connect computer to the network
3. Manage data 3.1 Proper management of data types 3.2 Proper application of data validation, 3.3 Adequate application of Logical functions 3.4 Adequate performance of data analysis, duplication
removal and Conditional formatting 3.5 Appropriate application of data protection
Learning unit LU 1:Prepare document Layout
1
Learning Outcomes:
1. Set up a grid structure
2. Arrange text zones and non-textual ones
3. Use special effects
10 Hours
Learning Outcome1.1:Set up a grid structure
Usage of basic grid structures for page layout (Deciding on the number and size of columns and gutters (gaps between columns))
Use asymmetrical grids to add interest to your design.
Work with margins, row and column gaps (Placement of intentional whitespace).
Usage of mixed grids.
o Practical exercise on designing a cover page of a given document
˗ Computer ˗ Applications ˗ Trainer manual ˗ Flipcharts ˗ Markers ˗ Flipcharts stand ˗ Computer Lab ˗ Sample of journal
Formative Assessment 1.1
Resources Learning activities Content
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Expose (presentation)
Checklist Score
Yes No
Indicator: Basic grid structures for page layout a are well identified
Indicator: Asymmetrical grids is well detected
Indicator:Working with margins are well described
Observation
Performance criterion
Proper set up of a grid structure
Learning Outcome 1.2:Arrange text zones and non-textual ones.
Work with Styles (Headings, Title and Subtitles) chapter or section titles, or headlines and subheads
Size and position of images and figures and work with image captions
Pull quotes and nut graphs which might be added out of course or to make a short story fit the layout
Box outs and sidebars, which present information as asides from the main text flow
Page headers and page footers, the contents of which are usually uniform across content pages.
Table of contents
Notes like footnotes and end notes; bibliography
o Practical exercise on editing and arrange a given document
˗ Computer ˗ Applications ˗ Trainer manual ˗ Flipcharts ˗ Markers ˗ Flipcharts stand ˗ Computer Lab ˗ Sample of journal
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice/ Ticking True or false question Matching Sentence completion Open ended questions Expose (presentation)
Performance criterion
Proper arrangement of text zones and non-textual ones in their correct reading
order
Resources Learning activities Content
Checklist Score
Yes No
Indicator:Work with Stylesare well identified
Indicator: Size and position of images is well detected
Indicator:Pull quotes and nut graphs is well detected
Indicator:Box outs and sidebars are well identified
Indicator:Page headers are well described
Observation
Learning Outcome 1.3: Use special effects
Methods of overlaying text on an image for readability
Position the Text Appropriately
Increase the Contrast Use a Transparent
Overlay Drop Shadow
Runaround and intrusions, or bleeding an image over the page margin
o Practical exercise on adding special effects in a given document
- Computer - Applications - Trainer manual - Flipcharts - Markers - Flipcharts stand - Computer Lab - Sample of journal
Resources Learning activities Content
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice/ Ticking True or false question Matching Sentence completion Open ended questions Expose (presentation)
Checklist Score
Yes No
Indicator: Methods of overlaying text on an image are well identified
Insert text appropriately
Increase the contrast
Use a transparent overlay
Drop shadow
Indicator: Runaround and intrusions is well detected
Observation
Performance criterion
Proper use of special effects
Learning unit LU 2: Apply basic computer operations
2
Learning Outcomes:
1. Import, Export, and Convert Data Files
2. Use storage media
3. Apply printer settings
4. Connect computer to the network
10Hours
Learning Outcome 2.1:Import, Export, and Convert Data Files
Variety of different file formats Formats Typical Extension
Data Import techniques
Data Export techniques
Compress a file
File Conversion
o Individual work o Scenario based activities o Brainstorming on data types o Appropriate Conversion,
Export and Import of files o Appropriate use of storage
media o Appropriate application of
Printer settings o Connect Computer to the
network
˗ Projector ˗ White Board ˗ Computer Lab
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Appropriate Conversion, Export and Import of files
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice/ Ticking True or false question Matching Sentence completion Open ended questions
Checklist Score
Yes No
Indicator:Variety of different are well identified
Formats
Typical Extension
Indicator: Data Import techniquesis well detected
Indicator:Data Export techniquesare well described
Indicator: Compress a fileare well identified
Indicator: File Conversionare well described
Observation
Learning Outcome 2.2:Use of storage media
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.
Storage capacity Description of units of data
Disk formatting Partitioning Erase data
o Brainstorming on storage types
o Practical exercises on disk formatting
˗ Projector ˗ White Board ˗ Computer Lab ˗ Storage devices
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice/ Ticking True or false question Matching Sentence completion Open ended questions
Checklist Score
Yes No
Indicator:Different types of storageare well identified
External removable hard drive
Performance criterion
Appropriate use of storage media
Resources Learning activities Content
Solid state drive
Network attached storage
USB thumb drive
Cloud storage
Optical drive
Indicator:Storage capacityis well detected
Unit of data
Indicator:Disk formattingare well described
Partitioning
Erase data
Observation
Learning Outcome 2.3:Apply printer settings
Page setup Print preview Print dialog box
Selecting printer name Printer options Printing one or more
copies Printing in black/white
or color Print page ranges
o Exercises on printing one or more copies of a colored document, in black and white
o Printing in landscape, portrait different pages
˗ Computer Lab With Current Word processing Package installed in each computer
˗ Printer ˗ Projector
Resources Learning activities Content
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice/ Ticking True or false question Matching Sentence completion Open ended questions
Checklist Score
Yes No
Indicator: Page setup are well identified
Print preview
Print dialog box
Indicator:Selecting printer name is well detected
Printer options
Printing one or more copies
Printing in black/white or color
Printing in black/white or color
Observation
Performance criterion
Appropriate application of Printer settings
Learning Outcome 2.4: Connect computer to the network
Common types of area networks based on size Personal area network,
or PAN Local area network, or
LAN Metropolitan area
network, or MAN Wide area network, or
WAN Wireless Local Area
Network or WLAN
Common types of area networks based on main purpose Storage area network,
or SAN Enterprise private
network, or EPN Virtual private
network, or VPN
Connect to the internet
Fixed internet Mobile internet
o Exercises on connect computer to the internet
o
˗ Computer Lab With Internet
˗ Projector
Formative Assessment 2.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Appropriate connect computer to the network
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice/ Ticking True or false question Matching Sentence completion Open ended questions
Checklist Score
Yes No
Indicator:Common types of area networks based are well 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 area networks based on main purposeis well detected
Storage area network, or SAN
Enterprise private network, or EPN
Virtual private network, or VPN
Indicator: connect to the internet are well described
Fixed internet
Mobile internet
Observation
Learning unit LU 3:Manage Data
3
Learning Outcomes:
1. Manage data types
2. Apply data validation
3. Apply logical functions
4. Analyze data
5. Apply data protection
10Hours
Learning Outcome 3.1: Manage data types
Description of data types Data type (Byte, integer, long,
single, double, currency, decimal, string, Boolean, date, object, variant)
Length Description
Techniques of entering data types in cells and their default formats
Labels to describe pieces of information
Values (Raw numbers or dates)
Formulas to perform calculations
o Brainstorming on data types
˗ Computer Lab ˗ Projector
Formative Assessment 3.1
Performance criterion
Proper management of data types
Resources Learning activities Content
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice/ Ticking True or false question Matching Sentence completion Open ended questions
Checklist Score
Yes No
Indicator: Description of data are well identified
Data type
Length
Description
Indicator: Techniques of entering is well detected
data types in cell
default formats
Indicator: Labels to describe are well described
Indicator: Valuesis well detected
Indicator: Formulas to perform are well described
Observation
Learning Outcome 3.2:Apply data validation
Create validation rules (Entries allowed in the cell, prompt message and Warning alerts)
Search/Find .Replace
Deleting a range of text
The undo command
Spelling and grammar
Synonyms
o Practical exercises on data validation based on calculation in another cell
- Computer Lab - Projector
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice/ Ticking True or false question Matching Sentence completion Open ended questions
Checklist Score
Yes No
Indicator:Create validation are well identified
Indicator:Search/Find is well detected
Indicator: Deleting a range of textare well described
Observation
Performance criterion
Proper application of data validation
Resources Learning activities Content
Learning Outcome 3.3:Apply logical functions
Logical function overview (AND, OR, XOR and NOT)
Between condition (IF function)
o Practical exercises on use of logical operators and construct more elaborate logical tests to perform more complex calculations and more powerful data analysis
˗ Computer lab ˗ Projector
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice/ Ticking True or false question Matching Sentence completion Open ended questions
Performance criterion
Adequate application of Logical functions
Resources Learning activities Content
Checklist Score
Yes No
Indicator:Logical function overview are well identified
AND
OR
NOT
XOR
Indicator:Between condition is well detected
IF function
Observation
Learning Outcome 3.4:Analyse data
Create different types of charts
Table style and application of conditional formatting
Duplication removal
o Perform practical exercises on data analysis
o compile activities reports
˗ Computer lab ˗ Projector
Formative Assessment 3.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Adequate performance of data analysis, duplication removal and Conditional
formatting
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice/ Ticking True or false question Matching Sentence completion Open ended questions
Checklist Score
Yes No
Indicator:Create different types of chartsare well identified
Line and column charts
Pie
Miniature graphs
Bar
Indicator:Table style is well detected
Application
conditional formatting
Indicator:Duplication removal are well described
Observation
Learning Outcome 3.5:Apply data protection
Data protection principles Fair and lawful Purposes Adequacy Accuracy Retention Rights Security
o Compile activities reports ˗ Computer lab ˗ Projector
Formative Assessment 3.5
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice/ Ticking True or false question Matching Sentence completion Open ended questions
Performance criterion
Appropriate application of data protection
Resources Learning activities Content
Checklist Score
Yes No
Indicator:Data protection principlesare well identified
Fair and lawful
Purposes
Adequacy
Accuracy
Retention
Rights
Security
Observation
REFERENCES :
1. Computer application in pharmaceutical Research and Development : edited b Sean Ekins by
Johnwiley& Sons publication.
2.Computer organization and design fundamentals by David Tarboff
3. Book :Fundamentals of computer skills. November 2013
Competence
C C M E N 5 0 1 - UPPER INTERMEDIATE WORKPLACE ENGLISH
CCMEN501 Maintain professional conversation in upper-intermediate English
REQF Level: 5 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: January, 2017
Purpose statement
This core module describes the skills, knowledge and attitudes to be acquired for the trainee’s. The trainee will be able to Prepare and deliver speeches at different social and professional occasions, adapt speech messages to a particular audience, Ask questions to clarify, extend and follow up ideas, Produce medium compositions on different trade-related subjects, Identify and differentiate different business documents, Effective writing of different business documents, Identify and use of writing styles, read different trade-related texts, Apply reading techniques to selected trade-related texts, Explain key terms/words in their context, Answer reading comprehension questions precisely, Analyze different trade-related texts,Summarize trade-related texts (in own words), identify differences between common English accents, Listen and respond to users of common English their accents, Reporting information listened to from different common accents, Steps of speech preparation and delivery, Important tips on speech delivery, Requirements to properly articulate information, Analyse trade-related texts and Summarise texts.
Learning assumed to be in place
Oral Basic English Communication Intermediate Workplace English
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Communicate orally in social and
professional situations with ease
1.1 Acceptable preparation of speeches on different social and professional occasions
1.2 Effective delivery of speeches by audible and clear articulation of messages addressed to an audience using pronunciation, segmental and Suprasegmental phonology
1.3 Asking relevant questions to clarify, extend and follow up ideas according to question forms
2. Read correctly a range of
materials
2.1 Adequate reading of different trade-related texts 2.2 Clear analysis of trade-related texts (identification
and description of characters, events and settings, as well as to express preferences by giving reasons)
2.3 Effective summary of key ideas in trade-related texts
3. Listen to audio messages with
different English accents to get
the intended message
3.1 Appropriate listening and responding to others 3.2 Clear identification of differences between
common English accents 3.3 Accurate reporting of information listened to in
different accents
4. Produce a variety of medium
texts on professional and
general topics
4.1 Clear and detailed writing about a wide range of trade-related subjects.
4.2 Effective differentiation of business documents (inventory, memos, letters, handovers, receipts, minutes)
4.3 Appropriate writing of business documents 4.4 Appropriate use of writing style applicable to each
type of business document
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: Writing Your
Speech Step 3: Practicing Step 4: Putting
Together Visual Aids Step 5: Predicting
the Q&A
Identification of categories of audience Familiar audience Non-familiar
audience Adaptation of the
message to the audience
o Brainstorming o Documentary research o Practical exercise o Presentation o Role plays
Flip charts
White/chalk Board
Markers
Microphones
Reference books
Scenarios
Stationeries
Scenarios
Projector
Lesson plan
Trainee manual
Reference books
Resources Learning activities Content
Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
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
Visual Aids are prearranged
Prospective Q&A are hypothesized
Indicator: Categories of audience are well identified
Familiar audienceis identified
Non-familiar audience is identified
Message is adapted to the audience
Observation
Performance criterion
Acceptable preparation of speeches on different social and professional occasions
Learning Outcome 1.2:Deliver speeches to an audience
Important tips for speech delivery
Dos and Don’ts on speech delivery
Requirements to articulate message Pronunciation Speed Tone
o Brainstorming o Documentary research o Practical exercise o Presentation o Role plays
Flip charts
White/chalk Board
Markers
Microphones
Reference books
Scenarios
Stationeries
Scenarios
Projector
Lesson plan
Trainee manual
Reference books
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence
Performance evidence
Presentation
Task
Deliver a 5 minutes’ speech on a topic of choice to the class.
Performance criterion
Effective delivery of speeches by audible and clear articulation of messages
addressed to an audience using pronunciation, segmental and Suprasegmental
phonology
Resources Learning activities Content
Checklist Score
Yes No
Indicator 1:EffectiveSpeech delivery to an audience
Tips for speech delivery are applicable
Dos and Don’ts on speech delivery are applicable
Indicator 2:Message articulation is effective
Pronunciation is accurate
Speed is considerable
Tone is formal
Observation
Learning Outcome 1.3: Ask questions to clarify, extend and follow up ideas according to question
forms
Question forms Yes/No questions Wh-questions Choice questions Hypothetical questions Embedded questions Leading questions
o Practical exercise o Presentation o Role plays o Group work
Scenarios
White/blackboard
Reference books
Markers
Flip charts
Paper
Stationeries
Resources Learning activities Content
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence
Performance evidence
Discussions
Presentations
Task:
Answer at least 3 questions from the audience on your 5-minute speech.
Checklist Score
Yes No
Indicator: Questions are well formulated
Yes/No questionswell formulated
Wh-questionswell formulated
Choice questions are well stated
Hypothetical questionswell formulated
Embedded questionswell formulated
Leading questionswell formulated
Observation
Performance criterion
Asking relevant questions to clarify extend and follow up ideas according to
question forms
Learning unit
LU 2:Read correctly a range of materials
2
Learning Outcomes:
1. Read different trade-related texts adequately 2. Analyse trade-related texts 3. Summarize key ideas in trade-related texts
5 Hours
Learning Outcome 2.1: Read different trade-related texts adequately
Types of texts Expository Narrative Descriptive Directive Argumentative
Application of reading techniques on selected texts Reading for details Reading for specific
information Explanation of key
terms/words in the text Provision of answers to
reading comprehension questions
o Brainstorming o Documentary research o Practical exercise o Group work o Presentation
- Flip charts - White/chalk Board - Markers - Reference books - Stationeries - Projector - Lesson plan - Trainee manual
Resources Learning activities Content
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance 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 1: The type of texts is understood
Expository text is understood
Narrative text is understood
Descriptive text is understood
Directive text is understood
Argumentative text is understood
Indicator 2: Reading techniques are applied
Reading for details is applied
Reading for specific information is applied
Indicator 3: Vocabulary and comprehension
Key terms/words are explained
Performance criterion
Adequate reading of different trade-related texts
Comprehension questions are answered
Observation
Learning Outcome 2.2:Analyse trade-related texts
Identification and description Text Structure Purpose of the text Style
Technicality Illustration Prose or verse
Writer’s stance
o Practical exercise o Presentation o Role play o Group discussion
Scenarios
White/blackboard
Reference books
Markers
Flip charts
Paper
Stationeries
Lesson plan
Trainee manual
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Reading practice Presentations Multiple choice
Task: Read the text provided by the trainer and explain its purpose
Performance criterion
Clear analysis of trade-related texts (identification and description of characters, events and settings, as well as to express preferences by giving reasons)
Resources Learning activities Content
Checklist Score
Yes No
Indicator: The trade related text is accurately analyzed
Text Structure: characters, events and settings are analyzed
Purpose of the text is understood
Style is identified
Writer’s stance is recognized
Observation
Learning Outcome 2.3:Summarize key ideas in trade-related texts
Steps to summarize: Maintenance of the
most important ideas Elimination of the less
important details Paraphrasing in own
words
o Practical exercise o Presentation o Group work
- White/blackboard - Reference books - Markers - Flip charts - Paper - Stationeries - Trainee manual - Lesson plan
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Effective summary of key ideas in trade-related texts
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Reading practice Writing practice Presentations
Task: Summarize the text given by the trainer
Checklist Score
Yes No
Indicator: Steps to summarize are followed
The most important ideas are maintained
Less important details are eliminated
The content is paraphrased in own words
Observation
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 correctly 2. Identify differences between common English accents clearly 1. Report information listened to in different accents accurately
4 10 Hours
Learning Outcome 3.1: Listen and respond to others correctly
Application of active listening strategies to different accents Listening forGeneral
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
Resources Learning activities Content
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence
Performance evidence
Listening practice Discussions True or false questions
Task: Following your trainer’s instructions, listen and respond to what you hear.
Checklist Score
Yes No
Indicator 1: Active listening strategies are applied
Active listening is applied for general information
Active listening is applied for specific information
Indicator 2: Types of listening are correctly applied
Informative listening is applied
Discriminative listening is applied
Relationship listening is applied
Appreciative listening is applied
Indicator 3: Exact reactions to different accents are processed
Questions are asked for clarification
Performance criterion
Appropriate listening and responding to others
Satisfaction testimonial is expressed
Observation
Learning Outcome 3.2: Identify differences between common English accents clearly
Introduction to English accents Defining an English accent Common English accents
Differences between American and British English Vowel Pronunciation Consonant pronunciation Rhotic accent Change of stress Changes in articulation
o Practical exercise o Drilling/ o Modeling o Presentation o Roleplay
- Scenarios - White/blackboard - Reference books - Markers - Flip charts - Stationeries - Audiovisual material - Recordings - Trainee manual - Lesson plan
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Clear identification of differences between common English accents
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Oral evidence
Performance evidence
Listening practice Discussions True or false questions Note taking
Task: Listen to two different recordings played by the trainer and identify
the differences between the accents of both speakers
Checklist Score
Yes No
Indicator 1: Introduction to English accents is understood
English accent is defined
Common English accents are mastered
Indicator 2: American and British English accents are differentiated
Vowel Pronunciation is considered
Consonant pronunciation is considered
Rhotic accent is considered
Change of stress is considered
Changes in articulation are considered
Observation
Learning Outcome 3.3:Report information listened to in different accents accurately
Reporting information General information Specific information
o Practical exercise o Presentation o Drilling/ o Modelling
- Scenarios - White/blackboard - Reference books - Markers - Flip charts - Audiovisual materials - Recordings - Stationeries
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Listening practice
Discussions
Presentations
Task:
Listen and report to the information you hear from each recording
played to you by the trainer
Performance criterion
Accurate reporting of information listened to in different accents
Resources Learning activities Content
Checklist Score
Yes No
Indicator: Reporting is done according to types of information
Reported considering general information
Reported considering specific information
Observation
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 clearly 2. Differentiate business documents effectively 3. Write business documents perfectly 4. Use writing style applicable to each type of business document
5 Hours
Learning Outcome 4.1: Write about a wide range of trade-related subjects clearly
Varieties of writing Chronological writing Analytical writing Descriptive writing Compare and
contrast writing Evaluative writing Summary writing
The Writing processes Exploring and
planning Drafting Building effective
paragraphs Editing
o Brainstorming o Documentary research o Practical exercise o Group work
- Flip charts - White/chalk Board - Markers - Reference books - Stationeries - Projector - Lesson plan - Trainee manual
Resources Learning activities Content
Formative Assessment 4.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance
Writing practice Presentations
Task: Write a short text analysing an important issue affecting your career
Checklist Score
Yes No
Indicator 1: Varieties of writing are understood
Chronological writing is understood
Analytical writing is understood
Descriptive writing is understood
Compare and contrast writing
Evaluative writing is understood
Summary writing is understood
Indicator 2: The Writing processes is followed
Exploring and planning is considered
Drafting is done
Performance criterion
Clear and detailed writing about a wide range of trade-related subjects
Effective paragraphs are built
Editing is done
Observation
Learning Outcome 4.2: Differentiate business documents effectively
Identification and differentiation of business documents Business plans and Goals
Business proposals
Concept notes Accounting Documents
Financial reports Financial
statements Goods received
note Purchase order Goods delivery
note Requisition
Customer service documents
Business reports
Annual reports Term reports Quarterly report Activity/Operati
on reports Operational documents
Contracts Business letters
o Practical exercise o Brainstorming o Presentation o Documentary research o Group work o Roleplay
- Scenarios - White/blackboard - Reference books - Markers - Flip charts - Stationeries - Lesson plan - Trainee manual
Resources Learning activities Content
Memorandum of Understanding
Formative Assessment 4.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Performance
Writing practice Discussions Presentations Multiple choice Matching
Task: Name at least 4 different types of business documents and specify their
differences
Checklist Score
Yes No
Indicator: Business documents are explored
Business plan is explored (characteristics, structure, elements, importance,..)
Accounting documents are explored (characteristics, structure, elements, importance,..)
Customer service documents are explored (types, characteristics, structure, elements, importance,..)
Business reports are explored (characteristics, structure, elements, importance,..)
Operational documents are explored (types, characteristics, structure, elements, importance,..)
Performance criterion
Effective differentiation of business documents (inventory, memos,letters, handovers, receipts, minutes)
Observation
Learning Outcome 4.3: Write business documents perfectly
Steps to write business documents Identifying the
audience Identifying the
document’s purpose Organizing the
writing Proofreading the
business document Editing the business
document
Writing commonly used business documents
o Practical exercise o Documentary research o Presentation o Group work
- White/blackboard - Reference books - Markers - Flip charts - Paper - Stationeries - Trainee manual - Lesson plan
Formative Assessment 4.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Writing practice Presentation
Task: 5. Write a business of a project you would implements upon
graduation
Performance criterion
Appropriate writing of business documents
Resources Learning activities Content
Learning Outcome 4.4: Use writing style applicable to each type of business document
6. Application of principles and techniques of business writing
7. Formatting a business document
o Practical writing exercises o Group work o Documentary research o Presentation
- White/blackboard - Reference books - Markers - Flip charts - Stationeries - Trainee manual - Lesson plan
Checklist Score
Yes No
Indicator 1: Steps to write business documents are followed accurately
The audience is identified
The document’s purpose is identified
The writing is organized
The business document is proofread
The business document is edited
Indicator 2: Commonly used business documents are correctly written
Business plans are elaborated
Accounting documents are prepared
Customer service documents are written
Business reports are drafted
Operational documents are prepared
Etc
Observation
Resources Learning activities Content
Formative Assessment 4.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Writing practice Presentation Matching
Task: 8. 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
Performance criterion
Appropriate use of writing style applicable to each type of business document
Reference books:
1. Jacques Barzun, On Writing, Editing, and Publishing (Chicago: U. of Chicago Press,1972), pp. 57, 7
2. Jefferson Bates, Writing with Precision (Washington: Acropolis Books, 1985), pp. 82-85 3. George W. Fluharty and Harold R. Ross, Public Speaking (New York: Barnes and Noble,
1981), p. 276 4. William E. Wiethoff, Writing the Speech (Greenwood, IN: Alistair Press, 1994), p. 15 5. Judith Humphrey, “Writing Professional Speeches,” Vital Speeches of the Day, vol. 54,
Mar. 15, 1988, p. 343 6. Robert A. Rackleff, “The Art of Speechwriting,” Vital Speeches of the Day, vol. 54, Mar.
1, 1988, p. 311 7. Kenneth Roman and Joel Raphaelson, Writing That Works (New York: Harper and
Row,1981), p. 73 8. Dwyer, Karan Kangas&Marlina M. Davidson. “Is Public Speaking Really More Feared than
Death?” Communications Research Reports, Vol. 29, Issue 2, 2012. Pages 99 – 107. 9. Beebe, S. A., & Beebe, S. J. Public speaking: An audience-centered approach (6th ed.). (
New York: Pearson, 2006). 10. Fraleigh, D. M., &Tuman, J. S. Speak up! An illustrated guide to public speaking. (New
York: Bedford/St. Martins, 2009). 11. Paul Taylor, "Analysis and Synthesis of Intonation using Tilt Model", Journal of the
Acoustical Society of America. Vol 107 3, pp. 1697-1714. 12. Gimson, A. C.. "An introduction to the pronunciation of English". London: Arnold, 1989. 13. Trudgill, P. and J. Hanna. "International English: a guide to the varieties of
StandardEnglish". London: Hodder Education, 2008. 14. S. H. Weinberger and S. A. Kunath, “The Speech Accent Archive: towards a typology
of English accents,” Language and Computers,vol. 73, no. 1, pp. 265–281, 2011 15. Desmond A. Gilling "The Essential Handbook for Business Writing :communication
excellence in English, the language of business worldwide", First Edition. Canada, 2013 16. Green, G. M., Kantor, R. N., Morgan, J. L., Stein, N. L., Hermon, G., Salzillo, R., Sellner, M.
B., Bruce, B. C., Gentner, D., & Webber, B. L. Problems and Techniques of Text Analysis, April 1980.
17. Billmeyer, Rachel and Mary Lee Barton. Teaching Reading in the Content Areas: If Not Me, Then Who? Aurora, CO: McREL, 1998
18. Buckley, J. The Canadian Student’s Guide to Essay Writing. (6th ed.) Toronto, 2004
C C M K N 5 0 1 - IKINYARWANDA K’INTYOZA
CCMKN501 IKINYARWANDA K’INTYOZA
Ikiciro: 3 Amasaha ateganijwe
Indengo y'amasaha: 3 30
Ishami: Yose
Agashami: Twose
Igihe yateguriwe:Ukuboza, 2016
Intego nyamukuru
Iyi mbumbanyigisho irasobanura ubumenyi n’ubushobozi bukenewe kugira ngo uwiga ashobore :
Kumva, kuvuga, gusoma no kwandika Ikinyarwanda k’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 no kumurika mu rurimi rw'Ikinyarwanda afatiye ku ngeri zinyuranye z’imyandiko.
Gukoresha neza ibinyazina bitandukanye.
Kwandika neza amazina bwite anyuranye.
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 Ikinyarwanda k'intyoza, uwiga agaragaza ko yumva inkurushusho abinyujije mu ngiro zitandukanye.
1.2 Gusoma neza inkurushusho yubahiriza uturango n’isesekaza.
1.3 Gusubiza ibibazo ku nkurushusho mu nyandiko ikwiye. 1.4 Guhindura inkurushusho mo agakino akurikiranya neza
ingingo. 1.5 Guhimba no kwandika inkurushusho akurikiranya neza
ingingo.
2. Gukoresha Ikinyarwanda k'intyoza uwiga agaragaza uburyo bunyuranye bwo gukemura amakimbirane no gukoresha ibinyazina binyuranye.
2.1. Gukoresha Ikinyarwanda k'intyoza, uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko yo gukemura amakimbirane abinyujije mu ngiro zitandukanye.
2.2. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza. 2.3. Gusubiza ibibazo ku mwandiko mu mvugo ikwiye. 2.4. Guhina no guhimba umwandiko akurikiranya neza ingingo. 2.5. Kumurika ingero zifatika zigaragaza uburyo bwo gukemura
amakimbirane. 2.6. Gukoresha ibinyazina binyuranye ku buryo bukwiye.
3. Gukangurira abandi akamaro k’isuku n’isukura no gukoresha ibinyazina binyuranye.
3.1. Gukoresha Ikinyarwanda k'intyoza, uwiga agaragaza ko yumva umwandiko ku kamaro k’isuku n’isukura abinyujije mu ngiro zitandukanye.
3.2. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza. 3.3. Gusubiza ibibazo ku mwandiko mu mvugo ikwiye. 3.4. Guhina no guhimba umwandiko akurikiranya neza ingingo. 3.5. Kumurika ingero zifatika zihamya akamaro k’isuku n’isukura. 3.6. Gukoresha ibinyazina binyuranye ku buryo bukwiye.
4. Gukoresha Ikinyarwanda k'intyoza agaragaza uburyo bunyuranye bwo gutunganya ubutaka no gukoresha ibinyazina binyuranye.
4.1. Gukoresha Ikinyarwanda k'intyoza agaragaza ko yumva umwandiko ku mitunganyirize y’ubutaka abinyujije mu ngiro zitandukanye.
4.2. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza 4.3. Gusubiza ibibazo ku mwandiko mu mvugo ikwiye. 4.4. Guhina no guhimba umwandiko akurikiranya neza ingingo. 4.5. Kumurika ingero zifatika zihamya imitunganyirize iboneye
y’ubutaka. 4.6. Gukoresha ibinyazina binyuranye ku buryo bukwiye.
5. Gukoresha neza uburyo bunyuranye bw’ ubwumvane no kwandika yubahiriza imyandikire y’Ikinyarwanda.
5.1. Gukoresha Ikinyarwanda k'intyoza, uwiga agaragaza ko yumva ikinamico ku nsanganyamatsiko yerekeye ubwumvane mu ngiro zitandukanye.
5.2. Gusoma neza ikinamico yubahiriza uturango twayo. 5.3. Gusubiza ibibazo ku ikinamico mu mvugo ikwiye. 5.4. Guhimba no gukina ikinamico ahuza imvugo n’ingiro. 5.5. Gukoresha neza inzego z’ururimi. 5.6. Kubahiriza imyandikire y’amazina bwite.
IMBUMBE LU 1:Gukoresha ubuvanganzo nyandiko ashyikirana n’abandi
1
Umusaruro w’inyigisho:
1. Gukoresha Ikinyarwanda k'intyoza uwiga agaragaza ko
yumva inkurushusho abinyujije mu ngiro zitandukanye
2. Gusubiza ibibazo ku nkurushusho mu mvugo ikwiye.
3. Gusoma neza inkurushusho yubahiriza uturango
n’isesekaza.
4. Guhindura inkurushusho mo agakino akurikiranya neza
ingingo.
5. Guhimba no kwandika inkurushusho
Amasaha 6
Umusaruro w’inyigisho 1.1: Gukoresha Ikinyarwanda k'intyoza uwiga agaragaza ko yumva
inkurushusho abinyujije mu ngiro zitandukanye.
Ibimenyetso by’uteze amatwi atarogoya ufite ijambo.
Inkurushusho Insanganyamatsiko; Inyunguramagambo; ingingo z’umuco
n’amateka; Inshamake
y’inkurushusho; inshoza n’uturango
by’inkurushusho; isomo ry’ingenzi; isesekaza n’utwatuzo.
o Gusoma inkurushusho bucece.
o Gusoma inkurushusho mu matsinda bashaka: - Ibisobanuro
by’amagambo akomeye; - Ibisubizo by’ibibazo byo
kumva inkurushusho no kumurika ibivuyemo;
o Gusoma inkurushusho uwiga aranguruye ;
o Gusoma inkurushusho bakuranwa ;
o Guhuza ibivugwa mu nkurushusho n’indangagaciro;
o Gusanisha ingeso zivugwa mu nkurushusho n’imyitwarire y’abantu;
o Gukoresha Ikinyarwanda k'intyoza agaragaza insanganyamatsiko z’ingenzi;
o Gusobanura ingingo z’umuco
˗ Ibitabo by’ubuvanganzo (inkurushusho) ;
˗ Ibinyamakuru bikoresha inkurushusho ;
˗ Sede (cd); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
n’amateka; o Gusobanura inshoza
n’uturango by’inkurushusho; o Gutahura isomo ry’ingenzi; o Guhina mu magambo
inkurushusho;
Isuzuma Mbonezanyigisho 1.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga akurikiye neza inkurushusho
Umukoro mu matsinda
Ibisubizo ku bibazo byanditse
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Gukurikira neza inkurushusho
Ubwumvane mu matsinda;
Ibyiyumviro by'uteze amatwi atarogoya;
Ikitabwaho 2: Kugaragaza ko yumva neza
Insanganyamatsiko;
Inyunguramagambo;
ingingo z’umuco n’amateka;
Inshamake y’inkurushusho;
inshoza n’uturango by’inkurushusho;
Isomo ry’ingenzi;
Isesekaza n’utwatuzo.
Umwanzuro
Ubushobozi busuzumwa
Uwiga yakoresheje neza Ikinyarwanda k'intyoza agaragaza ko yumva
inkurushusho abinyujije mu ngiro zitandukanye
Umusaruro w’inyigisho 1.2: Gusoma neza inkurushusho yubahiriza uturango n’isesekaza.
Inkurushusho ku kamaro k'imyuga n'ubumenyi ngiro mu muryango (nyarwanda)
o Gusoma inkurushusho bucece.
o Gusoma inkurushusho mu matsinda
o Gusoma inkurushusho uwiga aranguruye ;
o Gusoma inkurushusho bakuranwa;
˗ Ibitabo by’ubuvanganzo (inkurushusho) ;
˗ Ibinyamakuru bikoresha inkurushusho ;
˗ Sede (cd); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
Isuzuma Mbonezanyigisho 1.2
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Uwiga asoma neza inkurushusho
Umukoro mu matsinda
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Gusoma neza inkurushusho
Ubwumvane mu matsinda;
Ibyiyumviro by'uteze amatwi atarogoya;
Utwatuzo n'isesekaza.
Umwanzuro
Ubushobozi busuzumwa
Yasomye neza inkurushusho yubahiriza uturango n’isesekaza.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Umusaruro w’inyigisho 1.3: Gusubiza ibibazo ku nkurushusho mu nyandiko iboneye.
Inkurushusho ku kamaro k'imyuga n'ubumenyi ngiro mu muryango (nyarwanda)
Insanganyamatsiko; Inyunguramagambo; ingingo z’umuco
n’amateka; Inshamake
y’inkurushusho; inshoza n’uturango
by’inkurushusho; isomo ry’ingenzi;
o Gusoma inkurushusho o Guhuza ibivugwa mu
nkurushusho n’indangagaciro; o Gusanisha ingeso zivugwa mu
nkurushusho n’imyitwarire y’abantu;
o Gukoresha Ikinyarwanda k'intyoza agaragaza insanganyamatsiko z’ingenzi;
o Gusobanura ingingo z’umuco n’amateka;
o Gusobanura inshoza n’uturango by’inkurushusho;
o Guhina inkurushusho mu nyandiko ikwiye
o Gutahura isomo ry’ingenzi;
˗ Ibitabo by’ubuvanganzo (inkurushusho) ;
˗ Ibinyamakuru bikoresha inkurushusho ;
˗ Sede (cd); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
Isuzuma Mbonezanyigisho 1.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga asubiza neza ibibazo ku nkurushusho
Umukoro mu matsinda
Ibisubizo ku bibazo byanditse
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Gusoma neza inkurushusho
Ubwumvane mu matsinda;
Ibyiyumviro by'uteze amatwi atarogoya;
Ikitabwaho: Kumva no gusubiza neza ibibazo ku nkurushusho
Ubushobozi busuzumwa
Yashubije ibibazo ku nkurushusho mu mvugo iboneye
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Insanganyamatsiko;
Inyunguramagambo;
Ingingo z’umuco n’amateka;
Uturango by’inkurushusho;
Isomo ry’ingenzi;
Inshamake y’inkurushusho.
Umwanzuro
Umusaruro w’inyigisho 1.4: Guhindura inkurushusho mo agakino akurikiranya neza ingingo.
Inkurushusho ku kamaro
k'imyuga n'ubumenyi ngiro mu muryango (nyarwanda)
Udukino dufatiye ku nkurushusho
o Gusoma inkurushusho o Gusesengura inkurushusho o Guhindura agakino mo
inkurushusho akurikiranya neza ingingo.
˗ Ibitabo by’ubuvanganzo (inkurushusho) ;
˗ Ibinyamakuru bikoresha inkurushusho ;
˗ Sede (cd); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
Isuzuma Mbonezanyigisho 1.4
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Ubushobozi busuzumwa
Yahinduye inkurushusho mo agakino akurikiranya neza ingingo
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Umukoro mu matsinda
Inyandiko y'udukino dufatiye ku nkurushusho
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1:Gusoma no gusesengura neza inkurushusho
Ibyiyumviro by'uteze amatwi atarogoya;
Ubwumvane mu matsinda;
Ikitabwaho 2: Guhindura neza inkurushusho mo udukino
Isesekaza;
Isano y'inkurushusho n'udukino;
Insanganyamatsiko.
Umwanzuro
Umusaruro w’inyigisho 1.5: Guhimba no kwandika inkurushusho akurikiranya neza ingingo.
ihimbankurushusho Insanganyamatsiko; Inyunguramagambo; ingingo z’umuco n’amateka; Uturango by’inkurushusho; isomo ry’ingenzi; isesekaza n’utwatuzo.
o Guhimba inkurushusho. o Kwandika inkurushusho
˗ Ibitabo by’ubuvanganzo (inkurushusho) ;
˗ Ibinyamakuru bikoresha inkurushusho ;
˗ Sede (cd); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
Isuzuma Mbonezanyigisho 1.5
Ubushobozi busuzumwa
Yahimbye anandika inkurushushoakurikiranya neza ingingo.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga ahimbainkurushusho
Umukoro mu matsinda
Inkurushusho
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho:Guhimba no kwandika neza inkurushusho
Insanganyamatsiko n'isomo ry’ingenzi;
Inyunguramagambo;
Ingingo z’umuco n’amateka;
Uturango tw’inkurushusho;
Isesekaza n’utwatuzo;
Urukurikirane ruhwitse rw'ingingo.
Umwanzuro
Imbumbe LU 2:Gukoresha Ikinyarwanda k'intyoza agaragazauburyobwo
bunyuranye gukemura amakimbirane no gukoresha ibinyazina binyuranye.
2
Umusaruro w’inyigisho:
1. Gukoresha Ikinyarwanda k'intyoza, uwiga agaragaza
ko yumva umwandiko ku nsanganyamatsiko yo
gukemura amakimbirane abinyujije mu ngiro
zitandukanye.
2. Gusoma umwandiko yubahiriza utwatuzo n’isesekaza
3. Gusubiza ibibazo ku mwandiko mu mvugo iboneye.
4. Guhina no guhimba umwandiko akurikiranya ingingo
5. Kumurika ingero zifatika zigaragaza uburyo bwo
gukemura amakimbirane mu muryango
6. Gukoresha ibinyazina binyuranye ku buryo bukwiye
Amasaha 6
Umusaruro w’inyigisho 2.1: Gukoresha Ikinyarwanda k'intyoza, uwiga agaragaza ko yumva
umwandiko ku nsanganyamatsiko yo gukemura amakimbirane abinyujije mu ngiro
zitandukanye.
Umwandiko ku nsanganyamatsiko yo gukemura amakimbirane;
Ibimenyetso by’utega amatwi atarogoya;
Inyunguramagambo;
Insanganyamatsiko y’umwandiko;
Ingingo z’umuco;
Ingingo z’amateka (gusasa inzobe, Gacaca, Imimaro,..);
Ingero zifatika zigaragaza uburyo bwo gukemura amakimbirane mu
o Gutega amatwi umwandiko ujyanye no gukemura amakimbirane.
o Kutarogoya ufite ijambo nta mpamvu.
o Gusubiza ibibazo byo kumva umwandiko n’inyunguramagambo.
o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.
o Gukoresha Ikinyarwanda k'intyoza agaragaza indangagaciro y’ubworoherane.
o Gusoma mu matsinda
˗ Ibitabo bikubiyemo imyandiko yerekeye gukemura amakimbirane; ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
muryango.
Indangagaciro y’ubworoherane;
Ihinamwandiko ku nsanganyamatsiko yo gukemura amakimbirane;
bashaka: -Ibisobanuro by’amagambo akomeye. -Ibisubizo by’ibibazo byo kumva umwandiko.
o Kumurika mu ruhame ibyavuye mu matsinda.
o Gusoma aranguruye agaragaza isesekaza.
o Gukusanyiriza mu matsinda ibitekerezo ku kamaro ko gukemura amakimbirane.
o Gukora inshamake y’umwandiko.
o Kujya impaka ku ngaruka zo guhembera amakimbirane.
Isuzuma Mbonezanyigisho 2.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga akurikiye neza umwandiko ku nsanganyamatsiko yo
gukemura amakimbirane
Umukoro mu matsinda
Ibisubizo ku bibazo byanditse
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Gutega amatwi no gukurikira neza umwandiko
Ubwumvane mu matsinda;
Ibyiyumviro by'uteze amatwi atarogoya
Ikitabwaho 2: Kugaragaza ko yumva neza
Insanganyamatsiko;
Inyunguramagambo;
ingingo z’umuco n’amateka;
Ubushobozi busuzumwa
Yakoresheje Ikinyarwanda k'intyoza, agaragaza ko yumva umwandiko ku
nsanganyamatsiko yo gukemura amakimbirane abinyujije mu ngiro
zitandukanye.
.
Isomo ry’ingenzi;
Isesekaza n’utwatuzo.
Umwanzuro
Umusaruro w’inyigisho 2.2: Gusoma umwandiko yubahiriza utwatuzo n’isesekaza.
Umwandiko ku nsanganyamatsiko yo gukemura amakimbirane;
Ibimenyetso by’utega amatwi atarogoya;
o Gusoma umwandiko bucece. o Gusoma umwandiko mu
matsinda o Gusoma umwandiko uwiga
aranguruye ; o Gusoma umwandiko
bakuranwa; o Kubahiriza isesekaza
n'utwatuzo
˗ Ibitabo bikubiyemo imyandiko yerekeye gukemura amakimbirane; ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
Isuzuma Mbonezanyigisho 2.2
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Uwiga asoma neza umwandiko ku nsanganyamatsiko yo
gukemura amakimbirane
Umukoro mu matsinda
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Gusoma neza umwandiko
Ibyiyumviro by’uteze amatwi atarogoya;
Ubwumvane mu matsinda;
Ubushobozi busuzumwa
Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Isesekaza;
Utwatuzo.
Umwanzuro
Umusaruro w’inyigisho 2.3: Gusubiza ibibazo ku mwandiko mu mvugo ikwiye.
Umwandiko ku nsanganyamatsiko yo gukemura amakimbirane;
Ibimenyetso by’utega amatwi atarogoya;
Inyunguramagambo;
Insanganyamatsiko y’umwandiko;
Ingingo z’umuco;
Ingingo z’amateka (gusasa inzobe, Gacaca, Imimaro,..);
Ingero zifatika zigaragaza uburyo bwo gukemura amakimbirane mu muryango.
Indangagaciro y’ubworoherane;
Ihinamwandiko ku nsanganyamatsiko yo gukemura amakimbirane;
o Gutega amatwi umwandiko ujyanye no gukemura amakimbirane.
o Kutarogoya ufite ijambo nta mpamvu.
o Gusubiza ibibazo byo kumva umwandiko n’inyunguramagambo.
o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.
o Gukoresha Ikinyarwanda k'intyoza agaragaza indangagaciro y’ubworoherane.
o Gusoma mu matsinda bashaka: -Ibisobanuro by’amagambo akomeye. -Ibisubizo by’ibibazo byo kumva umwandi
o Kumurika mu ruhame ibyavuye mu matsinda.
o Gusoma aranguruye agaragaza isesekaza.
o Gukusanyiriza mu matsinda ibitekerezo ku kamaro ko gukemura amakimbirane.
o Gukora inshamake y’umwandiko.
o Kujya impaka ku ngaruka zo
˗ Ibitabo bikubiyemo imyandiko yerekeye gukemura amakimbirane; ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
guhembera amakimbirane.
Isuzuma Mbonezanyigisho 2.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga asubiza neza ibibazo ku mwandiko ku nsanganyamatsiko
yo gukemura amakimbirane
Umukoro mu matsinda
Ibisubizo ku bibazo byanditse
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1:Gutega amatwi no kumva neza umwandiko
Ibyiyumviro by'uteze amatwi atarogoya;
Ubwumvane mu matsinda;
Ikitabwaho 2:Gusubizaneza ibibazo ku
Nyunguramagambo;
Nsanganyamatsiko y’umwandiko;
Ngingo z’umuco ;
Ngingo z’amateka ( gusasa inzobe, Gacaca, Imimaro,..);
Buryo bufatika bwo gukemura amakimbirane mu muryango;
Ndangagaciro y’ubworoherane.
Umwanzuro
Ubushobozi busuzumwa
Yashubije ibibazo ku mwandiko mu mvugo ikwiye.
Umusaruro w’inyigisho 2.4: Guhina no guhimba umwandiko akurikiranya ingingo.
Umwandiko ku nsanganyamatsiko yo gukemura amakimbirane;
Inyunguramagambo;
Insanganyamatsiko y’umwandiko;
Ingingo z’umuco ;
Ingingo z’amateka (gusasa inzobe, Gacaca, Imimaro,..);
Ingero zifatika zigaragaza uburyo bwo gukemura amakimbirane mu muryango.
Indangagaciro y’ubworoherane;
Ihinamwandiko ku nsanganyamatsiko yo gukemura amakimbirane;
Ihangamwandiko ku nsanganyamatsiko yo gukemura amakimbirane.
o Gusoma no gusesengura umwandiko ku nsanganyamatsiko yo gukemura amakimbirane
o Gukora inshamake y’umwandiko.
o Guhimba umwandiko
˗ Ibitabo bikubiyemo imyandiko yerekeye gukemura amakimbirane; ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
Isuzuma Mbonezanyigisho 2.4
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Ubushobozi busuzumwa
Yahinnye anahimba umwandiko akurikiranya neza ingingo.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Amajwi n’amashusho
Inyandiko
Uwiga ahina,ahimba neza umwandiko ku nsanganyamatsiko yo
gukemura amakimbirane
Umukoro mu matsinda
Ihinamwandiko n'ihimbamwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Guhina no guhimba neza umwandiko
Inyunguramagambo;
Insanganyamatsiko y’umwandiko;
Ingingo z’umuco;
Ingingo z’amateka (gusasa inzobe, Gacaca, Imimaro,..);
Ingero zifatika z'uburyo bwo gukemura amakimbirane mu muryango;
indangagaciro y’ubworoherane.
Umwanzuro
Umusaruro w’inyigisho 2.5: Kumurika ingero zifatika zigaragaza uburyo bwo gukemura
amakimbirane mu muryango.
Umwandiko ku nsanganyamatsiko yo gukemura amakimbirane;
Ihangamwandiko ku nsanganyamatsiko yo gukemura amakimbirane.
Imurikamwandiko
o Gusoma no gusesengura umwandiko ujyanye no gukemura amakimbirane.
o Gukora ubushakashatsi ku buryo bwo gukemura amakimbirane
o Guhuza ingingo n'isomo n'ibyasomwe mu zindi nyandiko
o Kumurika ingero zifatika zigaragaza uburyo bwo gukemura amakimbirane mu muryango.
˗ Ibitabo bikubiyemo imyandiko yerekeye gukemura amakimbirane; ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Isuzuma Mbonezanyigisho 2.5
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga amurika neza umwandiko ku buryo bwo gukemura amakimbirane mu muryango
Umukoro mu matsinda
Inyandiko y'icyegeranyo ku buryo bwo gukemura amakimbirane
mu muryango
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Kumurika neza ingero ku buryo bwo gukemura amakimbirane
Ingero zifatika ku buryo bwo gukemura amakimbirane mu muryango;
Isano y'ingingo n'ibyasomwe mu bushakashatsi ku ngingo;
Ugukoresha neza umwanya w'ijambo;
Ukurasa ku ngingo.
Umwanzuro
Ubushobozi busuzumwa
Yamuritse ingero zifatika zigaragaza uburyo bwo gukemura amakimbirane mu
muryango
Umusaruro w’inyigisho 2.6: Gukoresha ibinyazina binyuranye ku buryo bukwiye.
Umwandiko ku nsanganyamatsiko yo gukemura amakimbirane;
Ibinyazina: Nyereka Ngenera Ngenga
Ihangamwandiko
o Gusoma no gusesengura umwandiko
o Gutahura imikoreshereze y’ibinyazina binyuranye.
o Gukorsha neza ibinyazina binyuranye mu mwandiko
˗ Ibitabo bikubiyemo imyandiko yerekeye gukemura amakimbirane; ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
Isuzuma Mbonezanyigisho 2.6
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga atahura amakosa ku mikoreshereze y'ibinyazina
Umukoro mu matsinda
Ibisubizo ku bibazo byanditse ku mikoreshereze y'ibinyazina
binyuranye
Urutonde rw’ibisuzumwa Arabishoboye
Ubushobozi busuzumwa
Yakoresheje ibinyazina binyuranye ku buryo bukwiye
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Yego Oya
Ikitabwaho:Gukoresha neza ibinyazina binyuranye
Ibinyazina bitandukanye:Nyereka, Ngenera na Ngenga
Isesengura ku mikoreshereze y'ibinyazina bitandukanye;
Imikoreshereze ikwiye y'ibinyazina binyuranye mu mwandiko.
Umwanzuro
Imbumbe LU 3:Gukangurira abandi akamaro k’isuku n’isukura no gukoresha ibinyazina binyuranye.
3
Umusaruro w’inyigisho:
1. Gukoresha Ikinyarwanda k'intyoza, uwiga agaragaza ko yumva umwandiko ku kamaro k’isuku n’isukura abinyujije mu ngiro zitandukanye.
2. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza. 3. Gusubiza ibibazo ku mwandiko mu mvugo iboneye. 4. Guhina no guhimba umwandiko akurikiranya neza ingingo 5. Kumurika ingero zifatika zihamya akamaro k’isuku
n’isukura. 6. Gukoresha ibinyazina binyuranye ku buryo bukwiye
Amasaha 6
Umusaruro w’inyigisho 3.1: Gukoresha Ikinyarwanda k'intyozan uwiga agaragaza ko yumva
umwandiko ku kamaro k’isuku n’isukura abinyujije mu ngiro zitandukanye.
Umwandiko ku nsanganyamatsiko ku isuku n’isukura;
Ibimenyetso by’uteze amatwi atarogoya ufite ijambo.
Inyunguramagambo;
Insanganyamatsiko y’umwandiko;
Ingingo z’umuco n’amateka;
Isesekaza n’utwatuzo;
Indangagaciro zo kubaha ubuzima;
ingero zifatika zihamya akamaro k’isuku n’isukura;
Ihinamwandiko ku nsanganyamatsiko y’
o Gutega amatwi umwandiko ku isuku n’isukura.
o Kutarogoya ufite ijambo nta mpamvu.
o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.
o Gukoresha Ikinyarwanda k'intyoza agaragaza indangagaciro yo kubaha ubuzima (Kubaha uburenganzira bwa muntu, kwirinda ihohotera iryo ari ryo ryose,kwiyitaho ).
o Gusoma mu matsinda bashaka: -Ibisobanuro by’amagambo akomeye; -Ibisubizo by’ibibazo byo kumva umwandiko;
o Kumurika mu ruhame
˗ Ibitabo bikubiyemo imyandiko yerekeye isuku n’isukura;
˗ Ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Itangazo Mpuzamahanga
ry’uburenganzira bwa Muntu,
˗ Itegeko Nshinga rya Repubulika y’u Rwanda;
˗ Amafoto ku bikorwa by’isuku n’isukura.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
isuku n’isukura;
Ihangamwandiko ku isuku n’isukura.
ibyavuye mu matsinda ; o Gusoma aranguruye
agaragaza isesekaza. o Gukusanyiriza mu matsinda,
ibitekerezo ku isuku n’isukura. o Gukora inshamake
y’umwandiko. o Kujya impaka ku ngaruka
z’umwanda.
Isuzuma Mbonezanyigisho 3.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga asubiza neza ibibazo ku mwandiko ku kamaro k’isuku
n’isukura
Umukoro mu matsinda
Ibisubizo ku bibazo byanditse
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Gutega amatwi no gukurikira neza umwandiko
Ubwumvane mu matsinda;
Ibyiyumviro by'uteze amatwi atarogoya;
Ikitabwaho 2: Kugaragaza ko yumva neza:
Insanganyamatsiko;
Inyunguramagambo;
Ingingo z’umuco n’amateka;
Inshamake y’umwandiko;
Inshoza n’uturango by’umwandiko;
Isomo ry’ingenzi;
Isesekaza n’utwatuzo.
Umwanzuro
Ubushobozi busuzumwa
Uwiga yakoresheje Ikinyarwandak’intyoza agaragaza ko yumva umwandiko ku
kamaro k’isuku n’isukura abinyujije mu ngiro zitandukanye.
Umusaruro w’inyigisho 3.2: Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.
Umwandiko ku nsanganyamatsiko y' isuku n’isukura;
o Gutega amatwi umwandiko ku isuku n’isukura.
o Kutarogoya usoma nta mpamvu.
o Gusoma mu matsinda o Gusoma aranguruye agaragaza
isesekaza.
˗ Ibitabo bikubiyemo imyandiko yerekeye isuku n’isukura;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Murandasi;
Isuzuma Mbonezanyigisho 3.2
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Uwiga asoma neza ibibazo ku mwandiko ku kamaro k’isuku
n’isukura
Umukoro mu matsinda
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho : Gusoma neza umwandiko
Ibyiyumviro by’uteze amatwi atarogoya;
Ubwumvane mu matsinda;
Isesekaza;
Utwatuzo.
Umwanzuro
Ubushobozi busuzumwa
Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Umusaruro w’inyigisho 3.3: Gusubiza ibibazo ku mwandiko mu mvugo ikwiye.
Umwandiko ku nsanganyamatsiko ku isuku n’isukura;
Ibimenyetso by’uteze amatwi atarogoya ufite ijambo.
Inyunguramagambo;
Insanganyamatsiko y’umwandiko;
Ingingo z’umuco n’amateka;
Isesekaza n’utwatuzo;
Indangagaciro zo kubaha ubuzima;
ingero zifatika zihamya akamaro k’isuku n’isukura;
Ihinamwandiko ku nsanganyamatsiko y’ isuku n’isukura;
Ihangamwandiko ku isuku n’isukura.
o Gutega amatwi umwandiko ku isuku n’isukura.
o Kutarogoya ufite ijambo nta mpamvu.
o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.
o Gukoresha Ikinyarwanda k'intyoza agaragaza indangagaciro yo kubaha ubuzima (kwiyitaho ).
o Gusoma mu matsinda bashaka: -Ibisobanuro by’amagambo akomeye; -Ibisubizo by’ibibazo byo kumva umwandiko;
o Kumurika mu ruhame ibyavuye mu matsinda ;
o Gusoma aranguruye agaragaza isesekaza.
o Gukusanyiriza mu matsinda, ibitekerezo ku isuku n’isukura.
o Gukora inshamake y’umwandiko mu mvugo.
o Kujya impaka ku ngaruka z’umwanda.
˗ Ibitabo bikubiyemo imyandiko yerekeye isuku n’isukura;
˗ Ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Itangazo Mpuzamahanga
ry’uburenganzira bwa Muntu,
˗ Itegeko Nshinga rya Repubulika y’u Rwanda;
˗ Amafoto ku bikorwa by’isuku n’isukura.
Isuzuma Mbonezanyigisho 3.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Ubushobozi busuzumwa
Yashubije neza ibibazo mu mvugo iboneye ku mwandiko.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga asubiza neza ibibazo ku mwandiko ku kamaro k’isuku
n’isukura
Umukoro mu matsinda
Ibisubizo ku bibazo byanditse
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1:Gutega amatwi no kumva neza umwandiko
Ibyiyumviro by'uteze amatwi atarogoya;
Ubwumvane mu matsinda;
Ikitabwaho 2:Gusubiza neza ibibazo ku
Nyunguramagambo;
Nsanganyamatsiko y’umwandiko;
Ngingo z’umuco.
Umwanzuro
Umusaruro w’inyigisho 3.4: Guhina no guhimba umwandiko akurikiranya neza ingingo.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Umwandiko ku nsanganyamatsiko ku isuku n’isukura;
Ibimenyetso by’uteze amatwi atarogoya ufite ijambo.
Inyunguramagambo;
Insanganyamatsiko y’umwandiko;
Ingingo z’umuco n’amateka;
Isesekaza n’utwatuzo;
Indangagaciro zo kubaha ubuzima;
Ingero zifatika zihamya akamaro k’isuku n’isukura;
Ihinamwandiko ku nsanganyamatsiko y’ isuku n’isukura;
Ihangamwandiko ku isuku n’isukura.
o Gutega amatwi umwandiko ku isuku n’isukura.
o Kutarogoya ufite ijambo nta mpamvu.
o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.
o Gukoresha Ikinyarwanda k'intyoza agaragaza indangagaciro yo kubaha ubuzima (kwiyitaho).
o Gusoma mu matsinda bashaka:
o -Ibisobanuro by’amagambo akomeye;
o -Ibisubizo by’ibibazo byo kumva umwandiko;
o -Bamurika mu ruhame ibyavuye mu matsinda ;
o Gusoma aranguruye agaragaza isesekaza.
o Gukusanyiriza mu matsinda, ibitekerezo ku isuku n’isukura.
o Gukora inshamake y’umwandiko.
o Kujya impaka ku ngaruka z’umwanda.
˗ Ibitabo bikubiyemo imyandiko yerekeye isuku n’isukura;
˗ Ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Itangazo Mpuzamahanga
ry’uburenganzira bwa Muntu,
˗ Itegeko Nshinga rya Repubulika y’u Rwanda;
˗ Amafoto ku bikorwa by’isuku n’isukura.
Isuzuma Mbonezanyigisho 3.4
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga ahina, ahimba neza umwandiko ku kamaro k’isuku
n’isukura
Umukoro mu matsinda
Ihinamwandinko n'ihangamwandiko
Ubushobozi busuzumwa
Yahinnye anahimba umwandiko akurikiranya neza ingingo.
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Guhina no guhimba neza umwandiko
Inyunguramagambo;
Insanganyamatsiko y’umwandiko;
Ingingo z’umuco;
Ingingo z’amateka;
Indangagaciro na kirazira.
Umwanzuro
Umusaruro w’inyigisho 3.5: Kumurika ingero zifatika zihamya akamaro k’isuku n’isukura.
Umwandiko ku nsanganyamatsiko ku isuku n’isukura;
Imurikamwandiko
o Gusoma no gusesengura umwaniko ku isuku n’isukura.
o Guhuza ibivugwa mu mwandiko n'ibindi byasomye mu zindi nyandiko
o Kujya impaka ku ngaruka z’umwanda
o Kumurika imyanzuro ku ngero zifatika zihamya akamaro k’isuku n’isukura
˗ Ibitabo bikubiyemo imyandiko yerekeye isuku n’isukura;
˗ Ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Itangazo Mpuzamahanga
ry’uburenganzira bwa Muntu,
˗ Itegeko Nshinga rya Repubulika y’u Rwanda;
˗ Amafoto ku bikorwa by’isuku n’isukura.
Isuzuma Mbonezanyigisho 3.5
Ubushobozi busuzumwa
Yamuritse ingero zifatika zihamya akamaro k’isuku n’isukura
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga ategura, amurika neza umwandiko ku kamaro k’isuku
n’isukura
Umukoro mu matsinda
Inyandiko y'icyegeranyo ku kamaro k'isuku n'isukura
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1:Gutega amatwi no kumva neza umwandiko
Ibyiyumviro by'uteze amatwi atarogoya;
Ubwumvane mu matsinda;
Ikitabwaho 2:Gusubizaneza ibibazo
Inyunguramagambo;
insanganyamatsiko y’umwandiko;
Isano y'umwandiko n'ibyasomwe ahandi;
Ingingo z’umuco n'amateka;
Gukoresha neza umwanya w'ijambo;
Kurasa ku ntego.
Umwanzuro
Umusaruro w’inyigisho 3.6: Gukoresha ibinyazina binyuranye ku buryo bukwiye.
Umwandiko ku nsanganyamatsiko ku isuku n’isukura;
Ibinyazina Ngenera ngenga Ndafutura/ndasigura Mpamagazi
o Gusoma no gusesengura umwandiko
o Gutahura imikoreshereze y’ibinyazina binyuranye.
˗ Ibitabo bikubiyemo imyandiko yerekeye isuku n’isukura;
˗ Ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho;
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Itangazo
Mpuzamahanga ry’uburenganzira bwa Muntu,
˗ Itegeko Nshinga rya Repubulika y’u Rwanda;
˗ Amafoto ku bikorwa by’isuku n’isukura.
Isuzuma Mbonezanyigisho 3.6
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga atahura amakosa ku mikoreshereze y'ibinyazina
bitandukanye
Uwiga akoresha neza ibinyazina bitandukanye
Umukoro mu matsinda
Ibisubizo ku bibazo byanditse
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho:Gukoresha neza ibinyazina binyuranye
Ibinyazina bitandukanye: Ngenera ngenga, Ndafutura/ndasigura na Mpamagazi
Isesengura ku mikoreshereze y'ibinyazina bitandukanye;
Imikoreshereze ikwiye y'ibinyazina binyuranye mu mwandiko.
Umwanzuro
Ubushobozi busuzumwa
Yakoresheje ibinyazina binyuranye ku buryo bukwiye
Imbumbe LU 4:Gukoresha Ikinyarwanda k'intyoza agaragaza uburyo bunyuranye bwo gutunganya ubutaka no gukoresha
ibinyazina binyuranye
4
Umusaruro w’inyigisho:
1. Gukoresha Ikinyarwanda k'intyoza uwiga agaragaza ko yumva
umwandiko ku mitunganyirize y’ubutaka abinyujije mu ngiro
zitandukanye
2. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.
3. Gusubiza ibibazo ku mwandiko mu mvugo iboneye
4. Guhina no guhimba umwandiko akurikiranya neza ingingo.
5. Kumurika ingero zifatika zihamya imitunganyirize iboneye
y’ubutaka.
6. Gukoresha ibinyazina binyuranye ku buryo bukwiye.
Amasaha 6
Umusaruro w’inyigisho 4.1: Gukoresha Ikinyarwanda k'intyoza uwiga agaragaza ko yumva umwandiko ku mitunganyirizey’ubutaka abinyujije mu ngiro zitandukanye
Umwandiko ku nsanganyamatsiko yerekeye imitunganyirize y’ubutaka;
ibimenyetso by’uteze amatwi atarogoya.
Isesekaza n‘utwatuzo;
Inyunguramagambo;
Insanganyamatsiko y’umwandiko;
Indangangakiro na kirazira;
Ingingo z’amateka n’umuco;
o Gutega amatwi umwandiko ku mitunganyirize y’ubutaka.
o Kutarogoya ufite ijambo nta mpamvu. o Kuvumbura insanganyamatsiko
ivugwa mu mwandiko. o Gukoresha Ikinyarwanda k'intyoza
agaragaza indangagaciro yo gukorera mu mucyo.
o Gusoma mu matsinda bashaka: -Ibisobanuro by’amagambo akomeye; -Ibisubizo by’ibibazo byo kumva umwandiko;
o Gusoma aranguruye agaragaza isesekaza.
o Gukusanyiriza mu matsinda, ibitekerezo ku mitunganyirize y’ubutaka.
˗ Igitabo gikubiyemo imyandiko ku nsanganyamatsiko yo gutunganya ubutaka ;
˗ Ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Itangazo Mpuzamahanga
ry’uburenganzira bwa Muntu;
˗ Itegeko Nshinga rya Repubulika y’u Rwanda;
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Ingero zifatika zihamya imitunganyirize;
Ihinamwandiko.
o Gukora ubushakshatsi ku bivugwa mu mwandiko;
o Gukora inshamake y’umwandiko mu mvugo.
o Kujya impaka ku ngaruka zo kudacunga neza ubutaka.
o Kumurika mu ruhame ibyavuye mu matsinda.
˗ Amafoto ku bikorwa by’imitunganyirizwe y’ubutaka.
Isuzuma Mbonezanyigisho 4.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga ateze amatwi umwandiko ku gufata neza ubutaka
Umukoro mu matsinda
Ibisubizo ku bibazo byanditse
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Gutega amatwi no gukurikira neza umwandiko
Ubwumvane mu matsinda;
Ibyiyumviro by'uteze amatwi atarogoya;
Isesekaza n’utwatuzo.
Ikitabwaho 2: Kugaragaza ko yumva neza:
Insanganyamatsiko;
Inyunguramagambo;
ingingo z’umuco n’amateka;
Inshamake ku mwandiko;
Inshoza n’uturango by’umwandiko;
Isomo ry’ingenzi.
Umwanzuro
Ubushobozi busuzumwa
Uwiga yakoresheje Ikinyarwandak'intyoza agaragaza ko yumva umwandiko ku
mitunganyirize y’ubutaka abinyujije mu ngiro zitandukanye
Umusaruro w’inyigisho 4.2: Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.
Umwandiko ku nsanganyamatsiko yerekeye imitunganyirize y’ubutaka;
Ibimenyetso by’uteze amatwi atarogoya.
o Gusoma bucece. o Gusoma mu matsinda. o Gusoma bakuranwa. o Gusoma aranguruye
agaragaza isesekaza. o Gutega amatwi umwandiko
ku gufata neza ubutaka. o Kutarogoya ufite ijambo nta
mpamvu.
˗ Igitabo gikubiyemo imyandiko ku nsanganyamatsiko yo gutunganya ubutaka ;
˗ Ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Itangazo Mpuzamahanga
ry’uburenganzira bwa Muntu;
˗ Itegeko Nshinga rya Repubulika y’u Rwanda;
˗ Amafoto ku bikorwa by’imitunganyirizwe y’ubutaka.
Isuzuma Mbonezanyigisho 4.2
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Uwiga asoma neza umwandiko ku gufata neza ubutaka
Umukoro mu matsinda
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Gusoma neza umwandiko
Ibyiyumviro by’uteze amatwi atarogoya;
Ubwumvane mu matsinda;
Ubushobozi busuzumwa
Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Utwatuzo n'isesekaza.
Umwanzuro
Umusaruro w’inyigisho 4.3: Gusubiza ibibazo ku mwandiko mu mvugo ikwiye
Umwandiko ku nsanganyamatsiko yerekeye imitunganyirize y’ubutaka;
Ibimenyetso by’uteze amatwi atarogoya.
Isesekaza n‘utwatuzo;
Inyunguramagambo;
Insanganyamatsiko y’umwandiko;
Indangangakiro na kirazira;
Ingingo z’amateka n’umuco;
Ingero zifatika zihamya imitunganyirize y'ubutaka ikwiye;
Ihimbamwandiko.
o Gutega amatwi umwandiko ku mitunganyirize y’ubutaka.
o Kutarogoya ufite ijambo nta mpamvu.
o Gusoma mu matsinda bashaka: -Ibisobanuro by’amagambo akomeye; -Ibisubizo by’ibibazo byo kumva umwandiko;
o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.
o Gukora ubushakashatsi ku bindi bivugwa kuri iyi ngingo;
o Gusoma aranguruye agaragaza isesekaza.
o Gukusanyiriza mu matsinda, ibitekerezo ku mitunganyirize y’ubutaka.
o Gukora inshamake y’umwandiko.
o Kujya impaka ku ngaruka zo kudacunga neza ubutaka.
o Kumurika mu ruhame ibyavuye mu matsinda;
˗ Igitabo gikubiyemo imyandiko ku nsanganyamatsiko yo gutunganya ubutaka ;
˗ Ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Itangazo
Mpuzamahanga ry’uburenganzira bwa Muntu;
˗ Itegeko Nshinga rya Repubulika y’u Rwanda;
˗ Amafoto ku bikorwa by’imitunganyirizwe y’ubutaka.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Isuzuma Mbonezanyigisho 4.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga asubiza neza ibibazo ku mwandiko ku gufata neza
ubutaka
Umukoro mu matsinda
Ibisubizo ku bibazo byanditse ku gufata neza ubutaka
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1:Gutega amatwi no kumva neza umwandiko
Ibyiyumviro by'uteze amatwi atarogoya;
Ubwumvane mu matsinda;
Utwatuzo n'isesekaza;
Ikitabwaho 2:Gusubizaneza ibibazo ku
Nyunguramagambo;
Nsanganyamatsiko y’umwandiko;
Ngingo z’umuco;
Ngingo z’amateka;
Ndangagaciro na kirazira.
Umwanzuro
Ubushobozi busuzumwa
Yashubije neza ibibazo ku mwandiko mu mvugo ikwiye.
Umusaruro w’inyigisho 4.4: Guhina no guhimba umwandiko akurikiranya neza ingingo.
Umwandiko ku nsanganyamatsiko yerekeye imitunganyirize y’ubutaka;
Ihinamwandiko;
Ihimbamwandiko.
o Gusoma no gusesengura umwandiko;
o Kujya impaka ku ngaruka zo kudacunga neza ubutaka.
o Gukora inshamake y’umwandiko.
o Guhimba umwandiko ku mitunganyirize ikwiye y'ubutaka.
˗ Igitabo gikubiyemo imyandiko ku nsanganyamatsiko yo gutunganya ubutaka ;
˗ Ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Itangazo
Mpuzamahanga ry’uburenganzira bwa Muntu;
˗ Itegeko Nshinga rya Repubulika y’u Rwanda;
˗ Amafoto ku bikorwa by’imitunganyirizwe y’ubutaka.
Isuzuma Mbonezanyigisho 4.4
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga ahina, ahimba umwandiko ku gufata neza ubutaka
Umukoro mu matsinda
Ihinamwandiko n'ihangamwandiko
Ubushobozi busuzumwa
Yahinnye anahimba umwandiko akurikiranya neza ingingo
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Guhina no guhimba neza umwandiko
Inyunguramagambo;
Insanganyamatsiko y’umwandiko;
Ingingo z’umuco;
Ingingo z’amateka;
Indangagaciro na kirazira.
Umwanzuro
Umusaruro w’inyigisho 4.5: Kumurika ingero zifatika zihamya imitunganyirize iboneye
y’ubutaka.
Umwandiko ku nsanganyamatsiko yerekeye imitunganyirize y’ubutaka;
Ibimenyetso by’uteze amatwi atarogoya.
Isesekaza n‘utwatuzo;
Inyunguramagambo;
Insanganyamatsiko y’umwandiko;
Indangangakiro na kirazira;
Ingingo z’amateka n’umuco;
Ingero zifatika zihamya imitunganyirize;
Ihimbamwandiko.
o Gutega amatwi umwandiko ku mitunganyirize y’ubutaka.
o Kutarogoya ufite ijambo nta mpamvu.
o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.
o Gukoresha Ikinyarwanda k'intyoza agaragaza indangagaciro yo gukorera mu mucyo.
o Gusoma mu matsinda bashaka: -Ibisobanuro by’amagambo akomeye; -Ibisubizo by’ibibazo byo kumva umwandiko;
o Gusoma aranguruye agaragaza isesekaza.
o Gukusanyiriza mu matsinda, ibitekerezo ku mitunganyirize y’ubutaka.
o Gukora inshamake y’umwandiko.
˗ Igitabo gikubiyemo imyandiko ku nsanganyamatsiko yo gutunganya ubutaka ;
˗ Ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Itangazo
Mpuzamahanga ry’uburenganzira bwa Muntu;
˗ Itegeko Nshinga rya Repubulika y’u Rwanda;
˗ Amafoto ku bikorwa by’imitunganyirizwe y’ubutaka.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
o Kujya impaka ku ngaruka zo kudacunga neza ubutaka.
o Kumurika mu ruhame ibyavuye mu matsinda
Isuzuma Mbonezanyigisho 4.5
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga ategura, amurika ingero zo gufata neza ubutaka
Umukoro mu matsinda
Inyandiko y'icyegeranyo ku gufata neza ubutaka
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1:Gutega amatwi no kumva neza umwandiko
Ibyiyumviro by'uteze amatwi atarogoya;
Ubwumvane mu matsinda;
Utwatuzo n'isesekaza;
Ikitabwaho 2:Gusubizaneza ibibazo
Inyunguramagambo;
Insanganyamatsiko y’umwandiko;
Isano y'umwandiko n'ibyasomwe ahandi;
Ingingo z’umuco n'amateka;
Gukoresha neza umwanya w'ijambo;
Kurasa ku ntego.
Umwanzuro
Umusaruro w’inyigisho 4.6: Gukoresha ibinyazina binyuranye ku buryo bukwiye.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Ubushobozi busuzumwa
Yamuritse ingero zifatika zihamya imitunganyirize iboneye y’ubutaka
Umwandiko ku nsanganyamatsiko yerekeye imitunganyirize y’ubutaka;
Ikinyazina:
Mbaza
Mboneranteko
Nyamubaro
o Gusoma no gusesengura umwandiko
o Gutahura imikoreshereze y’ibinyazina binyuranye.
˗ Igitabo gikubiyemo imyandiko ku nsanganyamatsiko yo gutunganya ubutaka ;
˗ Ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Itangazo
Mpuzamahanga ry’uburenganzira bwa Muntu;
˗ Itegeko Nshinga rya Repubulika y’u Rwanda;
˗ Amafoto ku bikorwa by’imitunganyirizwe y’ubutaka.
Isuzuma Mbonezanyigisho 4.6
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga atahura,akosora amakosa ku mikoreshereze y'ibinyazina
binyuranye
Umukoro mu matsinda
Ibisubizo ku bibazo byanditse ku mikoreshereze y'ibinyazina
Ubushobozi busuzumwa
Yakoresheje ibinyazina binyuranye ku buryo bukwiye
Ikitabwaho:Gukoresha neza ibinyazina binyuranye
Ibinyazina bitandukanye:Mbaza, Mboneranteko na Nyamubaro;
Isesengura ku mikoreshereze y'ibinyazina bitandukanye;
Imikoreshereze ikwiye y'ibinyazina binyuranye mu mwandiko.
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Imbumbe LU 5:Gukoresha neza uburyo bunyuranye bw ’ ubwumvane no kwandika yubahiriza imyandikire y’Ikinyarwanda.
5
Learning Outcomes:
1. Gukoresha Ikinyarwanda k'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
5. Gukoresha neza inzego z’ururimi.
6. Kubahiriza imyandikire y’amazina bwite.
Amasaha 6
Umusaruro w’inyigisho 5.1: Gukoresha Ikinyarwanda k'intyoza, uwiga agaragaza ko yumva
ikinamico ku nsanganyamatsiko yerekeye ubwumvane mu ngiro zitandukanye.
Ikinamico ku nsanganyamatsiko yerekeye ubwumvane;
Ibimenyetso by’uteze amatwi atarogoya.
Inyunguramagambo ku ngeri y’ikinamico;
Ingingo z’umuco n’amateka;
Udukino ku nsanganyamatsiko ishingiye ku bwumvane;
Isesekaza n’utwatuzo.
o Gutega amatwi ikinamico ku nsanganyamatsiko yerekeye ubwumvane.
o Kutarogoya ufite ijambo nta mpamvu. o Gusubiza ibibazo byo kumva ikinamico
n’inyunguramagambo. o Kuvumbura insanganyamatsiko ivugwa
mu ikinamico. o Gusoma bucece ikinamico. o Gusoma bakuramwa, baranguruye
bigana, abakinankuru. o Gukorera mu matsinda, bungurana
ibitekerezo ku nsanganyamatsiko ivugwa mu ikinamico.
o Guhimba no gukina udukino ku nsanganyamatsiko ishingiye ku bwumvane.
o Kujya impaka ku kamaro k' imvugo ziboneye.
˗ Ibitabo bikubiyemo imyandiko yerekeyeubwumvane;
˗ Ibitabo by’ikibonezamvugo ;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Amabwiriza ya Minisitiri
N0 001/2014 yo ku wa 08/10/2014 agenga imyandikire y’Ikinyarwanda nk’uko yasohotse mu Igazeti ya Leta N0 41 bis yo ku wa 13/10/2014.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Isuzuma Mbonezanyigisho 5.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga asubiza neza ibibazo ku ikinamico yerekeye ubwumvane
Umukoro mu matsinda
Ibisubizo ku bibazo byanditse ku icinamico
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Gutega amatwi no gukurikira neza ikinamico
Ubwumvane mu matsinda;
Ibyiyumviro by'uteze amatwi atarogoya;
Isesekaza n’utwatuzo.
Ikitabwaho 2: Kugaragaza ko yumva neza
Insanganyamatsiko;
Inyunguramagambo;
Ingingo z’umuco n’amateka;
Inshamake y' ikinamico;
Inshoza n’uturango by’ ikinamico;
Isomo ry’ingenzi.
Umwanzuro
Umusaruro w’inyigisho 5.2: Gusoma neza ikinamico yubahiriza uturango twayo
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Ubushobozi busuzumwa
Uwiga yakoresheje Ikinyarwanda k'intyoza agaragaza ko yumva, mu ngiro
zitandukanye, ikinamico ku nsanganyamatsiko yerekeye ubwumvane
Ikinamico ku nsanganyamatsiko yerekeye ubwumvane;
Ibimenyetso by’uteze amatwi atarogoya.
Isesekaza n’utwatuzo.
o Gutega amatwi ikinamico ku
nsanganyamatsiko yerekeye ubwumvane.
o Kutarogoya ufite ijambo nta mpamvu.
o Gusoma bucece ikinamico. o Gusoma bakuramwa,
baranguruye bigana, abakinankuru
˗ Ibitabo bikubiyemo imyandiko yerekeyeubwumvane;
˗ Ibitabo by’ikibonezamvugo ;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Amabwiriza ya Minisitiri
N0 001/2014 yo ku wa 08/10/2014 agenga imyandikire y’Ikinyarwanda nk’uko yasohotse mu Igazeti ya Leta N0 41 bis yo ku wa 13/10/2014.
Isuzuma Mbonezanyigisho 5.2
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Uwiga asoma neza ikinamico ku nsanganyamatsiko yerekeye
ubwumvane
Umukoro mu matsinda
Ubushobozi busuzumwa
Yasomye neza ikinamico yubahiriza uturango twayo
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Gusoma neza ikinamico
Ibyiyumviro by’uteze amatwi atarogoya;
Ubwumvane mu matsinda;
Utwatuzo n'isesekaza.
Umwanzuro
Umusaruro w’inyigisho 5.3: Gusubiza ibibazo ku ikinamico mu mvugo iboneye
Ikinamico ku nsanganyamatsiko yerekeye ubwumvane;
Ibimenyetso by’uteze amatwi atarogoya.
Inyunguramagambo ku ngeri y’ikinamico;
Ingingo z’umuco n’amateka;
Udukino ku nsanganyamatsiko ishingiye ku bwumvane;
Isesekaza n’utwatuzo.
o Gutega amatwi 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.
˗ Ibitabo bikubiyemo imyandiko yerekeyeubwumvane;
˗ Ibitabo by’ikibonezamvugo ;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Amabwiriza ya Minisitiri
N0 001/2014 yo ku wa 08/10/2014 agenga imyandikire y’Ikinyarwanda nk’uko yasohotse mu Igazeti ya Leta N0 41 bis yo ku wa 13/10/2014.
Isuzuma Mbonezanyigisho 5.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Ubushobozi busuzumwa
Yashubije neza ibibazo mu mvugo ikwiye ku ikinamico
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga asubiza neza ibibazo ku ikinamico yerekeye ubwumvane
Umukoro mu matsinda
Ibisubizo ku bibazo byanditse ku ikinamico yerekeye ubwumvane
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1:Gutega amatwi no kumva neza ku ikinamico
Ibyiyumviro by'uteze amatwi atarogoya;
Ubwumvane mu matsinda;
Utwatuzo n'isesekaza;
Ikitabwaho 2:Gusubizaneza ibibazo ku
Nyunguramagambo;
Nsanganyamatsiko y’ ikinamico;
Ngingo z’umuco;
Ngingo z’amateka;
Ndangagaciro na kirazira.
Umwanzuro
Umusaruro w’inyigisho 5.4: Guhimba no gukina ikinamico ahuza imvugo n’ingiro
Ikinamico ku nsanganyamatsiko yerekeye ubwumvane;
Ibimenyetso by’uteze amatwi atarogoya.
Inyunguramagambo ku ngeri y’ikinamico;
Ingingo z’umuco n’amateka;
o Gutega amatwi ikinamico ku nsanganyamatsiko yerekeye ubwumvane.
o Kutarogoya ufite ijambo nta mpamvu.
o Gusubiza ibibazo byo kumva ikinamico n’inyunguramagambo.
o Kuvumbura insanganyamatsiko ivugwa
˗ Ibitabo bikubiyemo imyandiko yerekeyeubwumvane;
˗ Ibitabo by’ikibonezamvugo ;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi;
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Isesekaza n’utwatuzo.
Udukino ku nsanganyamatsiko ishingiye ku bwumvane;
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.
˗ Inkoranyamagambo; ˗ Amabwiriza ya Minisitiri
N0 001/2014 yo ku wa 08/10/2014 agenga imyandikire y’Ikinyarwanda nk’uko yasohotse mu Igazeti ya Leta N0 41 bis yo ku wa 13/10/2014.
Isuzuma Mbonezanyigisho 5.4
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga ahimba, akina neza ikinamico ku nsanganyamatsiko
y'ubwumvane
Umukoro mu matsinda
Ikinamico yanditswe
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Guhimba no gukina neza ikinamico
Inyunguramagambo;
Insanganyamatsiko y’ikinamico;
Ingingo z’umuco;
Ingingo z’amateka;
Indangagaciro na kirazira;
Utwatuzo n'isesekaza;
Ibyiyumviro by'abakinankuru.
Umwanzuro
Ubushobozi busuzumwa
Yahimbye anakina ikinamico ahuza imvugo n’ingiro.
Umusaruro w’inyigisho 5.5: Gukoresha neza inzego z’ururimi.
Ikinamico ku nsanganyamatsiko yerekeye ubwumvane;
Ibimenyetso by’uteze amatwi atarogoya.
Inyunguramagambo ku ngeri y’ikinamico;
Ingingo z’umuco n’amateka;
Udukino ku nsanganyamatsiko ishingiye ku bwumvane;
Isesekaza n’utwatuzo.
Inzego z’ururimi: Imvugo ikocamye Imvugo isanzwe Imvugo ihanitse
o Gutega amatwi 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 mvugo ziboneye.
˗ Ibitabo bikubiyemo imyandiko yerekeyeubwumvane;
˗ Ibitabo by’ikibonezamvugo ;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Amabwiriza ya Minisitiri
N0 001/2014 yo ku wa 08/10/2014 agenga imyandikire y’Ikinyarwanda nk’uko yasohotse mu Igazeti ya Leta N0 41 bis yo ku wa 13/10/2014.
Isuzuma Mbonezanyigisho 5.5
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga atahura, akosora amakosa ku mikoreshereze y'inzego
z'ururimi
Umukoro mu matsinda
Ibisubizo ku bibazo byanditse ku mikoreshereze y'inzego
z'ururimi
Ubushobozi busuzumwa
Yakoresheje neza inzego z’ururimi
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Gusoma neza no gukurikira ikinamico
Ubwumvane mu matsinda;
Ibyiyumviro by'uteze amatwi atarogoya;
Isesekaza n'utwatuzo;
Ikitabwaho 1: Gukoresha neza inzego z'ururimi zitandukanye
Inzego zitandukanye z’ururimi
Imikoreshereze ikwiye y'inzego z'ururimi.
Umwanzuro
Umusaruro w’inyigisho 5.6: Kubahiriza imyandikire y’amazina bwite
Ikinamico ku nsanganyamatsiko yerekeye ubwumvane;
Amazina bwite y’ahantu afite indomo y’abantu arenze rimwe y’abantu n’ahantu y’amavamahanga y’idini yari asanzweho
o Gutega amatwi 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'imyandikire ikwiye
˗ Ibitabo bikubiyemo imyandiko yerekeyeubwumvane;
˗ Ibitabo by’ikibonezamvugo ;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Amabwiriza ya Minisitiri
N0 001/2014 yo ku wa 08/10/2014 agenga imyandikire y’Ikinyarwanda nk’uko yasohotse mu Igazeti ya Leta N0 41 bis yo ku wa 13/10/2014.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
y'amazina bwite. o Gutahura no gukosora
amakosa mu myandikire y’amazina bwite.
Isuzuma Mbonezanyigisho 5.6
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga atahura, akosora imyandikire y'amazina bwite
Umukoro mu matsinda
Ibisubizo ku bibazo byanditse ku myandikiye ikwiye y'amazina
bwite
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Kubahiriza imyandikire
y'amazina bwite y’ahantu afite indomo
y'amazina bwite y’abantu arenze rimwe
y'amazina bwite y’abantu n’ahantu
y'amazina bwite y’amavamahanga
y'amazina bwite y’idini yari asanzweho
Umwanzuro
Ubushobozi busuzumwa
Yubahirije imyandikire y’amazina bwite
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.
Competence
C C M B O 5 0 1 - BUSINESS ORGANISATION
CCMBO501 Organize a business
REQF Level: 5 Learning hours
Credits: 3 30
Sector: ALL
Sub-sector: ALL
Issue date: November, 2017
Purpose statement
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. Identify activities to be accomplished before real business operations, create a
productive working environment, run real business operations and monitor and evaluate the business.
Learning assumed to be in place
Business plan development
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Identify activities to be accomplished
before real business operations
1.1 Proper verification of business start-up
requirements
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 business ethical conduct
2.2 Effective assigning of responsibilities in accordance
with organisation structure
2.3 Permanent matching personal characteristics with
business requirements
2.4 Proper maintain good relationship with customers
and suppliers
3. Run real business operations 3.1 Proper setting of short-term business goals
3.2 Accurate optimizing the utilization of available
resources
3.3 Regular employing targeted promotional and
marketing campaigns
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
Learning unit LU 1:Identify Activities To Be Accomplished For Real Business
1
Learning Outcomes:
1. Verify business start-up requirements
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
Meaning of business requirements
Steps of business requirements estimation
Business location 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 Allocation of
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
Resources Learning activities Content
finance resources
Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Product evidence
Essay& Cases study
True or false question A produced start up plan
Checklist Score
Yes No
Indicator: business start-up requirements are verfied
Meaning of business requirements are explained
Steps of business requirements estimation are explained
Business location Working place layout Office equipment Office furniture
Raw materials for initial storage are identified
Production equipment and machinery are identified
Production consumables are identified
Start-up finances are identified
Performance criterion
Proper verification of business start-up requirements
Quantity of financial needs are identified
Sources finances are identified
Allocation of finance resources are identified
Observation
Learning Outcome 1.2:Recruit employees in line with task requirements
Meaning of employee recruitment
Functions of employees recruitment Job design and
development Identifying and seeking
candidates Receiving and tracking
applicants Reference and
background checks Testing Interview Evaluation and hiring
Principles of strategic employee recruitment
Factors influencing employees recruitment Internal factors
Budget constraints Expected or trend of
employee separations Production levels
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
Resources Learning activities Content
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
Recruitment process Staffing plans and
forecasting Write the job description
and job specifications. Confirm job analysis Have a bidding system to
recruit and review internal candidate qualifications for possible promotions.
Determine the best recruitment strategies for the position.
Implement a recruiting strategy.
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance criterion
Accurate recruiting of employees in line with task requirements
Oral evidence
Prodiuct evidence
Observation checklist Number of employees recruited
Checklist Score
Yes No
Identified Recruit employees in line with task requirements are identified
Functions of employees recruitment are explained
Job design and development
Identifying and seeking candidates
Receiving and tracking applicants
Reference and background checks Testing
Interview
Evaluation and hiring
Principles of strategic employee recruitment are explained
Factors influencing employees recruitment are explained
Internal factors
External factors
Recruitment process are explained
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.
Observation
Learning Outcome 1.3: Perform purchasing of business requirements in line with business plan
Meaning of purchasing
Purpose of purchasing
Types of purchasing Centralised purchasing Decentralised purchasing
Principles of purchasing Right price Right quality Right quantity Right time Right place
Purchasing procedures Meaning Steps involved in
purchasing procedures
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
Factors influencing choice of effective suppliers
o Brainstorming o Questions and answers o Story telling o Problem solving
˗ Flipchart ˗ Marker pens ˗ Pens ˗ Internet ˗ Reference books ˗ Case studies ˗ Scenarios ˗ Template of documents
used in purchasing process
Formative Assessment 1.3
Resources Learning activities Content
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion
Checklist Score
Yes No
Indicator: Perform purchasing of business requirements in line with business plan are
explained
Purpose of purchasing are explained
Types of purchasing are explained
Centralised purchasing
Decentralised purchasing
Principles of purchasing are explained
Right price
Right quality
Right quantity Right time
Right place
Purchasing procedures are explained
Performance criterion
Effective performing purchasing of business requirements in line with business
plan
Meaning
Steps involved in purchasing procedures
Documents used in purchasing procedures are explained
Material requisition form
Inquiry
Reply
Purchase order
Advice note
Delivery note
Invoice
Credit status inquiry
Debit note
Credit note
Receipt
Statement of account
Factors influencing choice of effective suppliers are explained
Observation
Learning unit LU 2: Create a productive working environment
2
Learning Outcomes:
1. Set business ethical conduct
2. Assign responsibilities in accordance with organisation
structure
3. Match personal characteristics with business requirements
4. Maintain good relationship with customers and suppliers
7Hours
Learning Outcome 2.1: Set business ethical conduct
Define term ethical conduct
Objectives of ethical conduct in a business
Rules and regulations of the business Positive attitude
required to business members
sanctions proposed by the law in business
Types of unethical behavior in a business Mistreating Employees Financial Misconduct Misrepresentation
Techniques of encouraging a positive ethical behaviour in business Rewards Expectations Training Policies
Ways to address address
o Oral presentation o Brainstorming o Questions and answers o Practical exercise
˗ Flipchart ˗ Marker pen ˗ Pen ˗ Internet ˗ Reference books ˗ Case studies ˗ Business plan
templateIncluding questions that guiding trainee to write a business plan
Resources Learning activities Content
unethical behaviour at the workplace
Methods of handling unethical conduct in business
Importance of positive ethical conduct in the business
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion
Problem solving Observation checklist
Checklist Score
Yes No
Indicator: business ethical conduct setted
Objectives of ethical conduct in a business are explained
Rules and regulations of the business are identified
Positive attitude required to business members
sanctions proposed by the law in business
Types of unethical behaviour in a business are identified
Performance criterion
Accurate setting business ethical conduct
Mistreating Employees
Financial Misconduct
Techniques of encouraging a positive ethical behaviour in business are identified
Rewards
Expectations
Training
Policies
Ways to address unethical behaviour at the workplace are identified
Methods of handling unethical conduct in business are identified
Importance of positive ethical conduct in the business are identified
Observation
Learning Outcome 2.2: Assign responsibilities in accordance with organisation structure
Meaning of responsibilities assignment in business
Attribution of responsibilities Estimation of volume of task Determination of task’s
requirements Allowing time to the volume of
task
Responsibility assignment matrix RAC (Responsible, Accountable,
Consulted and Informed).
o Oral presentation o Brainstorming o Questions and answers o Practical exercise
˗ Flipchart ˗ Marker pen ˗ Pen ˗ Internet ˗ Reference
books ˗ Case studies ˗ Business plan
templateIncluding questions that guiding trainee to write a business plan
Resources Learning activities Content
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
:
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist
Checklist Score
Yes No
Indicator: responsibilities in accordance with organisation structure are assigned
Meaning of responsibilities assignment in business are explained
Attribution of responsibilities are identified
Estimation of volume of task
Determination of task’s requirements
Allowing time to the volume of task
Responsibility assignment matrix are identified
RAC (Responsible, Accountable, Consulted and Informed)
Observation
Performance criterion
Effective assigning of responsibilities in accordance with organisation structure
Learning Outcome 2.3: Match personal characteristics with business requirements
Self assessment of time management practices Defining tool of
assessment Self Assessment Measuring gap between
personal characteristics and business requirements
Defining strategies to eliminate gaps
Self assessment in motivating employees practices Defining tool of
assessment Self Assessment Measuring gap between
personal characteristics and business requirements
Defining strategies to eliminate gaps
Self assessment in financial practices Defining tool of
assessment Self Assessment Measuring gap between
personal characteristics and business requirements
Defining strategies to eliminate gaps
o Oral presentation o Brainstorming o Questions and answers o Practical exercise
˗ Flipchart ˗ Marker pen ˗ Pen ˗ Internet ˗ Reference
books ˗ Case studies ˗ Business plan
templateIncluding questions that guiding trainee to write a business plan
Resources Learning activities Content
Self assessment in inventory practices Defining tool of
assessment Self Assessment Measuring gap between
personal characteristics and business requirements
Defining strategies to eliminate gaps
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises Essay& Cases study
True or false questioning Sentence completion Observation checklist
Performance criterion
Permanent matching personal characteristics with business requirements
Checklist Score
Yes No
Indicator: Match personal characteristics with business requirements identfied
Self assessment of time management practices are applied
Defining tool of assessment
Self Assessment
Measuring gap between personal characteristics and business requirements
Defining strategies to eliminate gaps
Self assessment in motivating employees practices are applied
Assessment
Self Assessment
Measuring gap between personal characteristics and business requirements
Defining strategies to eliminate gaps
Self assessment in financial practices are applied
Defining tool of assessment
Self Assessment
Measuring gap between personal characteristics and business requirements
Defining strategies to eliminate gaps
Self assessment in inventory practices are applied
Defining tool of assessment
Self Assessment
Measuring gap between personal characteristics and business requirements
Defining strategies to eliminate gaps
Observation
Learning Outcome 2.4: Maintain good relationship with customers and suppliers
Meaning of a term relationship in a business
Purpose of maintaining a good relationship with customers and suppliers
Methods used to Maintain good relationship with: customers suppliers
Importance of maintaining good customers and suppliers relationship to the business: With customers With suppliers
Ways to address: Customer complaints Suppliers complaints
Manual procedures for business operations as tool for maintain customer and suppliers relationship.
Formative Assessment 2.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper maintaining of good relationship with customers and suppliers
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Oral evidence
Written evidence
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist
Checklist Score
Yes No
Indictor : Maintain good relationship with customers and suppliers are explained
Purpose of maintaining a good relationship with customers and suppliers are
identified
Methods used to Maintain good relationship are identified
Importance of maintaining good customers and suppliers relationship are identified
Ways to address:
Customer complaints
Suppliers complaints
Manual procedures for business operations as tool for maintain customer and
suppliers relationship are identified
Observation
Learning unit LU 3:Run real business operation
3
Learning Outcomes:
4. Set of short-term business goals
5. Optimize the utilization of available resources
6. Employ targeted promotional and marketing campaigns
10Hours
Learning Outcome 3.1: Set of short-term business goals
Defining business goals
Categorization of business goals
Long-term goals Medium goals Short-term goals
Setting business: Long-term goals Medium goals Short-term goals
o Oral presentation o Brainstorming o Questions and answers o Practical exercise
˗ Flipchart ˗ Marker pen ˗ Pen ˗ Internet ˗ Reference
books ˗ Case studies ˗ Risk analysis
template
Formative Assessment 3.1
Resources Learning activities Content
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises Essay& Cases study
True or false questioning Sentence completion
Observation checklist
Checklist Score
Yes No
Indicator: Set of short-term business goals are explained
Categorization of business goals explained
Setting business:
Long-term goals
Medium goals
Short-term goals
Observation
Performance criterion
Proper setting of short-term business goals
Learning Outcome 3.2: Optimize the utilization of available resources
Meaning of business resources
Types of business resources Financial resources Assets Human resources Technological resources
Purpose of optimizing the utilisation of available resources
Methods to optimise utilisation of available resources
Methods used to control utilisation of resources: Procedures of using resources Targeted result Anticipated emergencies in
planning Inventory planed
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
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Accurate optimizing the utilization of available resources
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist
Checklist Score
Yes No
Indicator: Optimize the utilization of available resources are explained
Types of business resources are explained
Financial resources
Assets
Human resources
Technological resources
Purpose of optimizing the utilisation of available resources are explained
Methods to optimise utilisation of available resources Are identified
Methods used to control utilisation of resources are identified
Procedures of using resources
Targeted result
Anticipated emergencies in planning
Inventory planed
Importance of optimizing available resources are described
Employees
Business owners
Business stakeholders
Observation
Learning Outcome 3.3:Employ targeted promotional and marketing campaigns
Product promotion Meaning Aspects of product promotion
Advertising product or brand Generating sales Creating brand loyalty
Elements/tools/piece of promotional mi/plan
Public relations/publicity Advertising Sales promotion Personal selling Direct marketing
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
Marketing campaign
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
Resources Learning activities Content
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
Marketing campaign strategy
Clear & concise calls-to-action.
Hyper-target to a niche Audience.
Create a story that speaks to all Medias.
Make it easy to Share. Inspire interaction. Use a memorable and repeatable Spokesperson.
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises Essay& Cases study
Performance criterion
Regular employing targeted promotional and marketing campaigns
True or false questioning
Sentence completion
Observation checklist
Checklist Score
Yes No
Indicator: Employ targeted promotional and marketing campaigns are explained
Product promotion is explained
Aspects of product promotion
Advertising product or brand
Generating sales
Creating brand loyalty
Elements/tools/piece of promotional plan are identified
Public relations/publicity
Advertising
Sales promotion
Personal selling
Direct marketing
Promotional strategies are described
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 of marketing campaign are identified
Components of marketing campaign
Marketing Offer Creation
Goal Setting
Landing Page
Drive Traffic
Lead Nurturing
End & Analyze Your Campaign
Views
Leads
Customers
Aspects of marketing campaign are identified
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
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
8Hours
Learning Outcome 4.1: Prepare a 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
Formative Assessment 4.1
Performance criterion
Clear preparation of a daily report of business activities
Resources Learning activities Content
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion
Checklist Score
Yes No
Indicator: a daily report of business activities is prepared
Meaning of business daily report is explained
Purpose of business daily report is explained is explained
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
Purpose of employee’s meeting
Meaning of customer inquiries and needs
Ways of gathering customer’s inquiries and needs
Steps of effective employee’s meeting
Setting meeting objectives
Preparing meeting requirements
Running employee’s meeting
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
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
Formative Assessment 4.2
Performance criterion
Regular organization of employee’s meeting in accordance with customer’s
inquiries and needs
Resources Learning activities Content
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice
exercises Essay& Cases study True or false questioning Sentence completion
Observation checklist
Checklist Score
Yes No
Indictor :Organize employee’s meeting in accordance with customer’s inquiries and needs
are explained
Meaning of customer inquiries and needs is explained
Ways to make employee meeting more engaging are explained
Facilitate brainstorming session
Stand up
Set meeting goals together
Offer incentives and rewards
Set a clear framework in advance
Purpose of employee’s meeting is explained
Ways of gathering customer’s inquiries and needs are explained
Steps of effective employee’s meeting are explained
Setting meeting objectives
Preparing meeting requirements
Running employee’s meeting
Observation
Learning Outcome 4.3: Consult to business plan
Purpose of business plan for the business
Purpose of consulting business plan during a business operations
Critical part of the business to be considered while running business
Identification of what to be consulted in your business plan
Using business plan as tool
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
Formative Assessment 4.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence
Product evidence
Proposed tools: Observation checklist A produced consultation plan
Performance criterion
Regular consultation of business plan
Resources Learning activities Content
Checklist Score
Yes No
Indicator: Consult to business plan is explained
Purpose of consulting business plan during a business operations is explained
Critical part of the business to be considered while running business is explained
Identification of what to be consulted in your business plan is explained
Using business plan as tool is explained
Observation
Reference books:
Omagor, P. a. (2010). Entrepreneurship education for advanced level students.
Ssempijja, M. (2011). Entrepreneurship education for advanced level and business institutions, third
edition. Uganda: Kyambogo University.
SANGSTER, F. W. (2005). Bussiness accounting, tenth edition. UK: Pearson Education Limited.
Read more: http://www.businessdictionary.com/definition/breakeven-point.html
C C M S E 5 0 1 - WORKING IN A SOCIALLY DIVERSE ENVIRONMENT
CCMSE501 Work in a socially diverse environment
REQF Level: 5 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date:October, 2017
Purpose statement
This module describes the skills, knowledge and attitude required to be able to successfully
work in a socially diverse environment. The module will allow the participant to develop ways
of communicating with customers and colleagues from diverse backgrounds and
accommodating cultural differences. Furthermore, this module will enable the trainee to be
able to identify issues that may cause conflict or misunderstanding in the workplace because of
the cultural differences, find ways of resolving them and/or referring them to appropriate
individuals or bodies.
Learning assumed to be in place
Not applicable
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Communicate with customers and colleagues from diverse backgrounds.
1.1 Adequate Valuing customers and colleagues from different cultural groups and treating them with respect and sensitivity.
1.2 Adequate Taking into consideration cultural differences in allverbal and non-verbal communication and overcoming language barriers.
1.3 Proper obtaining assistance from colleagues, reference books or outside organizations when required.
2. Address cross-cultural misunderstandings
2.1 Proper identification of issues that may cause conflict or misunderstanding in the workplace.
2.2 Adequate consideration of possible cultural differences when difficulties or misunderstandings occur.
2.3 Appropriate referring of problems and unresolved issues to the appropriate team leader or supervisor for follow-up.
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 organisations when required.
12 Hours
Learning Outcome1.1: Value customers and colleagues from different cultural groups and
treat them with respect and sensitivity
Treating different groups effectively forms of address levels of formality or
informality observance of special
religious, feasts or other celebratory days
customs, beliefs and values Product preferences
o Role play o Individual work o Group discussion o Large group discussion o Brainstorming
- Reference books - Role play scenario - Online materials - Specialised
materials
Formative Assessment 1.1
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Ticking Expose (presentation) Role play
Performance criterion
Adequate Valuing customers and colleagues from different cultural groups and
treating them with respect and sensitivity.
Resources Learning activities Content
Checklist Score
Yes No
Effective treatment of different groups
Observation
Learning Outcome 1.2: Take into consideration cultural differences in all verbal and non-
verbal communication and overcome language barriers.
Verbal and non-verbal communication: varied cultural
interpretation of non-verbal behaviour and gestures
personal grooming, including dress and hygiene habits
language spoken language written
Overcoming language barriers: meet, greet and farewell
customers give simple directions give simple instructions answer simple enquiries 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
Resources Learning activities Content
Formative Assessment 1.2
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Ticking Expose (presentation) Role play
Checklist Score
Yes No
Consideration of cultural differences through verbal and non-verbal communication
Overcoming language barriers
Observation
Learning Outcome 1.3: Obtain assistance from colleagues, reference books or outside
organisations when required
Partnerships for efficient communication interpreter services diplomatic services local cultural
organizations
o Group discussion o Individual work o Large group discussion
- Reference books - Online materials - Specialised materials
Resources Learning activities Content
Performance criterion
Adequate Taking into consideration cultural differences in all verbal and non-
verbal communication and overcoming language barriers.
Formative Assessment 1.3
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Multiple choice True or false question Ticking Expose (presentation)
Checklist Score
Yes No
Partnerships for efficient communication
Observation
appropriate government agencies
educational institutions Disability advocacy
groups.
Performance criterion
Proper obtaining assistance from colleagues, reference books or outside
organizations when required.
LU 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 at workplace.
3. Referring problems and unresolved issues to the appropriate team leader or supervisor for follow-up.
18 Hours
Learning Outcome 2.1: Identify issues that may cause conflict or misunderstanding in the
workplace
Cultural differences
Causes of conflict race language special needs disabilities gender age roles, emotions, misinformation misinterpretation values
o Individual work o Group discussion o Large group discussion o Brainstorming
- Reference books - Online materials - Specialised materials
Resources Learning activities Content
Formative Assessment 2.1
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Multiple choice True or false question Ticking Expose (presentation)
Checklist Score
Yes No
Demonstration of knowledge about cultural differences
Identification of issues that may causes conflict at workplace
Observation
Learning Outcome 2.2: Consider possible cultural differences while resolving difficulties or
misunderstandings at workplace
Resources Learning activities Content
Performance criterion
Proper identification of issues that may cause conflict or misunderstanding in the
workplace.
Settlement of misunderstandings greetings key phrases customs protocol, business practices what is done for fun appreciation of cultural difference Avoidance to compromise own
values being accommodating Different Communication Styles Different Attitudes Toward
Conflict Different Approaches to
Completing Task Different Decision-Making Styles Different Attitudes Toward
Disclosure
o Role play o Group discussion o Large group discussion o Individual work
- Reference books
- Role play scenario
- Online materials
- Specialised materials
Formative Assessment 2.2
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Ticking Expose (presentation) Role play
Performance criterion
Adequate consideration of possible cultural differences when difficulties or
misunderstandings occur.
Checklist Score
Yes No
Settlement of misunderstandings
Observation
Learning Outcome 2.3: Referring problems and unresolved issues to the appropriate team
leader or supervisor for follow-up
Raising issues informal communication informal meeting Mediation formal communication formal writing formal meetings work ethics
o Role play o Individual task o Group work o Large group discussion
- Reference books - Role play scenario - Online materials - Specialised
materials
Formative Assessment 2.3
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Ticking Expose (presentation) Role play
Performance criterion
Appropriate referring of problems and unresolved issues to the appropriate
team leader or supervisor for follow-up.
Resources Learning activities Content
Checklist Score
Yes No
Raising issues to the appropriate level at workplace
Observation
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.
Competence
C C M P E 5 0 1 - PROFESSIONAL ETHICS
CCMPE501 Apply professional ethics
REQF Level: 3 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date:November, 2014
Purpose statement
This particular module describes the skills, knowledge and attitude required for the trainee to apply
professional conduct at workplace.
Learning assumed to be in place
Not applicable
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Apply human values 1.1. Adequate valuation of human right. 1.2. Adequate promotion of integrity 1.3. Convenient valuation of time 1.4. Careful variety of moral issues
2. Respect engineering ethics 2.1. Appropriate application of rules and regulations of the work.
2.2. Adequate application ofcredible 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
Learning unit
LU 1:Apply human values
1
Learning Outcomes:
1. Valuate human right 2. Promote integrity 3. Valuate time 4. Analyze variety of moral issues
7 Hours
Learning Outcome1.1: Valuate human right
Human Right Issues Privacy Independence Security Right to vote Medication Education Employment Promotion Leave( Holydays)
Intellectual Property Right
Confidentiality
o Brainstorming on Human Right Issues, Intellectual Property Right and Confidentiality
o Group Discussion on Human Right Issues, Intellectual Property Right 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
Resources Learning activities Content
Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises
Essay
Matching exercise Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Privacy
Independence
Security
Right to vote
Medication
Education
Employment
Promotion
Leave( Holydays)
Observation
Performance criterion
Adequate valuation of human right.
Learning Outcome 1.2:Promote integrity
Civic Virtues Tax Compliance Environmental Protection Self reliance Honesty
Respect for others
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 - Computer
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Performance criterion
Adequate promotion of integrity
Resources Learning activities Content
Checklist Score
Yes No
Tax Compliance
Environmental Protection
Self-reliance
Honesty
Observation
Learning Outcome 1.3: Valuate time
Preparation 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
Resources Learning activities Content
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Agenda of Meeting
Personal Agenda
Observation
Performance criterion
Convenient valuation of time
Learning Outcome 1.4: Analyse variety of moral issues
Reason of Behaving Unethically
Resource Crunch Opportunity Attitude
o Brainstorming on Reason of Behaving Unethically
o Group Discussion on Reason of Behaving Unethically
- Books - Chocks - Blackboard
Formative Assessment 1.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Performance criterion
Careful analysis of variety of moral issues
Resources Learning activities Content
Checklist Score
Yes No
Resource Crunch
Opportunity
Attitude
Observation
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 Public Building
regulations Human Settlement
Policies
Labor Code National International
o Brainstorming on Professional rules and regulations and Labor Code
o Group Discussion on Professional rules and regulations and Labor Code
o Demonstration by video/ on Professional rules and regulations and Labor Code
- Books - Notebook - Pen - Workshop - Whiteboard/ Black board - Marker pen - Chalks - Projector - Pictures - Computer
Formative Assessment 2.1
Performance criterion
Appropriate application of rules and regulations of the work.
Resources Learning activities Content
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Public Building regulations
Human Settlement Policies
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 - Projector - Computer
Resources Learning activities Content
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Utilitarian Theory
Duty Ethics
The virtue Theory
Self- realization ethics
Justice (Fairness) theory
Observation
Performance criterion
Adequate application of credible management of the work
Learning Outcome 2.3: Work with team spirit
Cooperation
Empathy Understanding Others Service Orientation Uplift others Leveraging diversity Political awareness
o Brainstorming on cooperation and empathy
o Group Discussion on cooperation and empathy
- Books - Notebook - Pen - Workshop - Whiteboard/
Black board - Marker pen - Chalks - Projector - Computer
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Understanding Others
Service Orientation
Uplift others
Performance criterion
Adequate team spirit at the work.
Resources Learning activities Content
Leveraging diversity
Political awareness
Observation
Learning unit
L U 3:Apply safety
3
Learning Outcomes:
1. Analyze risk 2. Apply personal safety precautions 3. Respect hygienic rules
8 Hours
Learning Outcome 3.1: Analyse risk
Analytical Methods for Risk Analysis Scenario Analysis Failure Mode and Effect Analysis Fault-tree Analysis Event-tree Analysis Human Error
o Brainstorming on analytical Methods for Risk Analysis
o Group Discussion on analytical Methods for Risk Analysis
- Books - Notebook - Pen - Workshop - Whiteboard/ Black
board - Marker pen - Chalks - Projector - Computer
Formative Assessment 3.1
Performance criterion
Proper risk analysis
Resources Learning activities Content
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Scenario Analysis
Failure Mode and Effect Analysis
Fault-tree Analysis
Event-tree Analysis
Human Error
Observation
Learning Outcome 3.2:Apply personal safety precautions
Safety and Risk
Saving Endangered Lives ( Occupational hazards)
Safe Exit
o Brainstorming on Application of personal safety precautions
o Group Discussion on Application of personal safety precautions
- Books - Notebook - Pen - Workshop - Whiteboard/
Black board - Marker pen - Chalks - Projector - Computer
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
evidence
Oral evidence
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Performance criterion
Convenient personal safety precautions
Resources Learning activities Content
Checklist Score
Yes No
Observation
Learning Outcome 3.3:Respect hygienic rules
Maintenance of Hygiene
Importance of PPE
o Brainstorming on Maintenance of Hygiene and Importance of PPE
o Group discussion on Maintenance of Hygiene and Importance of PPE
- Books - Notebook - Pen - Workshop - Whiteboard/
Black board - Marker pen - Chalks - Projector - Computer
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Adequate respect of hygienic rules
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Maintenance of Hygiene
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 ENGINEERINGMÄLARDALEN UNIVERSITY
3. Vee, C. and Skitmore, 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
C C M F T 5 0 1 - TECHNIQUES D’EXPRESSION ORALE ET ECRITE EN FRANCAIS
CCMFT501 Pratiquer les techniques d’expression orale et écrite
Niveau: 5 Heures d’apprentissage
Credits: 3 30
Section: Toutes
Option: Toutes
Date d'élaboration: Décembre, 2016
But visé
Ce module décrit les techniques d’expression orale et écrite. A la fin de ce module, l’apprenant
sera capable d’écrire en respectant l’orthographe courante, employer le vocabulaire technique
dans différents écrits, présider des débats et des discussions,
conduire des réunions, rédiger et présenter un exposé.
Prérequis pour le nouvel apprentissage
Activités de Communication en Français dans le Métier
Eléments de compétence et lesCritères de performance
Les unités d’apprentissage décrivent les résultats essentiels d’une compétence
A la fin de ce module, l’apprenant sera capable de:
Eléments de competence Critères de performance
1. Ecrire en respectant l’orthographe courante.
1.1. Application correcte des lettres minuscules et majuscules
1.2. Utilisation adéquate des accents et signes de ponctuation
1.3. Application appropriée des espacements entre les mots
2. Employer le vocabulaire technique dans différents écrits.
2.1. Emploi abondant de vocabulaire technique dans un récit se rapportant à son métier
2.2. Utilisation appropriée du vocabulaire technique dans une présentation adressée au
public 2.3. Application appropriée du vocabulaire technique dans
la rédaction des rapports de service 2.4. Rédaction méthodique des documents d’affaire
3. Présider des débats, des discussions.
3.1. Fixation claire des thèmes de discussions contradictoires
3.2. Définition claire des directives à suivre pour la sérénité des débats
3.3. Modération méthodique des interventions respectives des membres du groupe
4. Conduire des réunions. 4.1. Elaboration adéquate de l’ordre du jour 4.2. Exposé introductif méthodique définissant les règles à
suivre pendant la réunion 4.3. Prise de notes méthodiques pour harmoniser les
diverses interventions
5. Rédiger et présenter un exposé. 5.1. Organisation méthodique des arguments dans une présentation écrite
5.2. Exploitation méthodique des règles de la rhétorique devant l’auditoire
5.3. Conclusion concise et ouverte de l'exposé reprenant les grandes lignes et dégageant des perspectives
LU 1: Ecrire en respectant l’orthographe courante
1
Résultats d’apprentissage:
1. Appliquer les lettres minuscules et majuscules 2. Utiliser les accents et signes de ponctuation. 3. Appliquer les espacements entre les mots.
6 Heures
Résultats d’apprentissage 1.1:Appliquer les lettres minuscules et majuscules
L'orthographe des lettres Minuscules Majuscules
o Ecrire les noms propres et noms communs
o Ecrire un paragraphe de différente phrase.
- Textes - Illustrations - Dialogues - CD audio-visuels - Photographies - Figurines et tableaux
feutres - Projecteurs - Flash Disc - Matériels tactiles
Evaluation Formative 1.1
Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré le critère de
performance à observer atteint ou a atteint le résultat escompté.
Critère de performance
Application correcte des lettres minuscules et majuscules
Ressources Activités d’Apprentissage Contenus
Types de preuves Instruments d’evaluation du portfolio
Preuvesécrites
Preuvesorales
Dictée
Choix multiples
Présentation
Liste de contrôle Résultat
Oui Non
Indicateur: Les lettres minuscules et majuscules sont écrites correctement
Cinq (5) noms propres et cinq (5) noms communs sont orthographiés
Un paragraphe de plus ou moins quatre (±4) différentes phrases est composé
Observations
Résultats d’apprentissage 1.2: Utiliser les accents et signes de ponctuation
Accents Aigü Grave Circonflexe Cédille
Signes de ponctuation Point Point
d’Interrogation Point d’exclamation Point de suspension Virgule Apostrophe Point-virgule Guillemets Double points
o Ecrire les mots avec différents accents o Composer les phrases terminées par
différents signes de ponctuation.
- Textes - Illustrations - Dialogues - CD audio-visuels - Photographies - Figurines et
tableaux feutres - Projecteurs - Flash Disc - Matériels tactiles
Ressources Activités d’Apprentissage Contenus
Evaluation Formative 1.2
Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré le critère de
performance à observer atteint ou a atteint le résultat escompté
Types de preuves Instruments d’evaluation du portfolio
Preuvesécrites
Preuvesorales
Dictée
Choix multiples
Présentation
Liste de contrôle Résultat
Oui Non
Indicateur: Les accents sont bien utilisés
L'accent aigu est correctement employé
L'accent grave est correctement employé
L'accent circonflexe est correctement employé
La cédille est correctement employée
Indicateur: La ponctuation est correctement faite
Les points de suspension sont correctement employés
Le point est correctement employé
Le point d’Interrogation est correctement employé
L'apostrophe est correctement employée
Le point d’exclamation est correctement employé
Le point-virgule est correctement employé
Les guillemets sont correctement employés
Le double point est correctement employé
La virgule est correctement employée
Observations
Critère de performance
Utilisation adéquate des accents et signes de ponctuation
Résultats d’apprentissage 1.3:Appliquer les espacements entre les mots.
Espacements entre les
mots
o Composer une phrase avec beaucoup de
mots.
- Textes
- Illustrations
- Dialogues
- CD audio-visuels
- Photographies
- Figurines et
tableaux feutres
- Projecteurs
- Flash Disc
- Matériels tactiles
Evaluation Formative 1.3
Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré lecritère de
performance à observer atteint ou a atteint le résultat escompté
Types de preuves Outils d’evaluation Portfolio
Preuvesécrites
Preuvesorales
Dictée
Choix multiples
Présentation
Critère de performance
Application appropriée des espacements entre les mots
Ressources Activités d’Apprentissage Contenus
Liste de contrôle Résultat
Oui Non
Indicateur : Application appropriée des espacements entre les mots.
Un paragraphe avec espacements est convenablement rédigé.
Espacementsappropriés entre les mots sont convenablement effectués.
Observations
LU 2: Employer le vocabulaire technique dans différents écrits
2
Résultats d’apprentissage:
1. Préciser la réponse relative au texte. 2. Prononcer des énoncés de ses réponses. 3. Articuler en tenant compte de la ponctuation. 4. Rédiger les lettres d’affaire.
4 Heures
Résultats d’apprentissage 2.1:Préciser la réponse relative au texte..
Vocabulaire technique
Récit à son métier
o Rédiger le récit en utilisant les mots spécifiques pour le métier en question.
- Textes
- Illustrations
- Dialogues
- CD audio-visuels
Evaluation Formative 2.1
Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré le critère de
performance à observer atteint ou a atteint le résultat escompté
Critère de performance
Emploi abondant du vocabulaire technique dans un récit se rapportant à
son métier.
Ressources Activités d’Apprentissage Contenus
Types de preuves Outils d’evaluation Portfolio
Preuvesécrites
Preuves orales
Dictée
Choix multiples
Présentation
Liste de contrôle Résultat
Oui Non
Indicateur : Emploi abondant du vocabulaire technique dans un récit se rapportant à son métier.
Un paragraphe impliquant le registre technique est rédigé
Un récit se rapportant à son métier est parfaitement lu
Observations
Résultats d’apprentissage 2.2: Prononcer des énoncés de la présentation.
Vocabulaire technique Présentation
adressée au public
o Présenter en classe le récit contenant les termes techniques sur le métier.
- Textes - Illustrations - Dialogues - CD audio-visuels - Matériel tactil
Evaluation Formative 2.2
Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré le critère de
performance à observer atteint ou a atteint le résultat escompté.
Types de preuves Outils d’evaluation Portfolio
Preuves écrites
Preuves orales
Fiches de présentation, script de la présentation
Présentation
Critère de performance
Utilisation appropriée du vocabulaire technique dans une présentation
adressée au public.
Ressources Activités d’Apprentissage Contenus
Liste de contrôle Résultat
Oui Non
Indicateur: Une présentation avec registre technique approprié est adressée au public
Registre technique approprié est choisi selon le métier
Le registre approprié est correctement prononcée.
Observations
Résultats d’apprentissage 2.3:Articuler en tenant compte de la ponctuation.
Vocabulaire technique
Rapports de service
o Etablir un rapport de service en utilisant
les termes techniques liés au métier.
- Textes
- Illustrations
- Dialogues
- CD audio-visuels
Evaluation Formative 2.3
Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré le critère de
performance à observer atteint ou a atteint le résultat escompté.
Types de preuves Outils d’evaluation Portfolio
Preuves écrites
Preuves orales
Présentation
Composition des rapports de service
Critère de performance
Application appropriée du vocabulaire technique dans la rédaction des
rapports de service.
Ressources Activités d’Apprentissage Contenus
Liste de contrôle Résultat
Oui Non
Indicateur: Registre est convenablement impliquédans des rapports de service
Registre approprié est convenablement choisi
Rédaction des rapports de service avec de mots techniques est convenablement effectuée
Observations
Résultats d’apprentissage 2.4:Rédiger les documents d’affaire
Documents d’affaire Lettres d'affaire Réquisition Commande Livraisons Recouvrement
Caractéristiques d'une lettre d'affaire
o Composer les lettres de réquisitions, commandes, livraisons, recouvrements.
o Analyser une lettre d'affaire
- Textes - Illustrations - Dialogues - CD audio-visuels
Evaluation Formative 2.4
Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré le critère de
performance à observer atteint ou a atteint le résultat escompté
Types de preuves Outils d’evaluation Portfolio
Preuves écrites
Preuves orales
Copies de lettres d'affaire
Démonstration
Critère de performance
Rédaction méthodique des lettres d’affaire
Ressources Activités d’Apprentissage Contenus
Liste de contrôle Résultat
Oui Non
Indicateur: Les documents d'affairesont méthodiquement rédigées
Lettres d'affaire
Réquisition
Commande
Livraisons
Recouvrement
Indicateur: L'analyse de documents d'affaire est effectuée
La forme
Le fond
Observations
LU 3: Présider des débats et des discussions
3
Résultats d’apprentissage:
1. Fixer les thèmes de discussions contradictoires 2. Définir les directives à suivre pour la sérénité des débats 3. Modérer les interventions respectives des membres du groupe.
6 Heures
Résultats d’apprentissage 3.1: Fixer les thèmes de discussions contradictoires.
Thèmes de discussions
Variables des thèmes de discussions
Qualités de contradiction des thèmes de discussions
o Identifier les variables des thèmes de discussions
o Proposer les sujets de controverse.
- Textes - Illustrations - Dialogues - CD audio-visuels
Evaluation Formative 3.1
Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré le critère de
performance à observer atteint ou a atteint le résultat escompté.
Critère de performance
Fixation claire des thèmes de discussions contradictoires
Ressources Activités d’Apprentissage Contenus
Types de preuves Outils d’evaluation Portfolio
Preuves écrites
Preuves orales
Script des thèmes de discussions
Déclarationdes thèmes de discussions
Liste de contrôle Résultat
Oui Non
Indicateur: Thèmes de discussions contradictoires sont correctement fixées
Les variables des thèmes de discussions sont efficacement identifiées
La qualitécontradictoire est concrètement établie à travers les thèmes de
discussions
Observations
Résultats d’apprentissage 3.2:Définir les directives à suivre pour la sérénité des débats.
Directives à suivre
Durée d’intervention
Tolérance
o Fixer le délai d’intervention et les
normes de tolérance.
- Textes
- Illustrations
- Dialogues
- CD audio-visuels
Evaluation Formative 3.2
Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré le critère de
performance à observer atteint ou a atteint le résultat escompté.
Critère de performance
Définition claire des directives à suivre pour la sérénité des débats
Ressources Activités d’Apprentissage Contenus
Types de preuves Outils d’evaluation Portfolio
Preuves écrites
Preuves orales
Préparation du débat
Déroulement du débat
Liste de contrôle Résultat
Oui Non
Indicateur: Directives à suivre pour la sérénité des débats sont clairement définies
Normes de tolérance
Délai d’intervention
Evitement de la monopolisation de la parole
Pas d’interruption pour les autres
Demande de la parole
Respect des avis des autres
Observations
Résultats d’apprentissage 3.3:Modérer les interventions respectives des membres du groupe.
Distribution des interventions des membres du groupe
Réordonner les déviations
o Distribuer les interventions o Ramener à l’ordre les violateurs des
directives convenues.
- Textes - Illustrations - Dialogues - CD audio-visuels
Evaluation Formative 3.3
Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré le critère de
performance à observer atteint ou a atteint le résultat escompté
Critère de performance
Modération méthodique des interventions respectives des membres du
groupe
Ressources Activités d’Apprentissage Contenus
Types de preuves Outils d’evaluation Portfolio
Preuves écrites
Preuves orales
Préparation du débat
Déroulement du débat
Liste de contrôle Résultat
Oui Non
Indicateur: Les interventions respectives des membres du groupe sont franchement modérées
Les interventions sont équitablement distribuées
Les déviations sont adroitement gérées
Observations
LU 4: Conduire des réunions
4
Résultats d’apprentissage:
1. Elaborer l’ordre du jour. 2. Exposer les règles à suivre pendant la réunion 3. Prendre les notes pour harmoniser les diverses interventions.
8 Heures
Résultats d’apprentissage 4.1 : Elaborer l’ordre du jour.
Ordre du jour Les caractéristiques de
l'ordre du jour
o Fixer les grandes lignes de la réunion. o Analyser les caractéristiques de l'ordre
du jour
- Textes - Illustrations - Dialogues - CD audio-visuels
Evaluation Formative 4.1
Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré le critère de
performance à observer atteint ou a atteint le résultat escompté
Types de preuves Outils d’evaluation Portfolio
Preuves écrites
Preuves orales
Copies de l'ordre du jour
Présentation de l'ordre du jour.
Critère de performance
Elaboration adéquate de l’ordre du jour
Ressources Activités d’Apprentissage Contenus
Liste de contrôle Résultat
Oui Non
Indicateur: L'ordre du jour est fixé avec précision
La durée de chaque activitéet le lieu de la réunion sont indiqués
Les responsabilités de chaque participant sont précises
Le fond et la forme de l'ordre du jour sont respectés
Observations
Résultats d’apprentissage 4.2:Exposer les règles à suivre pendant la réunion.
Règles de réunion à suivre la réunion
o Elaborer des instructions pendant la réunion.
- Textes - Illustrations - Dialogues - CD audio-visuels
Evaluation Formative 4.2
Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré le critère de
performance à observer atteint ou a atteint le résultat escompté
Types de preuves Outils d’evaluation Portfolio
Preuves écrites
Preuves orales
Rapport de la réunion
Déroulement de la réunion
Liste de contrôle Résultat
Oui Non
Critère de performance
Exposé introductif méthodique définissant les règles à suivre pendant la
réunion.
Ressources Activités d’Apprentissage Contenus
Indicateur: Les instructions sur le déroulement de la réunionsont parfaitement élaborés
Le quorum est succinctement vérifié
L’ordre du jour est valide parles intervenants
Etat d’avancement des décisions de la réunion précédente est revu
Observations
Résultats d’apprentissage 4.3:Prendre les notes pour harmoniser les diverses interventions.
Techniques et principes de prise de notes
o Elaborer la synthèse sur le déroulement de la réunion.
- Textes - Illustrations - Dialogues - CD audio-visuels
Evaluation Formative 4.3
Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré le critère de
performance à observer atteint ou a atteint le résultat escompté
Types de preuves Outils d’evaluation Portfolio
Preuves écrites
Preuves orales
Rapport de la réunion.
Observation de la réunion
Critère de performance
Prise de notes méthodiques pour harmoniser les diverses interventions
Ressources Activités d’Apprentissage Contenus
Liste de contrôle Résultat
Oui Non
Indicateur: Synthèse d’une réunion est nettement élaboré
Le grandes lignes sont intégralementsoulignées
Dites interventions sont structuralement harmonieuses
Observations
Résultats d’apprentissage 5.1: Organiser les arguments dans une présentation écrite.
Choix des arguments
Enrichissement d'arguments de présentation
Traitement d' une présentation écrite
o Choisir les arguments
o Rédiger un document à présenter avec arguments.
o Considérer circonstances et condition du thème de présentation
- Textes - Illustrations - Dialogues - CD audio-visuels
Evaluation Formative 5.1
Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré le critère de
performance à observer atteint ou a atteint le résultat escompté
LU 5 :Rédiger et présenter un exposé
5
Résultats d’apprentissage
1. Organiser les arguments dans une présentation écrite. 2. Exploiter les règles de la rhétorique devant l’auditoire. 3. Conclure son exposé reprenant les grandes lignes et dégageant
des perspectives.
6 Heures
Critère de performance
Organisation méthodique des arguments dans une présentation
Ressources Activités d’Apprentissage Contenus
Types de preuves Outils d’evaluation Portfolio
Preuves écrites
Preuves orales
La note d'une une présentation écrite
Résumé du contenu
Liste de contrôle Résultat
Oui Non
Indicateur: Les arguments sont relativement organisés dans une présentation écrite
Les arguments sont choisis selon le thème et les circonstances
La présentation est modérémentenrichie
Le différentes parties d'une présentation sont considérées
La note de présentation est solide
Observations
Résultats d’apprentissage 5.2: Exploiter les règles de la rhétorique devant l’auditoire.
Règles de la rhétorique
Précautions oratoires
Exposition
Argumentation
Conclusion
o Appliquer les règles de la rhétorique dans son exposé.
o Respecter la structure de l' exposé.
- Textes - Illustrations - Dialogues - CD audio-visuels
Evaluation Formative 5.2
Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré le critère de
performance à observer atteint ou a atteint le résultat escompté.
Critère de performance
Exploitation méthodique des règles de la rhétorique devant l’auditoire
Ressources Activités d’Apprentissage Contenus
Types de preuves Outils d’evaluation Portfolio
Preuves écrites
Preuves orales
Expressionindividuellement
Script de la parole
Liste de contrôle Résultat
Oui Non
Indicateur: Les règles de la rhétorique sont efficacement applique dans l'exposé
Précautions oratoires sont pleinement considérées
Les idées sont explicitement argumentes
L'ordre thématique est chronologiquement suivie
Observations
Résultats d’apprentissage 5.3: Conclure son exposé reprenant les grandes lignes et dégageant
desperspectives.
Synthétiser l'expose Défense des grandes
lignes d’un exposé Dégagement des
perspectives de conclusion
o Elaborer la synthèse de l' exposé. o Défendre les grandes lignes de l'exposé o Dégager l'ouverture de perspectives de
l'exposé.
- Textes - Illustrations - Dialogues - CD audio-visuels
Evaluation Formative 5.3
Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré le critère de
performance à observer atteint ou a atteint le résultat escompté
Critère de performance
Conclusion concise et ouverte de son exposé reprenant les grandes lignes et
dégageant des perspectives.
Ressources Activités d’Apprentissage Contenus
Types de preuves Outils d’evaluation Portfolio
Preuvesécrites
Preuves orales
Présentation de la conclusion Script de la conclusion
Liste de contrôle Résultat
Oui Non
Indicateur: La conclusion de l'expose est concise et ouverte
Les grandes lignes de l'exposé sont clairement rappelées
Les perspectives sont convenablement dégagées
Observations
Référence:
1. EDICEF – CNDP MINEDUC (2002). Apprenons le français au Rwanda. ISBN : 978-2-84129-826-.
2. ÉDOUARD BLED ET ODETTE BLED (1998). BLED Orthographe, HACHETTE LIVRE.
3. GREVISSE MAURICE (1990). Précis de grammaire Française.
4. LIBRAIRIE LAROUSSE (1972). Dictionnaire PETIT LAROUSSE en couleurs
5. MINISTERE DE L’ENSEIGNEMENT PRIMAIRE ET SECONDAIRE (1983). Ma Colline, Méthode de
Français pour les écoles primaires. 5ème, Livre du maître.
6. NATIONAL CURRICULUM DEVELOPPEMENT CENTRE (2007). A l’unisson : Méthode de Français.
ISBN : 978-2-7531-0103-6.
7. Y.DELATOUR et al. , (1991). Grammaire du Français. HACHETTE, Paris.
C C M K K 5 0 1 - MAWASILIANO MBALIMBALI YA KIOFISI KATIKA KISWAHILI
CCMKK501 Kujadili Mawasiliano mbalimbali ya Kiofisi katika Kiswahili
Daraja: 4 Masaa yanayofaa
Idadi ya vipindi: 3 30
Idara: Zote
Mikondo: Yote
Wakati ilipoandaliwa:Januari, 2017
Lengo
Moduli hii inaeleza ujuzi na uwezo vinavyostahiliwa ili mwanafunzi aweze:
Kujadili mawasiliano mbalimbali ya kiofisi kupitia njia ya kuzungumza na kuandika katika shughuli za kazi;
Kutunga kimaandishi na kimazungumzo hati tofauti kwa kuzingatia kanuni na mitindo ya lugha ya Kiswahili ifaavyo;
Kuchambua kimazungumzo na kimaandishi hati za mawasiliano mbalimbali za kiofisi;
Kuwasilisha hati mbalimbali mahali zinapotakiwa.
Ujuzi waawali Kutumia kiswahili katika sekta za kikazi
Kitengonavigezovyakitengo
Kitengokinaelezamategemeomuhimuyanayohitajiwa.
Vigezovyakitengovimepangwakupimaikiwamwanafunzianazingatiakitengoifaavyo.
Mwishonimwa moduli hiimwanafunziatakuwanauwezowa:
Kitengo Vigezovyakitengo
1. Kutunga hati za mawasiliano mbalimbali za kiofisi.
1.1 Uwezo wa kuonyesha kwa mchoro sehemu kuu za hati 2.1 Uwezo wa kutumia mitindo ya lugha inayostahili
kulingana na hati 3.1 Uwezo wa kutunga hati za mawasiliano tofauti za
kiofisi
2. Kuchambua hati za mawasiliano mbalimbali za kiofisi zilizopokewa.
2.1 Uwezo wa kutambua kimaandishi aina za hati mbalimbali
2.2 Uchambuzi wa Habari kuhusu utungaji wa hati fulani 2.3 Uchambuzi wa njia za mawasiliano zilizotumiwa
3. Kupanga mbinu za uwasilishaji wa hati mbalimbali.
3.1 Uwezo wa kueleza mazingira ya uwasilishaji wa hati inayohitajiwa
3.2 Uwezo wa kueleza vifaa vinavyohitajiwa kwa kufanya uwasilishaji wa hati mbalimbali
3.3 Uwezo wa kutoa njia za uwasilishaji wa hati mbalimbali
LU 1: Kutunga hati za mawasiliano mbalimbali za kiofisi.
1
Yanayotegemewa:
1. Uwezo wa kuonyesha kwa mchoro sehemu kuu za hati. 2. Uwezo wa kutumia mtindo wa lugha inayostahili kulingana na hati 3. Uwezo wa kutunga hati za mawasiliano tofauti za kiofisi.
Masaa 10
Yanayotegemewa 1.1:Uwezo wa kuonyesha kwa mchoro sehemu kuu za hati.
Kifungu cha habari kuhusu michoro ya hati za: Aina mbalimbali za barua Ripoti Simu ya mdomo Simu ya kuandika Risala Uwasilishaji Wasifu-kazi (CV) Ajenda Kumbukumbu za mkutano
o Kutega sikio o Kusoma kwa kimya o Kusoma kwa makundi o Kuandika mchoro
- Vitabu vya utungaji
- Vitabu vya sarufi
- Kanda (CD) - Mtandao - Kamusi - Ubao - Chaki
TathiminiEndelezi /Arifu1.1
Mwongozo wa Tathimini. Tathimini Endelezi/Arifu
Vigezo vya kitengo
Kuonyesha kwa mchoro sehemu kuu za hati.
Vifaa Kazi ya mwanafunzi Yaliyomo
Aina za thibitisho Vifaa
Kanda ya Filamu
Thibitisho ndishi
Hati za kiofisiza mawasiliano mbali mbali Uwasilisho wa sehemu kuu za hati sa hati mbali mbali
Yatakayochunguzwa Matokeo
Ndiyo Bado
Maonyesho: Sehemu kuu za hati kwa mchoro
Orodha ya sehemu kuu za hati
Mchoro wa sehemu kuu za hati
Maoni
Yanayotegemewa 1.2:Uwezo wa kutumia mitindo ya lugha inayostahili kulingana na hati.
Kifungu cha habari kuhusu mitindo ya lugha:
Lugha ya ishara Lugha ya heshma Istilahi za lugha Lugha fasaha
o Kusoma o Kutamka na kusikiliza o Kutunga mifano ya hati za mawasiliano
kwa kutumia mtindo wa luhga unaostahili
- Vitabu vya utungaji
- Vitabu vya sarufi
- Kanda (CD) - Mtandao - Kamusi - Ubao - Chaki
Tathimin Endelezi /Arifu1.2
Vifaa Kazi ya mwanafunzi Yaliyomo
Mwongozo wa Tathimini. Tathimini Endelezi/Arifu
Aina za thibitisho Vifaa
Kanda Ya Filamu
Thibitisho andishi
Utungaji wa hati Uwasilisho wa hati mbalimbali
Yatakayochunguzwa Matokeo
Ndiyo Bado
Maonyesho: Lugha inayostahili kwa utungaji wa hati
Mtindo wa lugha kulingana na walengwa
Mtindo wa lugha kulingana na aina ya hati
Maoni
Vigezovyakitengo
Kutumia mtindo wa lugha inayostahili kulingana na hati
Yanayotegemewa 1.3:Uwezo wa kutunga hati za mawasiliano tofauti za kiofisi.
Mbinu za kutunga hati
mbalimbali za:
Barua Ripoti Simu ya mdomo Simu ya kuandika Uwasilishaji Wasifu-kazi (CV) Ajenda Kumbukumbu za
mkutano
o Kutunga hati mbalimbali katika makundi o kutunga hati mbalimbali peke yake o Kuigiza hati za kimazungumzo
- Vitabu vya utungaji
- Vitabu vya sarufi - Kanda (CD) - Mtandao - Kamusi - Ubao - Chaki
TathiminiEndelezi /Arifu1.3
Mwongozo wa Tathimini. Tathimini Endelezi/Arifu
Aina za thibitisho Vifaa
Thibitisho andishi
Thibitisho simulizi
Kanda ya Filamu
Utungajiwa hati za mawasiliano tofauti za kiofisi Uwasilisho wa hati za mawasiliano tofauti za kiofisi
Vigezovyakitengo
Kutunga hati za mawasiliano tofauti za kiofisi.
Vifaa Kazi ya mwanafunzi Yaliyomo
Yatakayochunguzwa Matokeo
Ndiyo Bado
Maonyesho: Hati za mawasiliano tofauti za kiofisi
Tungo sahihi
Mantiki
Maoni
LU 2: Kuchambua hati za mawasiliano mbalimbali za kiofisi
2 Masaa 10
Yanayotegemewa:
1. Uwezo wa kutambua kimaandishi aina za hati tofauti. 2. Uchambuzi wa habari kuhusu mtindo wa utungaji wa hati fulani. 3. Uchambuzi wa njia za mawasiliano zilizotumiwa.
Yanayotegemewa 2.1:Uwezo wa kutambua kimaandishi aina za hati tofauti.
Kifungu cha habari kuhusu hati mbalimbali: Barua Ripoti Simu ya mdomo Simu ya kuandika Uwasilishaji Wasifu-kazi (CV) Ajenda Kumbukumbu za mkutano
o Kutega sikio hati inaotamkwa o Kusoma kimya o Kusoma katika makundi
- Vitabu vya utungaji
- Kanda (CD) - Mtandao - Kamusi - Ubao - Chaki
TathiminiEndelezi /Arifu 2.1
Vigezo vya kitengo
Kutambua kimaandishi aina za hati mbalimbali.
Vifaa Kazi ya mwanafunzi Yaliyomo
Mwongozo wa Tathimini. Tathimini Endelezi/Arifu
Aina za thibitisho Vifaa
Thibitisho andishi
Thibitisho simulizi
Ufahamu kimaandishi wa aina za hati mbali mbali Uwasilisho kuhusu aina za hati mbalimbali
Yatakayochunguzwa Matokeo
Ndiyo Bado
Maonyesho:Aina za hati mbalimbali
Viashiria vya kila hati
Lengo la kila aina
Maoni
Yanayotegemewa 2.2:Uchambuzi wa habari kuhusu mtindo wa utungaji wa hati fulani.
Kifungu cha hati: Mtungaji Wakati wa
kutunga Sababu za
utungaji Ujumbe
muhimu
o Kusoma hati tofauti o Kugundua mtungaji o Kugundua wakati zilipotungwa o Kupanga mtiririko wa mambo muhimu
- Vitabu vya utungaji - Kanda (CD) - Mtandao - Kamusi - Ubao - Chaki
Tathimin iEndelezi /Arifu 2.2
Vifaa Kazi ya mwanafunzi Yaliyomo
Mwongozo wa Tathimini. Tathimini Endelezi/Arifu
Aina za thibitisho Vifaa
Thibitishoandishi
Thibitisho simulizi
Ufahamu
Uwasilisho habari kuhusu utungaji wa hati fulani
Yatakayochunguzwa Matokeo
Ndiyo Bado
Maonyesho: Habari kuhusu utungaji wa hati fulani
Walengwa
Wakati wa kutunga
Lengo la utungaji
Maoni
Yanayotegemewa 2.3:Uchambuzi wa njia za mawasiliano zilizotumiwa.
Makala kuhusu njia za
mawasiliano:
Njia ya masimulizi
Njia ya maandishi ya
o Kutoa umuhimu wa kila njia ya mawasiliano
o Kugundua na kujadili migogoro ipatikanayo katika kila njia
o Kutoa mbinu za utatuzi wa migogoro
- Vitabu vya utungaji
- Kanda (CD) - Mtandao - Kamusi
Vifaa Kazi ya mwanafunzi Yaliyomo
Vigezo vya kitengo
Uchambuzi wa habari kuhusu mtindo wa utungaji wa hati fulani.
hati tofauti
Baruwa pepe
Simu ya mdomo
Simu ya kuandika
- Ubao - Chaki
TathiminiEndelezi /Arifu 2.3
Mwongozo wa Tathimini. Tathimini Endelezi/Arifu
Aina za thibitisho Vifaa
Thibitishoandishi
Thibitishosimulizi
Ufahamu wa njia za mawasiliano Uwasilisho kuhusu njia za mawasiliano
Yatakayochunguzwa Matokeo
Ndiyo Bado
Maonyesho: Njia mbalimbali za mawasiliano
Umuhimu wa kila njia
Migogoro ya kila njia
Mbinu za utatuzi wa migogoro ya kila njia
Maoni
Vigezo vya kitengo
Uchambuzi wa njia za mawasiliano zilizotumiwa.
LU 3: Kupanga mbinu za uwasilishaji wa hati mbalimbali.
3
Yanayotegemewa:
1. Zingatio la mazingira ya uwasilishaji wa hati inayohitajiwa 2. Zingatio la vifaa vinavyohitajiwa kwa kufanya uwasilishaji 3. wa hati mbalimbali. 4. Zingatio la njia za uwasilishaji wa hati mbalimbali.
Masaa 10
Yanayotegemewa 3.1:Zingatio la mazingira ya uwasilishaji wa hati inayohitajiwa.
Mazingira ya uwasilishaji: Wapokeaji Mila na desturi za
wapokeaji Mandhari Lugha inayohitajiwa
o Kutoa tabia za wapokeaji wa kila hati o Kusikiliza na kutoa mifano ya lugha
inayotumiwa katika kila hati o Kuonyesha mandhari
- Vitabu vya utungaji
- Kanda (CD) - Mtandao - Kamusi - Ubao - Chaki
TathiminiEndelezi /Arifu 3.1
Mwongozo wa Tathimini. Tathimini Endelezi/Arifu
Vigezo vya kitengo
Zingatio la mazingira ya uwasilishaji wa hati inayohitajiwa.
Vifaa Kazi ya mwanafunzi Yaliyomo
Aina za thibitisho Vifaa
Thibitishoandishi
Thibitisho simulizi
Uchambuzi wa hati na mazingira yake Uwasilisho wa hati na mazingira yake
Yatakayochunguzwa Matokeo
Ndiyo Bado
Manonyesho: Mazingira ya uwasilishaji wa hati
Walengwa
Mila na desturi za walengwa
Mandhari
Maoni
Yanayotegemewa 3.2:Zingatio la vifaa vinavyohitajiwa kwa kufanya uwasilishaji wa hati
mbalimbali.
Vifaa vya uwasilishaji: Aina za karatasi Lafudi na shada Rangi Hati (herufi)
o Kusoma hati tofauti o Kujadili sifa za matini katika makundi o Kutunga tungo fupi kwa kutumia sifa
zilizotajwa
- Vitabu vya utungaji
- Kanda (CD) - Mtandao - Kamusi - Ubao - Chaki
Vifaa Kazi ya mwanafunzi Yaliyomo
TathiminiEndelezi /Arifu 3.2
Mwongozo wa Tathimini. Tathimini Endelezi/Arifu Aina za thibitisho Vifaa
Thibitishoandishi
Thibitishosimulizi
Kanda ya filamu
Uchambuzi wa vifaavya uwasilishaji wahati mbalimbali Usaili
Yatakayochunguzwa Matokeo
Ndiyo Bado
Maonyesho: Vifaa vya uwasilishaji wa hati mbalimbali
Orodha ya vifaa kulingana na hati
Umuhimu wa kila kifaa
Maoni
Yanayotegemewa 3.3:Zingatio la njia za uwasilishaji wa hati mbalimbali.
Njia za uwasilishaji wa hati:
Ana kwa ana
Simu
Mtandao
Posta
o Kutoa sifa za kila njia, o Kugundua na kujadili migogoro
ipatikanayo katika kila njia o Kutoa mbinu za utatuzi wa migogoro
- Vitabu vya utungaji
- Kanda (CD) - Mtandao - Kamusi - Ubao - Chaki
Vifaa Kazi ya mwanafunzi Yaliyomo
Vigezo vya kitengo
Zingatio la vifaa vinavyohitajiwa kwa kufanya uwasilishaji wa hati mbalimbali
TathiminiEndelezi /Arifu 3.3
Mwongozo wa Tathimini. Tathimini Endelezi/Arifu Aina za thibitisho Vifaa
Thibitisho andishi
Thibitisho simulizi
Uchambuzi wa hati mbali mbali
Yatakayochunguzwa Matokeo
Ndiyo Bado
Maonyesho: Njia za uwasilishaji wa hati mbalimbali
Sifa za kila njia
Migogoro katika kila njia
Mbinu za utatuzi wa migogoro ya kila njia
Maoni
Vigezo vya kitengo
Zingatio la njia za uwasilishaji wa hati mbalimbali.
Marejeo:
1. NKwera F.V.M.(1985). Sarufi na Fasihi Sekondari na Vyuo, Tanzania Publishing House,
Dar es Salaam.
2. TUKI (2004), Kamusi ya Kiswahili Sanifu. Dar Es Salaam: Oxford University Press
3. Wamitila, K.W.(2003), Kamusi ya Fasihi, Istilahi na Nadharia. Nairobi: Focas Book
4. Hassan O. Ali& Ali Mazrui (2004). Teach yourself Swahili.Nairobi: Oxford University
Press.
5. Niyomugabo.C. (2013) Mafunzo ya Kiswahili , kitabu cha mwanafunzi, Kidato cha tano,
fountain Publisher Rwanda Kigali
6. (2013) Mafunzo ya Kiswahili , Kitabu cha mwanafunzi, kidato cha sita, Fountain
Publisher Rwanda, Kigali
7. Wekesa S.P. (2000) . Uandishi wa Insha, Nairobi: Acacia Stantex Publishers
C C M S E 5 0 1 - WORKING IN A SOCIALLY DIVERSE ENVIRONMENT
CCMSE501 Work in a socially diverse environment
REQF Level: 5 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: October, 2017
Purpose statement
This module describes the skills, knowledge and attitude required to be able to successfully
work in a socially diverse environment. The module will allow the participant to develop ways
of communicating with customers and colleagues from diverse backgrounds and
accommodating cultural differences. Furthermore, this module will enable the trainee to be
able to identify issues that may cause conflict or misunderstanding in the workplace because of
the cultural differences, find ways of resolving them and/or referring them to appropriate
individuals or bodies.
Learning assumed to be in place
Not applicable
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
3. Communicate with customers and colleagues from diverse backgrounds.
1.4 Adequate Valuing customers and colleagues from different cultural groups and treating them with respect and sensitivity.
1.5 Adequate Taking into consideration cultural differences in all verbal and non-verbal communication and overcoming language barriers.
1.6 Proper obtaining assistance from colleagues, reference books or outside organizations when required.
4. Address cross-cultural misunderstandings
2.4 Proper identification of issues that may cause conflict or misunderstanding in the workplace.
2.5 Adequate consideration of possible cultural differences when difficulties or misunderstandings occur.
2.6 Appropriate referring of problems and unresolved issues to the appropriate team leader or supervisor for follow-up.
LU 1: Communicate with customers and colleagues from diverse backgrounds
1
Learning Outcomes:
4. Value customers and colleagues from different cultural groups and treat them with respect and sensitivity.
5. Take into consideration cultural differences in all verbal and non-verbal communication and overcome language barriers.
6. Obtain assistance from colleagues, reference books or outside organisations when required. 12 Hours
Learning Outcome1.1: Value customers and colleagues from different cultural groups and
treat them with respect and sensitivity
Treating different groups effectively forms of address levels of formality or
informality observance of special
religious, feasts or other celebratory days
customs, beliefs and values Product preferences
o Role play o Individual work o Group discussion o Large group discussion o Brainstorming
- Reference books - Role play scenario - Online materials - Specialised
materials
Formative Assessment 1.1
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Performance criterion
Adequate Valuing customers and colleagues from different cultural groups and
treating them with respect and sensitivity.
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Ticking Expose (presentation) Role play
Checklist Score
Yes No
Effective treatment of different groups
Observation
Learning Outcome 1.2: Take into consideration cultural differences in all verbal and non-
verbal communication and overcome language barriers.
Verbal and non-verbal communication: varied cultural
interpretation of non-verbal behaviour and gestures
personal grooming, including dress and hygiene habits
language spoken language written
Overcoming language barriers: meet, greet and farewell
customers give simple directions give simple instructions answer simple enquiries 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
Resources Learning activities Content
Formative Assessment 1.2
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Ticking Expose (presentation) Role play
Checklist Score
Yes No
Consideration of cultural differences through verbal and non-verbal communication
Overcoming language barriers
Observation
Learning Outcome 1.3: Obtain assistance from colleagues, reference books or outside
organisations when required
Partnerships for efficient communication interpreter services diplomatic services local cultural
organizations appropriate government
agencies educational institutions Disability advocacy
groups.
o Group discussion o Individual work o Large group discussion
- Reference books - Online materials - Specialised materials
Resources Learning activities Content
Performance criterion
Adequate Taking into consideration cultural differences in all verbal and non-
verbal communication and overcoming language barriers.
Formative Assessment 1.3
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Multiple choice True or false question Ticking Expose (presentation)
Checklist Score
Yes No
Partnerships for efficient communication
Observation
Performance criterion
Proper obtaining assistance from colleagues, reference books or outside
organizations when required.
LU 2: Address cross-cultural misunderstandings
2
Learning Outcomes:
4. Identify issues that may cause conflict or misunderstanding in the workplace.
5. Consider possible cultural differences while resolving difficulties or misunderstandings at workplace.
6. Referring problems and unresolved issues to the appropriate team leader or supervisor for follow-up. 18 Hours
Learning Outcome 2.1: Identify issues that may cause conflict or misunderstanding in the
workplace
Cultural differences
Causes of conflict race language special needs disabilities gender age roles, emotions, misinformation misinterpretation values
o Individual work o Group discussion o Large group discussion o Brainstorming
- Reference books - Online materials - Specialised materials
Formative Assessment 2.1
Performance criterion
Proper identification of issues that may cause conflict or misunderstanding in the
workplace.
Resources Learning activities Content
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Multiple choice True or false question Ticking Expose (presentation)
Checklist Score
Yes No
Demonstration of knowledge about cultural differences
Identification of issues that may causes conflict at workplace
Observation
Learning Outcome 2.2: Consider possible cultural differences while resolving difficulties or
misunderstandings at workplace
Settlement of misunderstandings greetings key phrases customs protocol, business practices what is done for fun appreciation of cultural difference Avoidance to compromise own
values being accommodating Different Communication Styles Different Attitudes Toward
Conflict Different Approaches to
Completing Task Different Decision-Making Styles Different Attitudes Toward
Disclosure
o Role play o Group discussion o Large group discussion o Individual work
- Reference books
- Role play scenario
- Online materials
- Specialised materials
Resources Learning activities Content
Formative Assessment 2.2
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Ticking Expose (presentation) Role play
Checklist Score
Yes No
Settlement of misunderstandings
Observation
Learning Outcome 2. 3: Referring problems and unresolved issues to the appropriate team
leader or supervisor for follow-up
Raising issues informal communication informal meeting Mediation formal communication formal writing formal meetings work ethics
o Role play o Individual task o Group work o Large group discussion
- Reference books - Role play scenario - Online materials - Specialised
materials
Resources Learning activities Content
Performance criterion
Adequate consideration of possible cultural differences when difficulties or
misunderstandings occur.
Formative Assessment 2.3
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Ticking Expose (presentation) Role play
Checklist Score
Yes No
Raising issues to the appropriate level at workplace
Observation
Reference books:
5. Axtell, R. E., & Parker Pen Company. (1993). Do’s and taboos around the world. New York: Wiley.
6. 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.
7. Meyer, E. (2014). The culture map: Breaking through the invisible boundaries of global business. Public Affairs.
8. Schwartz, S. (2006). A theory of cultural value orientations: Explication and applications. Comparative Sociology, 5, 137-182.
Performance criterion
Appropriate referring of problems and unresolved issues to the appropriate
team leader or supervisor for follow-up.
C U A P M 5 0 1 - PROPERTY MANAGEMENT SYSTEM
CUAPM501 Apply property management system
REQF Level: 5 Learning hours
Credits: 7 60
Sector: Hospitality and tourism
Sub-sector: Culinary Arts
Issue date: October, 2015
Purpose statement
This module describes the skills, knowledge and attitudes required to apply property
management system in the hospitality sector and workplace. Also, it covers the different
property management systems software used in hospitality industry, determine features and
functions in property management system as well as in the organization, then it covers also the
functionality of property management system which is required in hospitality industry..
Learning assumed to be in place
N/A
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Describe property
management system
1.1 Proper analysis of property management system as per
the procedures
1.2 Appropriate identification of features in property
management systems as per the procedures
1.3 Adequate identification of functions in property
management systems as per the guidelines
2. Determine organization outlets
software in Property
management systems
2.1 Systematic Identification of organization software in the
property management systems according to the operating
procedures
2.2 Proper identification and analysis of organization features
as per the procedures
2.3 Adequate confirmation of functionality of all organization
features in the property management system according to
organization standard
3. Use property management
system
3.1 Proper Obtaining of credentials for use in Property
management system from superior as per the guidelines
3.2 Proper itemization of guest accounts and functioning of
property management systems features as per the
procedures
3.3 Systematic maintenance and protection of management
information system as per the procedures
3.4 Appropriate production and provision of relevant reports
with accurate information as per the guidelines
LU 1: Describe property management system
1
Learning Outcomes:
4. Analyze property management system as per the procedures 5. Identify the features in property management systems as per the
procedures 6. Identify functions in property management systems as per the
guidelines 10 Hours
Learning Outcome 1.1: Analyze property management system as per the procedures
Definition of property
management system
Definition of key terms
Concept of property
management system
Different property
management systems used
in hospitality properties
Opera
General advantages and
disadvantages of
‘computerizing’ the hotel
o Brainstorming on definition of
property management system
o Group Discussion on concept of
property management system
o Practices on concept of different
property management system
- Computers
- References Books
- Journals
- E- books
- Sample reports
- Internet
- CDs
- Projector
- Flip chart
- marker
Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper analysis of property management system as per the procedures
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
evidence
Product evidence
Multi choice questions
True or False questions
Matching questions
Short or open questions
Case study
Record voice
Recorded video
Observation check list
Pictures
Checklist
Physical end product
Report
Checklist Score
Yes No
Definition of property management system
Definition of key terms
Concept of property management system
Different property management systems used in hospitality properties
Opera
General advantages and disadvantages of ‘computerizing’ the hotel
Definition of property management system
Observation
Learning Outcome 1.2: Identify the features in property management systems as per the
procedures
Function of property management systems: Front office function Housekeeping function Reservation management
function Group reservations Rate management
function Global distribution Integrated booking
engine Cashiering function
Third party interface: Key card system Telephone system Financial accounting
system Credit card payment
system
o Brainstorming on functions in property management systems
o Group Discussion on functions in property management systems
o Further research o Presentation o videos
- Computers - References Books - Journals - E- books - Sample reports - Internet - CDs - Projector - Flip chart - marker
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Appropriate identification of features in property management systems as per
the procedures
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
evidence
Product evidence
Multi choice questions
True or False questions
Matching questions
Short or open questions
Case study
Record voice
Recorded video
Observation check list
Pictures
Checklist
Physical end product
Report
Checklist Score
Yes No
Indicator: Function of property management systems
Front office function
Housekeeping function
Reservation management function
Group reservations
Rate management function
Global distribution
Integrated booking engine
Cashiering function
Indicator: Third party interface
Key card system
Telephone system
Financial accounting system
Credit card payment system
Observation
Learning Outcome 1.3: Identify functions in property management systems as per the
guidelines
Features in Property management systems used in organizations Front office:
Check in Check out Departure use Registration card/form Night audit Extra charges payment
Housekeeping: Room/unit status Maintenance block Work order Housekeeping
management Food and beverage:
Make orders Payment Delivery services
Group reservation: Multiple type room
reservation Group color code Group check in and
check out Group folio/ invoice
Reservation management: Reservation
confirmation Arrival list E mail print reservation
voucher Confirmed reservation Wait listed reservation
Rate management: Rate type management Seasonal rate Travel agent rate Room taxes Extra charges taxes
Global distribution:
o Brainstorming on explanation of different features in management systems
o Group Discussion on explanation of different features in property management systems
o Further researches o Presentation o Videos/ role play
- Computers - References Books - Journals - E- books - Sample reports - Internet - CDs - Projector - Flip chart - marker
Resources Learning activities Content
Online travel agency connectivity (OTA)
Global distribution system connectivity (GDS)
Yield management Facebook and trip
advisor Competitive sales
representatives/clerks
Integrated booking engine Multicurrency and
multilingual Packages and
promotion Travel agent and
corporate Mobile booking engine Customized look and
feel Cashiering:
Track miscellaneous sales/expense
Invoices and folios City ledger payment Travel agent
commission
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Adequate identification of functions in property management systems as per the
guidelines
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
evidence
Product evidence
Multi choice questions
True or False questions
Matching questions
Short or open questions
Case study
Record voice
Recorded video
Observation check list
Pictures
Checklist
Physical end product
Report
Checklist Score
Yes No
Indicator: Features in Property management systems used in organizations
Front office:
Check in
Check out
Departure use
Registration card/form
Night audit
Extra charges payment
Housekeeping:
Room/unit status
Maintenance block
Work order
Housekeeping management
Food and beverage:
Make orders
Payment
Delivery services
Group reservation:
Multiple type room reservation
Group color code
Group check in and check out
Group folio/ invoice
Reservation management:
Reservation confirmation
Arrival list
E mail print reservation voucher
Confirmed reservation
Wait listed reservation
Rate management:
Rate type management
Seasonal rate
Travel agent rate
Room taxes
Extra charges taxes
Global distribution:
Online travel agency connectivity (OTA)
Global distribution system connectivity (GDS)
Yield management
Facebook and trip advisor
Competitive sales representatives/clerks
Integrated booking engine
Multicurrency and multilingual
Packages and promotion
Travel agent and corporate
Mobile booking engine
Customized look and feel
Cashiering:
Track miscellaneous sales/expense
Invoices and folios
City ledger payment
Travel agent commission
Observation
LU 2: Determine organization outlets software in Property management system
2
Learning Outcomes:
1. Identify organization software in the property management systems according to the operating procedures
2. Identify and analyze organization features as per the procedures
3. Confirm functionality of all organization features in the property management system according to organization standard
20 Hours
Learning Outcome 2.1: Identify organization software in the property management systems
according to the operating procedures
Identification of Property
management systems used in
organizations
Micros
Fidelio express
Opera
King smart
Amadeus
Galileo
Sage
PA Bx
o Brainstorming on analysis of
organization software
o Group Discussion and
explanation on organization
software
o Presentation
o Videos
o Demonstrations
- Computers
- References Books
- Journals
- E- books
- Sample reports
- Internet
- CDs
- Projector
- Flip chart
- marker
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Systematic Identification of organization software in the property management
systems according to the operating procedures
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
evidence
Product evidence
Multi choice questions
True or False questions
Matching questions
Short or open questions
Case study
Record voice
Recorded video
Observation check list
Pictures
Checklist
Physical end product
Report
Checklist Score
Yes No
Indicator: Identification of Property management systems used in organizations
Micros
Fidelio express
Opera
King smart
Amadeus
Galileo
Sage
PA Bx
Observation
Learning Outcome 2.2: Identify and analyze organization features as per the procedures
Front office: Check in format Check out format Reservations procedures Business center:
Internet E-mail Printing and scanning Fax
Housekeeping: Rooms management Rooms occupancy Room types Room amenities Room service Laundry service Special services
Food and beverages: Bar management Restaurant management Coffee shop Banqueting Room services
Kitchen Kitchen management Store management Food cost Beverages cost
Test of features in property management system procedures
o Brainstorming on organization in property management systems
o Group Discussion on organization outlets in property management systems
o Further researches
- Computers - References Books - Journals - E- books - Sample reports - Internet - CDs - Projector - Flip chart - marker
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper identification and analysis of organization features as per the procedures
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
evidence
Product evidence
Multi choice questions
True or False questions
Matching questions
Short or open questions
Case study
Record voice
Recorded video
Observation check list
Pictures
Checklist
Physical end product
Report
Checklist Score
Yes No
Front office:
Check in format
Check out format
Reservations procedures
Business center:
Internet
Printing and scanning
Fax
Housekeeping:
Rooms management
Rooms occupancy
Room types
Room amenities
Room service
Laundry service
Special services
Food and beverages:
Bar management
Restaurant management
Coffee shop
Banqueting
Learning Outcome 2. 3: Confirm functionality of all organization features in the property
management system according to organization standard
Front office:
Check in steps
Check out steps
Reservations
procedures
Business center
functionality
Housekeeping:
Check Rooms
management
procedures
Check Room occupancy
o Brainstorming on confirmation of
functionality in Property
management systems used in
organizations
o Group Discussion on functionality
of all features in Property
management systems used in
organizations
o Further researches
o Practices of testing on all
organization features in the
property management system
- Computers
- References
Books
- Journals
- E- books
- Sample reports
- Internet
- CDs
- Projector
- Flip chart
- marker
-
Room services
Room service
Laundry service
Special services
Food and beverages:
Bar management
Restaurant management
Coffee shop
Banqueting
Room services
Kitchen
Kitchen management
Store management
Food cost
Beverages cost
Test of features in property management system procedures
Observation
Resources Learning activities Content
Check Rooms status
Check Room types
Check Room amenities
Check laundry services
Check room services
Food and beverages:
Check Bar management
Check Restaurant
management
Check Coffee shop
options
Check Banqueting
options
Kitchen
Check Stores
management
Check kitchen
management
Check Food cost
Check Beverages cost
Test of features in property
management system
procedures
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Adequate confirmation of functionality of all organization features in the
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
evidence
Product evidence
Multi choice questions
True or False questions
Matching questions
Short or open questions
Case study
Record voice
Recorded video
Observation check list
Pictures
Checklist
Physical end product
Report
Checklist Score
Yes No
Front office:
Check in steps
Check out steps
Reservations procedures
Business center functionality
Housekeeping:
Check Rooms management procedures
Check Room occupancy
Check Rooms status
Check Room types
Check Room amenities
Check laundry services
Check room services
Food and beverages:
Check Bar management
Check Restaurant management
Check Coffee shop options
Check Banqueting options
Kitchen
Check Stores management
Check kitchen management
Check Food cost
Check Beverages cost
Test of features in property management system procedures
Observation
LU 3: Use property management system
3
Learning Outcomes:
3. obtain credentials for use in Property management system from superior as per the guidelines
4. Itemize guest accounts and functioning of property management systems features as per the procedures
5. maintain and protect management information system as per the procedures
6. Produce and provide relevant reports with accurate information as per the guidelines
30 Hours
Learning Outcome 3.1: Obtain credentials for use in Property management system from your
Front office manager
identification of credentials
Procedures to obtain credentials
Reporting
Identification of Access level
o Brainstorming on credentials for use in Property management system
o Group Discussion on credentials for use in property management
o System o Practices on use of credentials
- Computers - References Books - Journals - E- books - Sample reports - Internet - CDs - Projector - Flip chart - marker
Formative Assessment 3.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper Obtaining of credentials for use in Property management system from
superior as per the guidelines
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
evidence
Product evidence
Multi choice questions
True or False questions
Matching questions
Short or open questions
Case study
Record voice
Recorded video
Observation check list
Pictures
Checklist
Physical end product
Report
Checklist Score
Yes No
identification of credentials
Procedures to obtain credentials
Reporting
Identification of Access level
Observation
Learning Outcome 3.2 : Itemize guest accounts and functioning of property management
systems features as per the procedures
Itemized guest accounts:
posting all deposits,
prepayments,
room charges and extra charges for
inclusion in the final bill),
automatic generation of bills,
paying processing, and automatic links
through to general accounts functions
Database for recording enquiries
Automatic night audit functions (checking
and balancing all reports and accounts)
Computer-aided housekeeping and
maintenance scheduling
Management information system
compiling forecasts,
graphs,
charts and statistical reports and
analyses from all the other data stored
in the system
Electronic Point of sale (EPOS) links from:
the restaurant,
bar and reception through to guest
billing, so that sales are automatically
charged to accounts as they are
processed
Calendar, diary and message facilities
Internal and external telephone call
handling (switchboard),
call logging, allocation of call charges
to guests' accounts
and automated early morning calls
o Brainstorming on itemize
guest accounts and
functioning of property
o management systems
o features
o Group Discussion on itemize
guest accounts and
functioning of property
o management systems
o features
o Role Play scenario on itemize
guest accounts and
functioning of property
o management systems
o features
o Practices on itemization of
guest accounts and
functioning of property
o management systems
features
o Further research
- Computers
- References Books
- Journals
- E- books
- Sample reports
- Internet
- CDs
- Projector
- Flip chart
- markers
Resources Learning activities
Content
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
evidence
Product evidence
Multi choice questions
True or False questions
Matching questions
Short or open questions
Case study
Record voice
Recorded video
Observation check list
Pictures
Checklist
Physical end product
Report
Performance criterion
Proper itemization of guest accounts and functioning of property management
systems features as per the procedures
Checklist Score
Yes No
Itemized guest accounts:
posting all deposits,
prepayments,
room charges and extra charges for inclusion in the final bill),
automatic generation of bills,
paying processing, and automatic links through to general accounts functions
Database for recording enquiries
Automatic night audit functions (checking and balancing all reports and accounts)
Computer-aided housekeeping and maintenance scheduling
Management information system
compiling forecasts,
graphs,
charts and statistical reports and
analyses from all the other data stored in the system
Electronic Point of sale (EPOS) links from:
the restaurant,
bar and reception through to guest billing, so that sales are automatically
charged to accounts as they are processed
Calendar, diary and message facilities
Internal and external telephone call handling (switchboard)
call logging, allocation of call charges
to guests' accounts
automated early morning calls
Observation
Learning Outcome 3.3: Result Maintain cleanliness and tidiness of work areas following
company guidelines
information should be kept in guest
history records
Name,
contact and registration details of
the guest
Date of arrival
Room occupied
Number of nights
Room rate
Amount spent in total during the
stay
Special requests/preferences
noted (e.g.. newspaper taken,
view requested
o Brainstorming on maintaining
and protecting of
management information
system
o Group Discussion on
maintaining and protecting of
management information
system
o Role Play scenario on
maintaining and protecting of
management information
system
o Practices on maintaining and
protection of management of
information system
o Further research
- Computers
- References Books
- Journals
- E- books
- Sample reports
- Internet
- CDs
- Projector
- Flip chart
- markers
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Appropriate production and provision of relevant reports with accurate
information as per the procedures
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
evidence
Product evidence
Multi choice questions
True or False questions
Matching questions
Short or open questions
Case study
Record voice
Recorded video
Observation check list
Pictures
Checklist
Physical end product
Report
Checklist Score
Yes No
information should be kept in guest history records
Name
contact and registration details of the guest
Date of arrival
Room occupied
Number of nights
Room rate
Amount spent in total during the stay
Special requests/preferences noted (e.g.. newspaper taken, view requested
Observation
Learning Outcome 3.4: Produce and provide relevant reports with accurate information as
per the guidelines
Types of report:
Reservations report
Reservation forecast report
Contingency reports
Room discrepancies report
Daily operational report
High balance report
Group report
VIPs report
ADR (Average daily rate)
Flash sales report
Handover report
o Brainstorming on producing
and providing relevant
reports with accurate
information
o Group Discussion on
producing and providing
relevant reports with
accurate information
o Role Play scenario on
producing and providing
relevant reports with
accurate information
o Practices on how to produce
and provide of report
o Further research
- Computers
- References Books
- Journals
- E -books
- Reports
- Internet
Computers
- References Books
- Internet
- CDs
-
Formative Assessment 3.4
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Systematic maintenance and protection of management information system
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
evidence
Product evidence
Multi choice questions
True or False questions
Matching questions
Short or open questions
Case study
Record voice
Recorded video
Observation check list
Pictures
Checklist
Physical end product
Report
Checklist Score
Yes No
Types of report:
Reservations report
Reservation forecast report
Contingency reports
Room discrepancies report
Daily operational report
High balance report
Group report
VIPs report
ADR (Average daily rate)
Flash sales report
Handover report
Observation
Reference books:
1. Abbott, P., & Lewry, S. 1997. Front Office Procedures, Social Skills and Management.
Butterworth Heinneman, ISBN: 0750600241.
2. Bagavathi, R.S.N (2003). Office Management. First Edition.S.Chand & Company Ltd. New Delhi.
India
3. Baker, S., Bradley, P., & Huyton, J. 1994. Principles of Front Office Operations. Cassell, ISBN:
0304334405.
4. Bardi J.A. 2003. Hote Front Office Management (Third edition). John Wiley Sons, Inc., ISBN: 0-
471-01396-X.
5. Boella, M., & Pannett, A. 1999. Principles of Hospitality Law. Cassell, ISBN: 0304704725.
6. Braham, B. 1999. Hotel Front Office. S. Thornes, ISBN: 0748716327.
7. Clutterbuck, D. 1994. Making Customer Count: A Guide to Excellence in Customer Service.
Management Books 2000, ISBN: 1852521090.
8. Dix, C., & Baird C. 1998. Front Office Operations. Longman, ISBN: 0-582-31931-5.
9. DR .R. K. Singh, (2006). Front office Management. First Edition. Aman Publication. New
Dheli.India.
10. DR .R.K (2007). Safety and Security in Hotels and Restaurants. First Edition. Aman Publication.
New Dheli.India.
11. Ghosh, G.S. 2005. Hotel Front Office Training Manual. New Delhi: Aman Publications, ISBN: 81-
8204-008-6.
12. Ghosh, S.G (2005). Hotel Front Office Training Manual. First Edition. Aman Publication. New
Dheli.India.
13. Hayes, J., & Dredge, F. 1998. Managing Customer Service. Gower Publishing Ltd., ISBN:
0566080052.
14. Kasavana M.L., & Brooks R.M. 2009. Managing Front Office Operations (Eighth Editions).
American Hotel & Lodging Educational Institute, ISBN: 978-0-86612-338-9.
15. Michael L. Kasavana, R. M. (2009). Managing Front Office Operations Eight Edition. Michigan:
American Hotel & Lodging Education Institute.
16. Pease, A. 1994. Body Language. Sheldon Press, ISBN: 0859697827.
17. Smith, I. 1997. Meeting Customer Needs. Butterworth Heinneman, ISBN: 0750633913.
18. Stewart, M. 1996. Keeping the Right Customers. McGraw-Hill, ISBN: 0077091396.
19. Tranter K.A., Sturt-Hill T., & Parker J. 2008. An Introduction to Revenue Management for the
Hospitality Industry. Principles and Practices for the Real World. Pearson Prentice Hall, ISBN-13:
978-0-13-188589-1; ISBN-10: 0-13-188589-8.
Websites
1. www.bha-online.org.uk British Hospitality Association
2. www.caterer.com Caterer and Hotelkeeper
3. www.dataprotection.gov.uk Office of the Data Protection Registrar
4. www.hcima.org.uk Hotel and Catering International Management
Association
5. www.htf.org.uk Hospitality Training Foundation
6. www.instituteofcustomerservice.com Institute of Customer Service (ICS)
C U A F T 5 0 1 - PROCESSING FINANCIAL TRANSACTIONS
CUAFT501 Financial transactions processing
REQF Level: 5 Learning hours
Credits: 4 40
Sector: Agriculture and Food processing
Sub-sector: Food processing
Issue date: November, 2016
Purpose statement
This module describes the skills, knowledge and attitudes required for a learner of certificate III,
Level V to process financial transactions. By the end of this module, the learner will be able to
Record and balance petty cash transactions, to balance all transactions, in hospitality
establishments without supervision.
Learning assumed to be in place
N/A
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Record and balance petty cash
transactions
1.1. Proper Ensuring of Petty cash voucher are prepared in
accordance with workplace procedures
1.2. Proper checking of Petty cash claims and vouchers
for accuracy and authenticity before processing as per
the standards
1.3. Proper ensuring of petty cash transactions are
recorded referring to the recording system used.
1.4. Appropriate ensuring of irregularities noted and
referred to nominated person/section in accordance
with workplace procedures
2. Balance all transactions
2.1 . Proper ensuring that transactions are presented to
nominated person/section for checking in accordance
with workplace procedures.
2.2 Proper ensuring of invoices payment to creditors are
reconciled in accordance with workplace procedures
2.3 Proper ensuring of discrepancies between invoices
and delivery notes/service agreements are identified
and reported for resolution in accordance with
workplace procedures
2.4 Proper ensuring of errors in invoice charges are
identified and corrective action is undertaken within
scope of authority in accordance with workplace
procedure.
LU 1: Record and balance petty cash transactions
1
Learning Outcomes:
1. Ensure that Petty cash vouchers are prepared in accordance with workplace procedure
2. Check Petty cash claims and vouchers for accuracy and authenticity before processing
3. Ensure that petty cash transactions are recorded 4. Ensure irregularities are noted and referred to nominated
person/section in accordance with workplace procedures
25 Hours
Learning Outcome 1.1: Ensure that Petty cash vouchers are prepared in accordance with
workplace procedures
Introduction to recording and
balancing petty cash transactions
Definitions :
Petty cash
Petty cash Voucher
Petty cash voucher preparation
Procedures and Techniques
Details
The date
The purpose/details of the
expenditure
The amount paid
The account number
including the use code
The signatures of the
Claimant and cashier
o Brainstorming on meaning of
petty cash and petty cash
voucher
o Group discussion and
presentation on petty cash
voucher
o Practical exercises on Petty
cash voucher preparation
Research on petty cash voucher
details
- Template petty cash
vouchers
- Books
- Computer
- Internet
- Flipchart
- Markers
- Projector
- Dummy
Resources Learning activities Content
Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
oral evidence
Performance
True or false questions
Multiple choice questions
Matching questions
Recorded voices
Recorded videos
Observation checklist
Checklist Score
Yes No
Indicator: definitions
Petty cash voucher
Petty cash
Petty cash voucher preparation
Procedures and Techniques
Details
The date
The purpose/details of the expenditure
The amount paid
The account number including the use code
The signatures of the Claimant and cashier
Observation
Performance criterion
Proper Ensuring of Petty cash voucher are prepared in accordance with
workplace procedures
Learning Outcome 1.2: Check Petty cash claims and vouchers for accuracy and authenticity
before processing
Definitions of petty cash claims
and authenticity
Types of petty cash claim form
Petty cash claims Checking
methods :
Proof reading
Observation
Analysis
Revision of calculations
Petty cash claims and voucher
Checking procedures
Importance of checking petty
cash
o Group discussion on petty cash
claims and voucher checking
o Brainstorming on Petty cash
claims and voucher Checking
procedures:
o Demonstration on sample
petty
o Cash voucher and claim form
o Practical Exercise on checking
vouchers and claims
- Sample petty cash
vouchers
- Sample petty cash
claim form
- Books
- Computer
- Internet
- Flipchart
- Markers
- Projector
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written Evidence
Performance Evidence
True or false questions
Multiple choice questions
Matching questions
Recorded voices
Recorded videos
Observation checklist
Performance criterion
Proper checking of Petty cash claims and vouchers for accuracy and authenticity
before processing as per the standards
Resources Learning activities Content
Checklist Score
Yes No
Indicator: Definitions of petty cash claims and authenticity
Indicator: Types of petty cash claim form
Indicator: Petty cash claims Checking methods
Proof reading
Observation
Analysis
Revision of calculations
Indicator: Petty cash claims and voucher Checking procedures
Indicator: Importance of checking petty cash
Observation
Learning Outcome 1.3: Ensure that Petty cash transactions are recorded
Definition of Petty cash
transactions
Types of petty cash
transactions :
cash
credit cards
cheques
advance payments
vouchers
company charges
refunds
travellers cheques
Foreign currency.
o Group discussion on Petty cash transactions
o Brainstorming on types Petty cash transactions
o Group discussion on Procedures of petty cash transactions:
o Practical exercises on petty cash transactions
- Receipts
- Invoices
- Delivery notes
- Credit cards
- Cheques
- Books
- Computer
- Internet
- Projector
Resources Learning activities Content
Minor expenses
People involved in petty
cash transactions
Procedures of petty cash
transactions:
Assignment of
responsibility for the
petty cash fund to
concerned people
Writing of a cheque to
the petty cash custodian
to establish the fund
expenditure of money
from the petty cash
fund
Placement of the
receipt from the
purchase into the cash
box
Replenishment of the
petty cash fund when it
gets low
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper ensuring of petty cash transactions are recorded referring to the
recording system used.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
True or false questions
Multiple choice questions
Matching questions
Recorded voices
Recorded videos
Observation checklist
Checklist Score
Yes No
Indicator: Definition of Petty cash transactions
Indicator: Types of petty cash transactions
cash
credit cards
cheques
vouchers
advance payments
company charges
refunds
travellers cheques
Foreign currency
Indicator: People involved in petty cash transactions
Indicator: Procedures of petty cash transactions
Assignment of responsibility for the petty cash fund to concerned people
Writing of a check to the petty cash custodian to establish the fund
expenditure of money from the petty cash fund
Placement of the receipt from the purchase into the cash box
Replenishment of the petty cash fund when it gets low
Observation
Learning Outcome1.4: Ensure irregularities are noted and referred to nominated
person/section in accordance with workplace procedures
Possible irregularities in petty
cash transactions:
Discrepancy between
receipt and cash
Missing cash or receipts
Omitted transactions
Wrongly recorded
transactions
Procedures of dealing with
transactions irregularities:
Identification of
irregularities
Notification of
irregularities
Irregularity references
o Brainstorming on Possible
irregularities in petty cash
transactions
o Demonstration on dealing with
transactions irregularities
o Practical exercise on dealing
with transactions irregularities
o Research on Procedures of
dealing with transactions
irregularities
- Receipts
- Invoices
- Delivery notes
- Books
- Computer
- Internet
- Projector
Formative Assessment 1.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
oral evidence
Performance
True or false questions
Multiple choice questions
Matching questions
Recorded voices
Recorded videos
Observation checklist
Performance criterion
Appropriate ensuring of irregularities noted and referred to nominated
person/section in accordance with workplace procedures
Resources Learning activities Content
Checklist Score
Yes No
Indicator: Possible irregularities in petty cash transactions:
Discrepancy between receipt and cash
Missing cash or receipts
Omitted transactions
Wrongly recorded transactions
Indicator: Procedures of dealing with transactions irregularities
Identification of irregularities
Notification of irregularities
Irregularity references
Observation
LU 2: Balance all transaction
2
Learning Outcomes:
4. Ensure transactions are presented to nominated person/section
for checking in accordance with workplace procedures.
5. Ensure invoices payment to creditors are reconciled in
accordance with workplace procedures
6. Ensure discrepancies between invoices and delivery
notes/service agreements are identified and reported for
resolution in accordance with workplace procedures
7. Ensure that errors in invoice charges are identified and
corrective action is undertaken within scope of authority in
accordance with workplace procedures
15 Hours
Learning Outcome 2.1: Ensure transactions are presented to nominated person/section for
checking in accordance with workplace procedures
Presentation Procedures of
transactions.
Checking of
transactions record
Explanation of
cash transactions
Getting feedback
from the
nominated person/
section
o Group discussion on
presentation Procedures of
transactions
o Role play on Presentation of
transactions
- Receipts
- Invoices
- Delivery notes
- Books
- Computer
- Projector
Formative Assessment 2.1
Performance criterion
Proper ensuring of transactions are presented to nominated person/section for
checking in accordance with workplace procedures
Resources Learning activities Content
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
True or false questions
Multiple choice questions
Matching questions
Recorded voices
Recorded videos
Observation checklist
Checklist Score
Yes No
Indicator: Presentation Procedures of transactions
Explanation of cash transactions
Check transacts record
Explanation of cash transaction
Getting feedback from the nominated person/section
Observation
Learning Outcome 2.2: Ensure invoices payment to creditors are reconciled in accordance
with workplace procedures
Definitions :
Invoice
Creditors
Invoice reconciliation principles
Invoice reconciliation procedures
The role of invoice
reconciliation
o Brainstorming on Invoice
reconciliation principles
o Group discussion on invoice
reconciliation procedures
o Oral presentation on invoice
reconciliation procedures
o Practical exercises on invoice
reconciliation
- Receipts
- Invoices
- Delivery notes
- Electronic billing
machine(EBM)
- Books
- Computer
- Internet
- Projector
Resources Learning activities Content
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
True or false questions
Multiple choice questions
Matching questions
Recorded voices
Recorded videos
Observation checklist
Checklist Score
Yes No
Indicator: Definitions
Invoice
Creditors
Indicator: Reconciliation principles
Indicator: Invoice reconciliation procedures
Indicator: The role of invoice reconciliation
Observation
Performance criterion
Proper ensuring of invoices payment to creditors are reconciled in accordance
with workplace procedures
Learning Outcome 2. 3: Ensure discrepancies between invoices and delivery note/service
agreements are identified and reported for resolution in accordance with workplace
procedures
Definitions :
Delivery note
Discrepancies
Identification of
discrepancies between
invoices and delivery
notes/service agreements
Methods :
Checking specifications on
delivery Note
Comparison between
delivery note and invoice
Reporting discrepancies
Description of irregularities
between invoice and
delivery note
Reporting systems
Report submission
o Brainstorming on methods for
Identifying discrepancies
between invoices and delivery
notes/service agreements
o Group discussion on reporting
discrepancies
o Role play on reporting
discrepancies
- Receipts
- Invoices
- Delivery notes
- Computer
- Internet
- Flips chart
- Marker pen
- Electronic billing
machine(EBM)
- Projector
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper ensuring of discrepancies between invoices and delivery notes/service
agreements are identified and reported for resolution in
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
True or false questions
Multiple choice questions
Matching questions
Recorded voices
Recorded videos
Observation checklist
Checklist Score
Yes No
Indicator: Definitions
Delivery note
Discrepancies
Indicator: Identification of discrepancies between invoices and delivery notes/service agreements
Methods
Comparison between delivery note and invoice
Checking specifications on delivery Note
Reporting discrepancies
Description of irregularities between invoice and delivery note
Reporting systems
Report submission
Observation
Learning Outcome 2.4: Ensure that errors in invoice charges are identified and corrective
action is undertaken within scope of authority in accordance with workplace procedures
Identification of errors in invoice
charges
Types of errors:
Over charge
Undercharge
Transposition
Not Itemizing
No Due Dates
No Logo on Your Invoice
Unstated Mode/form of
payment
Errors identification methods:
Proof reading
Observation
Analysis
Revision of calculations
o Brainstorming on errors in
invoice charges.
o Group discussion on types of
errors in invoice charges.
o Oral presentation on errors
identification
o Practical exercises on errors
identification
o Research on Errors
identification methods:
- Receipts
- Invoices
- Delivery notes
- Books
- Computer
- Calculator
- Electronic billing
machine(EBM)
- Projector
Formative Assessment 2.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
oral evidence
Performance
True or false questions Multiple choice questions Matching questions Recorded voices Recorded videos Observation checklist
Performance criterion
Proper ensuring of errors in invoice charges are identified and corrective action
is undertaken within scope of authority in accordance with workplace
procedure.
Resources Learning activities Content
Checklist Score
Yes No
Indicator: Identification of errors in invoice charges
Undercharge
Overcharge
Transposition
Not Itemizing
No Due Dates
No Logo on Your Invoice
Unstated Mode/form of payment
Indicator: Errors identification methods:
Proof reading
Observation
Analysis
Revision of calculations
Observation
`
C U A K O 5 0 1 - KITCHEN ORGANIZATION
CUAKO501 Organize kitchen set up
RTQF Level: 5 Learning hours
Credits: 5 50
Sector: Hospitality and Tourism
Sub-sector: Culinary Arts
Issue date:November 2014
Purpose statement
This particular module describes the skills, knowledge and attitude required to organize kitchen
set-up. The trainee will be able to identify the basis of kitchen organization, determine classical
brigade of kitchen set up, determine modern and classical kitchen set up, apply general
categories of skills on kitchen staffs and develop other professional opportunities, prepare the
kitchen diagram and set up accordingly.
Learning assumed to be in place
Occupation and learning process
Hygiene and food safety control
Mise en place
Food safety procedure implementation
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit. By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Identify the basis of kitchen
organization.
1.1. Suitable analyzing menu needed for kitchen
set up
1.2. Proper classification of kitchen set-up depends
on establishment
1.3. Appropriate determiningthe size of operation
according to the efficient physical facilities
including tools and equipment in use number
of customers and quantity of products.
1.4. Efficient determinationphysical facilities
including tools and equipment in use
2. Determine classical brigade of kitchen
set up
2.1. Proper interpretation the division of kitchen into
department according to the products being
served.
2.2. Efficient Complying exercise of function of
kitchen brigade
2.3. Suitable setting position of kitchen brigade of
each section
3. Determine modern kitchen set up. 3.1. Right description of position depends on duty
3.2.Precise the types of modern kitchen depend on
the requirement of quantity operation
3.3. Proper arrangement of tools and equipment
depends on their uses
3.4. Convenient commissioning of the installation
4. Apply general categories of skillson
kitchen
4.1. Accurate supervision of kitchen staff depends on
their duties.
4.2. Appropriate determination for technical skills of
kitchen staff according to their production
4.3. Suitable experience of kitchen staff depends on
establishment standards
5. Develop other professional
opportunities.
5.1. Proper identification of requirement advanced
training in other fields in addition of products
5.2. Right classification of requirement advanced
training in other fields in addition of products
5.3. Precise the other professional opportunities
according of production sales
LU 1:Identify the basis of kitchen organization
1
Learning Outcomes:
1. Analyze menu needed for kitchen set up 2. Classify kitchen set-up depends on establishments 3. Determine the quantity of products as per the number of
customers.
4. Determine physical facilities by using tools and equipment
7Hours
Learning Outcome1: Analyse menu needed for kitchen set up
Definition of kitchen set
up
Factors of kitchen
organization:
Types of menus
Types of
establishments
The size of
operation
Physical facilities
Scheme of kitchen set up
plan and legend
o Brainstorming on kitchen set up
o Research on kitchen set up
o Group discussion on types of
establishments of kitchen set up
o Display different types of
establishment of kitchen set up
o Presentation on types of
establishments of kitchen set up
o Individuals exercises on kitchen set
up establishments
o Study tour
- Reference books
- Flip Chart
- Boards
- Markers
- Video aids
- Internet
- Pictures
- Menu
- Books
- Brochures
- Pens
- Papers
Resources Learning activities Content
Formative Assessment 1.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Essay Multiple choice exercises Matching Exercises True or false questioning
Sentence completion
Checklist Score
Yes No
Indicator :Suitable analyzing menu needed for kitchen set up is well applied
Type of menu Types of establishment
Schema of kitchen set up plan
Observation
Performance criterion
Suitable analyzing menu needed for kitchen set up
Learning Outcome 1.2: Classify kitchen set-updepends on establishments
Classification of kitchen set
up:
Modern
Classical
Major positions of kitchen set
up
The major classification of
brigades
o Brainstorming on positions and
brigades of kitchen set up
o Research on positions and
brigades of kitchen set up
o Display positions and brigades of
kitchen set up
o Observation on positions and
brigades of kitchen set up
o Group discussion on positions
and brigades of kitchen set up
o Individual exercises on positions
and brigades of kitchen set up
o Group work on positions and
brigades of kitchen set up
o Study tour
- Video aids
- Reference books
- Internet
- Catalogues
- Board
- Flipchart
- Markers
- Pictures
- Projectors
- Brochure
- Pens
- Papers
Formative Assessment 1.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
True or false questioning Multiple question choice Sentence completion Essay
Performance criterion
Proper classification of kitchen set-up depends on establishment
Resources Learning activities Content
Checklist Score
Yes No
Indicator : Proper classification of kitchen set-up depends on establishment is well classified
Modern kitchen
Classical kitchen
Observation
Learning Outcome 1.3: Precise the quantity of products as per the number of customers.
Determination of kitchen
size:
Types of kitchen
operation size (small,
medium, large )
o Display and observation on
types of kitchen operation
size.
o Brainstorming on types of
kitchen operation size.
o Group Discussion on types
of kitchen operation size.
o Individual exercise on types
of kitchen operation size
o Group work on types of
operation size
o Study tour
- Video aids
- Reference books
- Internet
- Catalogues
- Board
- Flipchart
- Markers
- Pictures
- Projectors
- Brochure
- Pens
- Papers
Formative Assessment 1.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Appropriate size of operation according to the number of customers and
quantity of products.
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Written evidence
Essay
Margin exercises
True or false questions
Multiple choice question
Sentence completion
Checklist Score
Yes No
Indicator: Accurate operation size is considered
Small
Medium
Large
Observation
Learning Outcome 1.4:Determine physical facilities by using tools and equipment
Modern Kitchen physical
facilities
Classical physical facilities
o Group discussion on
classical and modern
physical facilities
o Presentation on Kitchen
physical facilities
o Group work on
o classical and modern
physical facilities
o Individual exercise on
classical and modern
physical facilities.
o Study tour
- Reference books
- Video aids
- Internet
- Pictures
- Flip chart.
- Boards
- Markers
- Modern and classical Tools
and equipment
- Pens
- Papers
- Magazines
Formative Assessment 1.4
Performance criterion
Efficient determining physical facilities including tools and equipment in use
Resources Learning activities Content
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Essay Merging Exercises
Multiple choice questions
Matching
Checklist Score
Yes No
Indicator: Efficient determining physical facilities including tools and equipment in use
is determined
Modern facilities
Classical facilities
Observation
LU 2:Determine classical brigade of kitchen set up
2
Learning Outcomes:
8. Interpret division of kitchen according to the final products 9. Comply functions of kitchen brigade 10. Set position of kitchen brigade of each section
10 Hours
Learning Outcome 2.1: Interpret division of kitchen according to the final products
Types of kitchen
Convection kitchen
Combination of
prepared kitchen
Preparation and
finishing kitchen
Open / fast food
kitchen
Industrial kitchen
Kitchen division into
sections and stations:
Kitchen sections
Entremetier /
vegetable cook
Soups,
Eggs
Starches
Pastry
Garde-manger /
Pantry (Dressing and
Salades)
o Brainstorming on Kitchen
division into sections and
stations
o Group discussion on Kitchen
division into sections and
stations
o Presentation on Kitchen
division into sections and
stations
o Individual exercise on kitchen
division into sections and
stations
o Group work on kitchen
division into sections and
stations
- Reference books
- Flip Chart
- Boards
- Markers
- Video aids
- Internet
- Brochures
- Pictures
- Pens
- Papers
- Magazines
Resources Learning activities Content
Ladder
Butchery
Saucier
Steel room
Stewarding
Kitchen stations
Sauces station
Fish station
Roast station
Vegetable and fruit
stations
Pastry and bakery
station
Boucher station
Swing cook station
Expediters station
Formative Assessment 2.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Multiple choice exercises Merging Exercises
Performance criterion
Proper division of kitchen into department according to the products being
served.
Checklist Score
Yes No
Indicator:Proper division of kitchen into department according to the productsbeing
served is considered
Sauces station
Fish station
Roast station
Pantry station
Vegetable and fruit stations
Pastry and bakery station
Boucher station
Swing cook station
Expediters, station
Observation
Learning Outcome 2.2: Comply functions of kitchen brigade
Kitchen brigade functions:
Chef\ Executive chef
Management
Leadership
Chef de cuisine
Reporting to executive
chef
Food services operation
activity
Sous chef
In Charge of production
and Monitor directly
workers
Assistant to executive chef
and chef de cuisine
Station chefs/chef de partie
In charge of particular
areas of production
o Explain kitchen brigade
functions
o Display Kitchen brigade
functions
o Observation on Kitchen
brigade functions
o Research on Kitchen brigade
functions:
o Presentation on Kitchen
brigade functions
o Individual exercise on
Kitchen brigade functions
o Group work on Kitchen
brigade functions
- Reference books
- Video aids
- Internet
- Catalogue
- Pictures
- Boards
- Markers
- Pens
- Papers
- Flip chart
Resources Learning activities Content
Cooks
Cook food
Help assistants
Assistants
Prepare Mise en place
Cook food under supervision
Formative Assessment 2.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Essay Multiple choice questions True or false questions Sentence completion Matching
Checklist Score
Yes No
Indicator:Efficientcomplying exercise of function of kitchen brigade is considered
Management
Leadership
Reporting to executive chef
Food services
Operation activity
In Charge of production and Monitor directly workers
Assistant to executive chef and chef de cuisine
In charge of particular areas of production
Cook food
Help assistants
Prepare Mise en place
Kitchen plan set up
Observation
Performance criterion
Efficient complying exercise of function of kitchen brigade
Learning Outcome 2.3: Set position of kitchen brigade of each section
Position of kitchen brigade according to : Kitchen plan set up Size of kitchen set up
o Explain on orientation position of kitchen brigade
o Display on orientation position of kitchen brigade
o Observation on orientation position of kitchen brigade
o Research on orientation position of kitchen brigade
o Presentation on orientation position of kitchen brigade
o Individual exercise on orientation position of kitchen brigade
o Group work on orientation position of kitchen brigade
- Video aids - Reference books - Internet - Catalogue - Boards - Markers - Pictures - Flip chart - Projector
Formative Assessment 2.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Essay
Multiple choice questions
True or false questions
Sentence completion
Matching
Checklist Score
Yes No
Indicator :Position of kitchen brigade of each section is done
Size of kitchen set up
Kitchen plan set up
Observation
Performance criterion
Suitable position of kitchen brigade of each section
Resources Learning activities Content
LU 3:Determine modern kitchen set up
3
Learning Outcomes:
7. Describe positions duties 8. Precise modern kitchen depending on operations 9. Arrange tools and equipment depends on uses
20 Hours
Learning Outcome 3.1: Describe positions duties
Kitchen staff duties according to
different positions:
Saucier /Sauce chef
Poissonier / fish cook
Entremetier /vegetable cook
Rotisseur /roast cook
Garde manger/pantry chef
Patissier /pastry chef
Tournant /swing/relief cook
Aboyeur /expediter
o Research on description position of kitchen staff duties
o Brainstorming on description position of kitchen staff duties
o Display description position of kitchen staff duties
o Observation on description position of kitchen staff duties
o Explain on description position of kitchen staff duties
o Group discussion on description position of kitchen staff duties
o Presentation on description position of kitchen staff duties
o Individual exercises on description position of kitchen staff duties
o Study tour
- Reference books
- Flip Chart
- Boards
- Markers
- Video aids
- Internet
- Pictures
- Pens
- Papers
Resources Learning activities Content
Formative Assessment 3.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Essay
Merging Exercises
True or false questioning
Matching
Sentence completion
Checklist Score
Yes No
Indicator :Description of position depends on duty is clarified
Saucier /Sauce chef
Poisoned / fish cook
Entremetier /vegetable cook
Rotisseur /roast cook
Garde manger/pantry chef
Patissier /pastry chef
Tournant /swing/relief cook
Aboyeur /expediter
Match the position with their duty
Observation
Performance criterion
Right description of position depends on duty
Learning Outcome 3.2: Precise modern kitchen depending on operations
Types of modern kitchens.
Large establishments
Medium establishments
Small establishments
Size and location of modern
o Brainstorming on modern
kitchen
o Research on modern
kitchen
o Display on modern kitchen
o Observation on modern
kitchen
o Presentation on modern
kitchen
o Group work on modern
kitchen
Study tour
- Video aids
- Internet
- Markers
- Reference books
- Pictures
- Boards
- Markers
- Brochure
- Magazine
Formative Assessment 3.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Essay
Merging Exercises True or false questioning Matching Sentence completion
Performance criterion
Precise types of modern kitchen depends on the requirement of quantity
operation
Resources Learning activities Content
Checklist Score
Yes No
Indicator :Precision on types of modern kitchen depends on the requirement of quantity operation
is precise
Large establishments
Medium establishments
Small establishments
Observation
Learning Outcome3.3: Arrange tools and equipment
Organization of tools and equipment
according to the use:
Heavy equipment
Electrical tools
Hand tools
Pots and pans and their use:
Stockpot
Saucepot
Brazier
Saucepan
Sauté pan straight-sided
Sauté pan, slope-sided
Cast-iron skillet
Double boiler
Sheet pan or bun pan
Bake pan
Roasting pan
Fish poacher
Wok counter pan
Bain marie stainless-steel bowl
Measuring devices
Scales
Volume measures
Measuring cups
Measuring jugs
o Brainstorming on.
Arrangement of tools and
equipment according to
their use
o Display on arrangement of
tools and equipment
according to their use
o Research on arrangement of
tools and equipment
according to their use
o Observation on
arrangement of tools and
equipment according to
their use
o Presentation on
arrangement of tools and
equipment according to
their use
- Reference books
- Video aids
- Internet
- Brochures
Resources Learning activities Content
Spoons
Ladles
Scoops
Thermometers
Knives
French knife or chef’s knife
Santoku knife
Utility knife or salad knife
Paring knife
Boning knife
Slicer......
Hand tools
Ball cutter, melon ball scoop
Cook’s folk
Palette knife
Sandwich spreader
Offset spatula.......
Organization of equipment:
Cooking equipment
Range tops
Types of cook tops
Open element
Flattop or hot top
Heavy-duty flattop
Induction cook top
Ovens
Broilers and salamanders
Grills
Griddles
Rotisseries
Deep fryers
Tilting skillet
Steam-jacketed kettles
Formative Assessment 3.3
Performance criterion
Proper arrangement of tools and equipment depends on uses
Proper arrangement of tools and equipment depends on uses
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance
evidence
Essay
Merging exercises
Matching
True or false questions
Sentence completion
Integrated situation
Observation check list
Checklist Score
Yes No
Indicator: Arrangement of tools and equipment depends on uses is done
Organize tools depends on uses:
Organize equipment depending on their use
Observation
LU 4:Apply general categories of skills on kitchen staff
4
Learning Outcomes:
1. Supervise kitchen staff 2. Determine technical skills of kitchen staff according to their
production 3. Classify the experience of kitchen staff depending on
establishment standards 8Hours
Learning Outcome 4.1:Supervise kitchen staff
Definition of skills levels
General categories of skills
levels
Supervisory
Skilled and technical
Entry level
o Brainstorming on general
categories of skills levels
o Research on general categories
of skills levels
o Presentation on general
categories of skills levels
Group discussion on general
categories of skills levels
- Reference books
- Flip Chart
- Boards
- Markers
- Video aids
- Internet
- Pens
- Papers
Formative Assessment 4.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Accurate supervision of kitchen staff depends on their duties.
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Essay
Merging exercises
Matching
True or false questions
Sentence completion
Multiple choice exercises Role play
Checklist Score
Yes No
Indicator: Supervision of kitchen staff depends on their duties is considered.
Supervisory
Skilled and technical
Entry level
Observation
Learning Outcome 4.2: Determine technical skills of kitchen staff according to their
production
Technical skills of Kitchen
staffs
Cooking skills
Motivating skills
Planning skills
Managing skills
Organizing skills
Leading skills
o Brainstorming on technical skills
of Kitchen staffs
o Research on technical skills of
Kitchen staffs
o Group work on technical skills
of Kitchen staffs
o Individual exercises on technical
skills of Kitchen staffs
- Video aids
- Internet
- Boards
- Markers
- Reference books
- Pictures
- Pens
- Papers
Resources Learning activities Content
Formative Assessment 4.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Essay
Merging exercises
Matching
True or false questions
Sentence completion
True or false questioning
Checklist Score
Yes No
Indicator :Technical skills of kitchen staff according to their production is considered
Cooking skills
Motivating skills
Planning skills
Managing skills
Organizing skills
Leading skills
Observation
Performance criterion
Appropriate technical skills of kitchen staff according to their production
Learning Outcome 4.3: Classify the experience of kitchen staff depending on establishment
standards
Classification of kitchen staff
on establishment standards:
Classical establishment
Size
Standards
Locations
Modern establishment
Size
Standards
Locations
o Brainstorming of kitchen staff
on establishment standards
o Presentation of kitchen staff
on establishment standards
o Group work on differentiation
of classical and modern
establishment standards
o Individual exercise on
differentiation of classical and
modern establishment
standards
- Video aids
- Internet
- Boards
- Markers
- Reference books
- Pictures
- Pens
- Paper
Formative Assessment 4.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Essay Essay
Merging exercises
Matching
True or false questions
Sentence completion
Performance criterion
Suitable experience of kitchen staff depends on establishment standards
Resources Learning activities Content
Checklist Score
Yes No
Indicator :Experience of kitchen staff depends on establishment standards is
considered
Staffs experience of classical establishment
Staffs experience of modern establishment
Observation
LU 5:Develop other professional opportunities
5
Learning Outcomes:
1. Identify and classify the training in other fields in addition of products
2. Precise the other professional opportunities according to the production sales
5 Hours
Learning Outcome 5.1: Identify the training in other fields in addition of products
Training Requirement for kitchen
staffs:
Training staffs to use kitchen
tools and equipment
Training staffs on hygiene :
Food standard
Food poisoning
Training staff for food
handling: four –hours
rule
Training staffs on hygiene
of food catering
Training staffs on food safety
Training staffs on kitchen
safety
Danger
Safety Precaution
Safety symbols
First aid kit
Resuscitation
Training staffs on food
o Brainstorming on the training
requirements in other fields in
addition of products
o Individual exercise on the
training requirements in other
fields in addition of products
o Group discussion on the
training requirements in other
fields in addition of products
o Research on food safety.
o Group work on hygiene of food
catering
- Reference books
- Flip Chart
- Boards
- Markers
- Video aids
- Internet
- Pictures
- Tools and equipment
- Brochures
- Pens
- Papers
- Magazine
- Thermometers
- Internet
- Freezers
- Fridges
- Garnishes
Resources Learning activities Content
preparation assignments
,investigations and
examinations:
Type of assignment
Choice of practical work
Methods of cooking
Skills for food
Sensible use of food and
economy
Preparation of food
Sources of information
for investigation
Plan work
Sample assignment
Food presentation
The appearance of
food
Colour (Food
colours and colour
of surroundings)
Design and
decoration
Garnish and
decoration of food
Suitable garnishes
and their
preparation,
Suitable
decoration
Flavour
Serving dishes
Texture
Training staffs on managing
kitchen
Training kitchen staffs to
store food in:
Four- hours rule
Refrigerators:
Temperature
distribution
Choosing refrigerators
Care of refrigerators
Freezer and fridge-
freezers
Energy manufacturer
model
More efficient
Less efficient
Noise
Formative Assessment 5.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Essay
Merging exercises
Matching
True or false questions
Sentence completion
Observation check list
Integrated situation (Roleplay)/task
Performance criterion
Proper identification of requirement advanced training in other fields in addition
of products
Checklist Score
Yes No
Indicator:Identification of requirement advanced training in other fields in addition of products is identified
Hospitality management
Product developments and research for food manufactures
Product sales representatives for food and beverages distributors
Product sales representatives for equipment companies
Restaurant design and consulting
Food styling for photograph in books, magazines and other publications while food packaging and marketing materials
Training the next generation for chefs in culinary schools
Observation
Learning Outcome 5.2: Precise other professional opportunities according to the production
sales
Hospitality management in:
Hotels
Restaurant
Large catering
companies
Organization with Food
service components
Product
developments and
research for food
manufactures
Product sales
representatives for
food and beverages
distributors
Product sales
representatives for
equipment
companies
o Brainstorming on other
professional opportunities
o Research on other
professional opportunities
o Presentation on other
professional opportunities
o Group discussion on other
professional opportunities
- Reference books
- Pictures
- Video aids
- Internet
- Markers
- Boards
- Brochures
- Pens
- Papers
Resources Learning activities Content
Restaurant design
and consulting
Food styling for
photograph in books,
magazines and other
publications while
food packaging and
marketing materials
Training the next
generation for chefs in
culinary schools and large
hospitality companies with
in house training programs
Formative Assessment 5.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Essay
Merging exercises
Matching
True or false questions
Sentence completion
True or false questioning
Performance criterion
Right classification of requirement advanced training in other fields in addition
of products
Checklist Score
Yes No
Indicator:classification of requirement advanced training in other fields in addition of
products is well identified
Type of assignment
Choice of practical work
Methods of cooking
Skills for food
Sensible use of food and economy
Preparation of food
Sources of information for investigation
Plan work
Sample assignment
Food presentation
Observation
Summative Assessment
Integrated situation Resources
ISOGIHotel is going to host 200 guests in Christmas.ISOGI Hoteldoesn’t have the professionals in kitchen organization in classical and modern kitchenorganization and general categories skills and develop other professional opportunities on kitchen for preparing the salads of 200 guests because their daily service capacity is 50guests,as fresh graduate you are extra appointed to revise the kitchen organization based to the previous services order to be ready for this coming event within one day.
- Kitchen tools and equipment
- Kitchen organization chart
- Markers
- Board
- Flipchart
- Pens
- Printer
- Bins
- Papers
Assessment Criterion 1: Quality of hygiene Checklist Score
Yes No
Indicator: Personal hygiene is applied
Finger nails are cut
Hands are washed
Uniform is clean
Indicator: Working surface is cleaned and sanitized
Using clean water
Sanitized
Dry
Observation
Assessment Criterion 2: Quality of process Checklist Score
Yes No
Indicator:Analyzing menu needed for kitchen set up is respected
Type of menu Types of establishment
Schema of kitchen set up plan
Indicator: Classification of kitchen set-up depends on establishment is corrected
Modern kitchen
Classical kitchen
Indicator: Operation size is considered
Small
Medium
Large
Indicator: Division of kitchen into department according to the products being served is considered
Sauces station
Fish station
Roast station
Pantry station
Vegetable and fruit stations
Pastry and bakery station
Boucher station
Swing cook station
Expediters, station
Indicator:comply exercisefunction of kitchen brigade is done
Management
Leadership
Reporting to executive chef
Food services
Operation activity
In Charge of production and Monitor directly workers
Assistant to executive chef and chef de cuisine
In charge of particular areas of production
Cook food
Prepare Mise en place
Kitchen plan set up
Indicator :Position of kitchen brigade of each section is respected
Size of kitchen set up
Kitchen plan set up
Observation
Assessment Criterion 3: safety
Checklist Score
Yes No
Indicator: Determining physical facilities including tools and equipment is used
Modern facilities
Classical facilities
Indicator: Arrangement of tools and equipment depends on uses is respected
Organize tools depends on uses
Organize equipment depending on their use
Observation
Assessment Criterion 4: Quality of product/ kitchen organization Checklist Score
Yes No
Indicator: Identification of requirement advanced training in other fields in addition of products is identified
Hospitality management
Product developments and research for food manufactures
Product sales representatives for food and beverages distributors
Product sales representatives for equipment companies
Restaurant design and consulting
Food styling for photograph in books, magazines and other publications while food packaging and marketing materials
Training the next generation for chefs in culinary schools
Indicator: Classification of requirement advanced training in other fields in addition of products is
well identified
Type of assignment
Choice of practical work
Methods of cooking
Skills for food
Sensible use of food and economy
Preparation of food
Sources of information for investigation
Plan work
Food presentation
Sample assignment
Observation
Assessment Criterion 5: Relevance Checklist Score
Yes No
Indicator: Kitchen Organization is prepared
Respecting time
Prepared all kitchen organization
Observation
Assessment Criterion 6: Perfection marks Checklist Score
Yes No
Indicator:Creativities and innovation kitchen organization is created and innovated
Creativities inkitchen organization
Innovations in kitchen organization
Observation
Assessment Criterion 5: Passing line < 80% Reference books: - Professional Cookery, 2nd Edition, Level 2 Diploma, Pam Rabone, Holly Bamunuge; Trevor Eeles,
Mark Furr ShyamPatior, Dereick Rushton, Sue J Wood with Len Unwin; First edition 2007, this
Edition 2010
C U A A R 5 0 1 - ASIAN RICE AND NOODLE DISHES
CUAAR501 Prepare Asian rice and noodle dishes
RTQF Level: 5 Learning hours
Credits: 3 30
Sector: Hospitality and Tourism
Sub-sector: Culinary Arts
Issue date:November 2014
Purpose statement
This module describes the skills and knowledge required toidentify ingredients, prepare and use
tools and equipment, prepare ingredients for a range of purposes. This module will allow the
trainee tocook, present and garnish rice and noodle dishes.
Learning assumed to be in place
Food safety procedures implementation.
Stocks control and ordering.
Stocks control and ordering.
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit. By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Identify ingredients. 1.5. Proper selection of types of rice according to the
standard recipes.
1.6. Proper selection ingredients of rice and noodles
dishes according to the recipe
Accurate calculation of ingredient amounts
according to the standard of recipes.
2. Prepare and use tools and
equipment
2.1. Proper selection of tools and equipment
according the type and size.
2.2. Suitable dismantling and assembling to ensure
cleanliness of tools and equipment before use.
Correct use tools and equipment safely and
hygienically according to manufacturer
Instructions.
3. Prepare Asian ingredients 3.1 Proper measuring, weighing and blending herbs,
spices and other ingredients according to the
recipe.
3.2 Proper marinating of ingredients.
Regular minimization of waste and store reusable
by-products
4. Cook rice and noodle dishes 4.1 Appropriate cooking methods for rice and noodle
dishes according to the recipe.
4.2 Proper preparation of accompaniments,
flavourings and sauce mixtures and store at
correct temperature.
4.3 Appropriate selection of reheating methods for
rice and noodles maintaining quality, freshness,
eating characteristics and appearance.
5. Present, garnish and store rice and
noodle dishes.
5.1 Proper presentation of rice and noodle dishes on
appropriate service tableware.
5.2 Suitable addition of accompaniments garnishes and
sauces.
5.3 Proper labelling and arrangement of dishes
according to the classification of products.
5.4 Proper adjustments of temperature according to
the dishes.
LU 1:Identify ingredients
1
Learning Outcomes:
7. Select rice according to the standard recipes
8. Select ingredients of rice and noodle dishes according to the recipe
9. Calculate ingredients amounts according to the standard of recipes
5Hours
Learning Outcome: 1.1Select rice according to the standard recipes.
Varieties of rice: Chinigura rice Bashmoti rice Kalijira rice Binni rice Basmati White rice Red cargo rice Black glutinous rice Brown rice Jasmine rice Irri rice
Varieties of noodles Farfalle Shells Butacini Gnocchi Campanelle Accini de pepe
Classification of varieties rice: Long grains Medium grains Short grains
o Research on different types and
varieties of rice
o Brainstorming on types and
varieties of rice
o Discussion on different types and
varieties of rice
o Presentation on types and varieties
types rice
o Demonstration on good quality of
rice
o Observation on good quality of rice
o Examination of quality signs of rice
- Reference books and
journals
- Flip Chart
- Boards
- Dusters
- Markers
- Video aids
- Internet
- Pictures of rice
- Containers
- Different types of rice
Resources Learning activities Content
Formative Assessment 1.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Video recording
Checklist Score
Yes No
Indicator:Classification of varieties rice is respected
Short grains
Long grains
Medium grains
Short grains
Observation
Performance criterion
Proper selection of types of rice according to the standard recipes.
Learning Outcome: 1.2Select ingredients of rice and noodle dishes according to the recipe
Types of Asian ingredients for
rice and noodle dishes
Cumin seeds
Brown cardamom
Cloves
Bay leaves
Garlic
Butter
Cheese
Oil
Curry powder
Peppers
Onions
Salt
Thyme
Vegetables
Eggs
Meat
Soy sauce
Tomato paste
Mushroom
Mustard
Oregano
o Group work on types of
ingredients
o Research on different types of
ingredients
o Brainstorming on types of
ingredients
o Demonstration on categories of
ingredients
o Observation on types of
ingredients
- Asian ingredients
- Internet
- Books
- Video aids
Formative Assessment 1.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper selection ingredients of rice and noodles dishes according to the recipe
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Video recording
Checklist Score
Yes No
Indicator Identification of types of ingredients is respected
Vegetables
Herbs
Cereals
Spices
Vegetables
Observation
Learning Outcome: 1.3 Calculate ingredients amounts according to the standard of recipes
Types of calculation of
ingredients amounts:
Weighing
Measuring
Numbering
o Brainstorming on amount of ingredients according to the recipe
o Group work on amount of ingredients calculation according to the recipe
o Individual practice on amount of ingredients calculation according to the recipe
- Ingredients
- Weighing scales
- Measuring jugs
- Measuring cups
- Measuring Spoons
Formative Assessment 1.3
Resources Learning activities Content
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidince nce
Performance evidence
Product evidence
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Integrated situation/task
Observation checklist
Checklist Score
Yes No
Indicator:Calculation of ingredients amounts are corrected
Weighing
Measuring
Observation
Performance criterion
Accurate calculation of ingredient amounts according to the standard of recipes
LU 2:Prepare and use tools and equipment
2
Learning Outcomes:
11. Select tools and equipment Dispose safely spoiled supplies and waste to minimize negative environment impacts
12. Dismantle and assemble to ensure cleanliness of tools and equipment before use.
13. Use tools and equipment safely and hygienically according to manufacturer Instructions. 5Hours
Learning Outcome: 2.1Check the quality and quantity of supplies to report findings
Types of tools and equipment:
Cleaning tools and equipment.
Cooking tools and equipment.
Storage tools and equipment.
Processing equipment
Mixers
Food cutters
Slicer machines
Food choppers
Blenders
Service tools.
o Research on types of tools
and equipment
o Brainstorming on types of
tools and equipment
o Group discussion on
processing equipment
o Individual practical exercises
on selecting tools and
equipment
- Reference books
- Video aids
- Internet
- Pictures
- Markers
- Boards
- Dusters
- Kitchen tools and
equipment
Formative Assessment 2.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper selection of tools and equipment according the type and size.
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Video recording
Checklist Score
Yes No
Indicator:Identification of tools and equipment is respected
Washing tools and equipment.
Cooking tools and equipment.
Indicator:Performance of practices to ensure food safety and quality is well done
Pre-preparation.
Processing equipment.
Service tools.
Observation
Learning Outcome: 2.2Dismantle and assemble to ensure cleanliness of tools and equipment
before use.
Clean, sanitise and dry tools and
equipment
Safe practices on dismantling and
assembling tools and equipment
o Brainstorming on
dismantling and assembling
tools and equipment
o Demonstration on
dismantling and assembling
tools and equipment
o Observation on dismantling
and assembling tools and
equipment
o Group discussion on
- Reference books
- Video aids
- Internet
- Pictures
- Sanitizers
- Water
- Sinks
- Ware cloths
- Kitchen tools and
equipment
Resources Learning activities Content
dismantling and assembling
tools and equipment.
o Group work on dismantling
and assembling tools and
equipment.
o Individual practice on
dismantle and assemble
tools and equipment
Formative Assessment 2.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved
Types of evidence Portfolio assessment tools
Performance evidence
Product evidence
Written evidence
Integrated situation /task
Observation checklist
Multiple choice exercises
Essay
Multiple choice exercises
Merging Exercises
True or false questioning
Sentence completion
Performance criterion
Suitable dismantling and assembling to ensure cleanliness of tools and
equipment before use
Checklist Score
Yes No
Indicator:Application of handling techniques of supplies to minimize spoilage and wastage is respected Dismantling and
Assembling
Washing
Observation
Learning Outcome 2.3 Use tools and equipment safely and hygienically according to
manufacturer Instructions.
Hygienic practices of Asian tools
and equipment
Cleaning Asian tools and
equipment
Sanitising Asian tools and
equipment
Tips to safefly use asian tools and
equipment as per
Hand tools
Heavy equipment
Electrical tools and equipment
o Research on Hygienic practices of
Asian tools and equipment
o Research on tips to safely use
asian tools and equipment
o Brainstorming on hygienic
practices and tips to safely use
Asian tools and equipment
o Demonstration on Hygienic
practices of Asian tools and
equipment
o Observation on Hygienic practices
of Asian tools and equipment
o Practical exercises on Hygienic
practices of Asian tools and
equipment
o Practical exercises on use of asian
tools and equipment according to
manufacturer’s instructions
- Reference books
- Video aids
- Internet
- Pictures
- Markers
- Boards
- Flipchart
- Dusters
- Sanitizers
- Cleaning tools
- Kitchen tools and
equipment
- Chemicals
products
Resources Learning activities Content
Formative Assessment 2.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Product evidence
Written evidence
Observation check list Integrated situation/task Multiple choice exercises Essay Merging Exercises True or false questioning Sentence completion
Checklist Score
Yes No
Indicator:Use of tools and equipment respecting manufacturer’s directions is respected
Respect of capacities of tools and equipment
Surfaces that touch foods are cleaned and sanitized Cooking temperaturesare
maintained
Use dry towels to handle hot pans
Carefully opening Compartment steamers
vented Keep knives sharp
Observation
Performance criterion
Correct use tools and equipment safely and hygienically according to
manufacturer Instructions
LU 3:Prepare Asian ingredients
3
Learning Outcomes:
10. Measure, weigh and blendingredients 11. Marinateingredients 12. Minimise waste and preserve reusable by-products
6Hours
Learning Outcome 3.1: Measure, weigh and blend ingredients
Measuring devices:
Scales
Volume measures
Measuring cups
Measuring spoons
Ladles
Scoops (Scoops size)
Thermometers
Preparation procedures of
ingredients:
Safe practices in weighing,
measuring of ingredients
Washing, peeling and cutting of
ingredients.
Mixing ingredients
o Demonstration on
measuring devices
o Practical exercises on
measuring by use of
measuring devices
o Demonstration on weighing,
measuring of ingredients
o Practical exercises on
weighing and measuring
ingredients
o Group work on washing,
peeling and cutting of
ingredients.
o Demonstration on mixing
ingredients
o Observation on weighing,
measuring and mixing
ingredients
- Measuring devices
- Graduated jags
- Cups
- Calculators
- Spoons
- Containers
- Internet
- Videos aids
- Reference books
- Peelers
- Knives
- Cutting boards
- Cleaning tools
- Wiping cloths
Resources Learning activities Content
Formative Assessment 3.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Product evidence
Written evidence
Multiple choice ex
Observation checklist
Integrated situation /task
Sentence completion
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Indicator: Correct Use of measuring tools is respected
Scales
Thermometer
Measuring jugs
Measuring spoons
Observation
Performance criterion
Proper measuring, weighing and blending herbs, spices and other ingredients
according to the recipe.
Learning Outcome 3.2 Marinate ingredients
Importance of marinating
Types of ingredients marination:
Acidic ingredients (Salt, Soya sauce,
Vinegar, …)
Fat ingredients (Oil, butter, coconut
butter, …)
Spices and herbs (Celery, Chopped
onions, Maggi cubes, Thyme, Rose
mary, Parsely, karibata, dhania, basil,
Garlic, Ginger, sesame, …)
o Research on importance of
marination
o Brainstorming on types of
marinating ingredients
o Group discussions on
marinating ingredients
o Demonstration on
marinating techniques
o Practical exercise on
marinating techniques
o Observations on marinating
techniques
o Presentation on marinated
products
- Video aids
- Internet
- Reference
books
- Journals
- Containers
- Marinating
ingredients
- Pictures
Formative Assessment 3.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper marinating of ingredients.
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Performance evidence
Product evedince
Written evidence
Observation check list Integrated situation/task
Multiple choice exercises Essay Merging Exercises True or false questioning Sentence completion
Checklist Score
Yes No
Indicator: identification of marinating ingredients are identified
Fats; olive oil, soy oil, butter, sunflower oil
Acids; lemon juice, vinegar, wines
Flavourings and seasoning (spices); Celery, Salt, Soy sauce, Chopped onions,
Maggi cubes, Thyme, Rose mary, Parsley
Fats; olive oil, soy oil, butter, sunflower oil
Acids; lemon juice, vinegar, wines
Flavourings and seasoning (spices); Celery, Salt, Soy sauce, Chopped onions,
Maggi cubes, Thyme, Rose mary, Parsley
Observation
Learning Outcome 3.3.Minimise waste and preserve reusable by-products
Portioning of ingredients according to
the recipe
Importance of preservation.
Conservation methods and
techniques:
Freezing
Canning
Drying
o Research on conservation
methods and techniques
o Brainstorming on importance
of conservation
o Presentation on conservation
methods and techniques
o Demonstration on
conservation methods and
- Reference books
- Video aids
- Internet
- Conservation
products
- Cans
- Freezer
- Fridge
Resources Learning activities Content
Cooking
Chilling
Cooling
techniques
o Practical exercises on
conservation methods and
techniques
o Group work on importance of
conservation
o Study tour on conservation
methods and techniques
- Conservation
containers
Formative Assessment 3.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Product evidence
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Observation check list
Integrated situation/task
Performance criterion
Regular minimization of waste and store reusable by-products
Checklist Score
Yes No
Indicator:Description of conservation methods and techniquesare respected
Freezing
Canning
Drying
Cooking
Chilling
Cooling
Freezing
Canning
Observation
LU 2:Cook rice and noodle dishes
4
Learning Outcomes:
1. Apply cooking methods for rice and noodle dishes 2. Prepare accompaniments of rice and noodle dishes 3. Reheat rice and noodle dishes
6Hours
Learning Outcome: 4.1Apply cooking methods for rice and noodle dishes
Cooking methods:
Boiling
Steaming
Braising
Shallow frying
Stir frying
o Research on cooking rice and
noodle dishes
o Observation on cooking rice
and noodle dishes
o Demonstration on cooking
rice and noodle dishes
o Group work on cooking rice
and noodle dishes
o Individual practical exercises
on cooking rice and noodle
dishes
- Internet
- Videos aids
- Reference books
- Pictures
- Asian ingredients for
rice and noodle
dishes
- Kitchen tools and
equipment
- Projectors
- Boards
- Markers
- Flipcharts
Formative Assessment 4.1
Performance criterion
Appropriate cooking methods for rice and noodle dishes according to the recipe.
Resources Learning activities Content
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Product evidence
Written evidence
Observation checklist
Integrated situation /task
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Indicator:Applicationcooking methods is respected
Boiling
Steaming
Braising
Shallow frying
Stir frying
Observation
Learning Outcome: 4.2Prepare accompaniments of rice and noodle dishes
Types of accompaniment of rice and
noodles:
Meat dishes (Stir-fried beef,
Garden Swiss steak, Chicken carry,
Stuffed squash, Greek beef and
onion stew, Chicken with
mushroom, … )
Vegetable dishes (Spring rolls,
o Research on importance of
accompaniment of rice and
noodles.
o Brainstorming types of
accompaniment of rice and
noodles.
o Observations of
accompaniment of rice and
- Video aids
- Internet
- Reference books
- Journals
- Pictures
- Kitchen tools and
equipment
(Cookers, Pots,
Resources Learning activities Content
Pesto asparagus salad, String
beans, Cherry tomatoes and
olives, … )
Sauces (Bolognaise sauce, Tomato
sauce, Carbonara sauce, Pesto
sauce, Cheese sauces, …)
Sea food dishes (grilled fish,
prawns hukkernoodle,… )
Egg dishes (Holiday smoked egg, …
)
noodles.
o Group discussions of
accompaniment of rice and
noodles.
o Practical exercises on
preparation of
accompaniment of rice and
noodle dishes.
Pans, Wooden,
spoons, Ladles,
Containers,
Peelers, Knives,
Cutting boards)
Formative Assessment 4.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Product evidence
Written evidence
Observation checklist
Integrated situation /Task
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Indicator:Preparation of accompaniment of rice and noodles are prepared
Spring rolls.
Stir-fried beef.
Garden Swiss steak.
Chicken curry.
Stuffed squash.
Greek beef and onion stew.
Observation
Performance criterion
Proper preparation of accompaniments, flavorings and sauce mixtures and store
at correct temperature.
Learning Outcome 4.3 Reheat rice and noodle dishes
Reheating methods:
Reheating by
Stir fry
Stove-top steam
Oven
Microwave
Bain-marie
o Demonstration on reheating
methods
o Practical exercise on reheating
methods
o Conservation reheating
methods
o Research on reheating methods
o Presentation on reheating
methods
o Brainstorming on reheating
methods
o Group work of reheating
methods.
- Reference books
- Video aids
- Internet
- Rice and noodle
dishes
- Reheating tools
and equipment
- Pictures
Formative Assessment 4.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Produc evidence
Written evidence
Observation checklist
Integrated situation /task
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Performance criterion
Appropriate selection of reheating methods for rice and noodles maintaining
quality, freshness, eating characteristics and appearance.
Resources Learning activities Content
Checklist Score
Yes No
Indicator:Application of reheating methods are respected
Stir fry.
Stove-top steam.
Oven.
Reheated microwaves
Boiling water.
Stir fry.
Stove-top steam.
Observation
LU 2:Present, garnish and store rice and noodle dishes
5
Learning Outcomes:
1. Arrange accompaniments, garnishes and sauces. 2. Arrange accompaniments, garnishes and sauces. 3. Store dishes according to the classification of products
12Hours
Learning Outcome: 5.1Check the quality and quantity of supplies to report findings
Presentation guidelines of dish;
Shape
Size
Number of portions
Serving tools
o Research on presentation
guidelines of dish;
o Brainstorming on
presentation guidelines of
dish;
o Group discussions on
presentation guidelines of
dish;
o Demonstration on
presentation guidelines of
dish;
o Practical exercise on
presentation guidelines of
dish;
- Reference books
- Video aids
- Internet
- containers
- Pictures
- Journal
- Rice and noodle
dishes
- Serving tools
- Flip chart
- Boards
- Markers
Formative Assessment 5.1
Performance criterion
Proper presentation of rice and noodle dishes on appropriate service tableware.
Resources Learning activities Content
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Produc evidence
Writtenn evidence
Observation checklist
Integrated situation /task
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Indicator:Presentation of rice and noodle dishes respecting guidelines of dishare respected
Shape
Size
Number of portions
Serving tools
Observation
Learning Outcome: 5.2Arrange accompaniments, garnishes and sauces.
Dressing rules of accompaniments,
garnishes according to the types.
Garnish do not dominate main
ingredients and
accompaniments
Garnishes should be edible
Do not over load the plate
Use cold plate for cold dishes
and hot plate on hot dishes
o Research on arrangement
procedures of
accompaniments, garnishes
o Brainstorming on
arrangement procedures of
accompaniments, garnishes
o Group discussions on
arrangement procedures of
accompaniments, garnishes
- Reference books
- Video aids
- Internet
- Containers
- Pictures
- Journal
- Serving tools
- Ingredients
- Flip chart
Resources Learning activities Content
Plate should be well garnished
and clean
The ways of dressing a sauces;
At side
Over the food
In sauce boat
o Demonstration on
arrangement procedures of
accompaniments, garnishes
o Practical exercise
arrangement procedures of
accompaniments, garnishes
and sauces
- Boards
- Markers
- Accompaniments,
garnishes and
sauces
Formative Assessment 5.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Product evidence
Written evidence
Observation checklist
Integrated situation/task
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Indicator:Arrangement of accompaniments, garnishes and sauces respecting dressing rules are respected
Garnish do not dominate main ingredients and accompaniments
Garnishes should be edible
Do not over load the plate
Use cold plate for cold dishes and hot plate on hot dishes
Plate should be well garnished and clean
Observation
Performance criterion
Suitable addition of accompaniments garnishes and sauces.
Learning Outcome 5.3 Store dishes according to the classification of products.
Holding and storage equipment
Classification of products;
Rice products
Noodles products
o Research on holding and storage
equipment
o Brainstorming on classification of
products
o Group discussions on
classification of products
o Presentation on classification of
products
o Observation on classification of
products
o Practical exercise on holding and
storage equipment
- Reference books
- Video aids
- Internet
- Containers
- Pictures
- Journal
- Holding and
storage
equipment
- Dishes
- Flip chart
- Boards
- Markers
Formative Assessment 5.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Product evidence
Written evidence
Observation checklist
Integrated situation/task
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Performance criterion
Proper labelling and arrangement of dishes according to the classification of
products
Resources Learning activities Content
Checklist Score
Yes No
Indicator: Classification of products using labeling are respected
Asian Rice products recipes
Asian Noodles product recipes
Observation
Learning Outcome 5.4Set temperature according to the dishes.
Temperature levels of dishes
according to the types;
Hot dishes
Cold dishes
o Brainstorming on temperature
levels of dishes.
o Research on temperature levels of
dishes.
o Presentation on temperature
levels of dishes
o Group discussion on temperature
levels of dishes.
o Practical exercises on
temperature levels of dishes.
- Reference books
- Video aids
- Internet
- Thermometer
- Pictures
- Journal
- Dishes
- Flip chart
- Boards
- Markers
Formative Assessment 5.4
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper adjustments of temperature according to the dishes.
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Performance evidence
Product evidence
Written evidence
Observation checklist
Integrated situation/task
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Indicator: Setting of temperature levels of dishes according to the types is respected
Hot dishes
Cold dishes
Observation
Summative Assessment
Integrated situation Resources
UMUNYINYA Hotel is going to host1 guest of China parliament
for Rwanda parliament study visit. UMUNYINYA Hotel doesn’t
have the professional cook for Asian dishes, as fresh graduate
you are urgentlyappointed to prepare Asian rice(Basmati and
brown rice) andnoodles(Gnocchi Romaine and Bucatini)for 4
guests that will be served in that occasion within 3 hours.
Tools and equipment
Cleaning tools and
equipment.
Cooking tools and
equipment.
Storage tools and
equipment.
Processing
equipment:
Mixers
Food cutters
Slicer machines
Food choppers
Blenders
Service tools.
Consumables
Cumin seeds
Brown cardamom
Cloves
Bay leaves
Garlic
Butter
Cheese
Oil
Curry powder
Peppers
Onions
Salt
Thyme
Vegetables
Eggs
Meat
Soy sauce Tomato paste Mushroom Mustard Oregano
Assessment Criterion 1: Hygiene
Checklist Score
Yes No
Indicator: Personal hygiene is maintained
Finger nails are cut
Hands are washed
Uniform is clean
Indicator: Appropriate selection of Ingredients are washed properly
Using cold running water
Correct sanitizer
Drained properly colander
Indicator: Working surface is clean and sanitized
Using clean water
Sanitized
Dry
Indicator: Three-system container is well used
Container for prepared ingredients
Container for off cuts container
Container for ingredients to be prepared
Observation
Assessment Criterion 2: Safety Checklist Score
Yes No
Indicator:Kitchen gear are worn
Pant
Apron or mini skirt
Chef’s hat
Double breast shirt
Chef coat
Closed tight shoes
Indicator: Tools and equipment are used safely
Safe practices dismantling
Safe practices assembling
Washing
Cleaning
Storage
Cookers (switch on& off)
Indicator: Storage techniques are respected
FIFO
LIFO
Observation
Assessment Criterion 3: Quality of process Checklist Score
Yes No
Indicator: Processing equipment are well selected and used
Mixers
Food cutters
Slicer machines
Food choppers
Blenders
Service tools
Indicator: measuring of ingredient are respected
Ingredients are properly Weight
Ingredients are properly Measured
Ingredients are properly Numbered
Ingredients are properly Washed
Ingredients are properly Peeled
Ingredients are properly Cut
Ingredients are properly Marinated
Ingredients are properly Boiled
Ingredients are properly Fried
Basmati and brown rice are well presented
Gnocchi romaine and Butacini are well presented
Basmati and brown rice are well garnished
Gnocchi romaine and Butacini are well garnished
Observation
Assessment Criterion 4: Quality of product Checklist Score
Yes No
Indicator: Cooking methods for rice and noodle dishes according to the recipe
respected
Boiling
Steaming
Braising
Shallow frying
Indicator: Presentation of rice and noodle dishes respecting guidelines of dish is respected
Shape
Size
Number of portions
Serving tools
Basmati and brown rice texture are well respected
Basmati and brown rice color are correct
Basmati and brown rice are shaped
Basmati and brown rice are well done
Basmati and brown rice flavour are well respected
Basmati and brown rice temperature are well respected
Gnocchi romaine and Butacini texture are well respected
Gnocchi romaine and Butacinicolor are correct
Gnocchi romaine and Butacini are shaped
Gnocchi romaine and Butacini are well done
Gnocchi romaine and Butacini flavour are well respected
Gnocchi romaine and Butacini temperature are well respected
Observation
Assessment Criterion 5: Relevance Checklist Score
Yes No
Indicator: Requested dishes are prepared
Time (3hours)
Potion size for Basmati and brown rice for 4pax
Potion size for Basmati and brown rice for for 4pax
Potion size for Gnocchi romaine and Butacini for 4pax
Potion size for Gnocchi romaine and Butacini for for 4pax
Observation
Assessment Criterion 6: Perfection Checklist Score
Yes No
Indicator: the creative and innovations are represented
The Creative and Innovations Inpresentation
The Creative and Innovations Ingarnishing
Observation
Passing line:<80% Reference books:
1. Professional cooking (seventh edition), WAYNE GISSLEN, 2011
C U A K S 5 0 1 - KITCHEN SUPPLIES RECEPTION AND STORING
CUAKS501 Receive and store kitchen supplies
RTQF Level: 5 Learning hours
Credits: 4 40
Sector: Hospitality and Tourism
Sub-sector: Culinary Arts
Issue date: November 2014
Purpose statement
This module describes the skills and knowledge and attitude required to receive delivery
section supplies, rotate and maintain kitchen section supplies for a range of purposes. This
module will allow the trainee to establish appropriate storage of kitchen section supplies.
Learning assumed to be in place
Hygiene and food safety implementation
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
3. Receive delivery section supplies.
1.7. Proper checking of incoming supplies according
to the orders and delivery documentation.
1.8. Regular recording details of incoming supplies
according to organizational procedures.
1.9. Regular checking of stock items to prevent
damage.
1.10. Appropriate classification of record and report
inconsistency.
4. Rotate and maintain kitchen
section supplies.
3.1. Proper rotation of supplies for maximum use and
minimum wastage.
3.2. Proper checking of the quality and quantity of
supplies and report findings.
3.3. Precise safely disposal of spoilt supplies and
waste to minimize negative environmental
impacts.
3.4. Proper maintaining of cleanliness supplies
handling and storage areas
Systematic using of control supplies according to
accuracy required.
5. Store kitchen section supplies.
4.4 Proper description storing of transportation
kitchen section supplies
4.5 Proper identification of risks for using un safe
manual handling techniques kitchen supplies
4.6 Accurate management of records and secure storage solutions.
4.7 Proper following rules of safe products storage and determine temperature location of kitchen section.
LU 1:Receive delivery section supplies
1
Learning Outcomes:
10. Check incoming supplies according to the orders and delivery
documentation.
11. Record details of incoming supplies according to the organizational
procedures
12. check damaged items
13. Classify records and report inconsistency
5Hours
Learning Outcome: 1.1Check incoming supplies according to the orders and delivery
documentation.
Factors to consider in orders
and delivery documentation
of incoming supplies
Quantity
Size
Weight
Quality
Freshness
Guidance on taking delivery
of goods
Purchase orders Taking Delivery Damaged goods Quantity Discrepancies Incorrect goods Commissioning and
Installation Receiving
o Brainstorming on factors to
consider in orders and delivery
documentation
o Research on factors to consider in
orders and delivery
documentation
o And guidance on taking delivery
of goods
o Group discussion on tips to
consider before planning events
and types of catering events
o Presentation on tips to consider
before planning events and types
of catering events
o Study tour on types of catering
events
Reference books
Internet
Projector
Packaging supplies
Pictures
Markers
Boards
Flipchart
Resources Learning activities Content
Formative Assessment 1.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Product Evidence
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Observation checklist
Integrated situation/task
Checklist Score
Yes No
Indicator: Identification of factors to consider in orders and delivery documentation of incoming supplies is well identified
Quantity
Size
Weight
Quality
Freshness
Observation
Performance criterion
Proper checking of incoming supplies according to the orders and delivery
documentation.
Learning Outcome: 1.2Record details of incoming supplies according to the organizational
procedures
Details of incoming supplies
on file record;
Delivery date
Name article
Quantity
Quality
Signature
Types of receiving
documents:
Requisition form
Registration form
Transfer notes
o Brainstorming on details of
incoming supplies on file record
o Research on details of incoming
supplies on file record and types
of receiving documents
o Observation on types of receiving
documents
o Group discussion on details of
incoming supplies on file record
and types of receiving documents
o Group work on details of
incoming supplies on file record
and types of receiving documents
o Presentation on details of
incoming supplies on file record
and types of receiving documents
o Study tour on types of receiving
documents
Reference books
Internet
Projector
Pictures
Markers
Supplies receiving
documents
Boards
Flipchart
Formative Assessment 1.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance Evidence
Product evidence
Written evidence
Observation checklist Integrated situation /task Multiple choice exercises Essay Merging Exercises True or false questioning Sentence completion
Performance criterion
Regular recording details of incoming supplies according to organizational
procedures.
Resources Learning activities Content
Checklist Score
Yes No
Indicator: Use of receiving documents is applied
Requisition form
Registration form
Transfer notes
Requisition form
Registration form
Transfer notes
Requisition form
Observation
Learning Outcome: 1.3 Check damaged items
Effects of damaged items
Causes of damaged items
Poor packaging
Expiration date
Transportation channel
o Brainstorming on effects of
damaged items causes of
damaged items
o Research on effects of
damaged items causes of
damaged items
o Group discussion on effects
of damaged items causes of
damaged items
o Group work on effects of
damaged items causes of
damaged items
o Presentation on effects of
damaged items causes of
damaged items
Reference books
Internet
Projector
Pictures
Markers
Supplies receiving
documents
Boards
Flipchart
Resources Learning activities Content
Formative Assessment 1.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Product Evidence
Performance evidence
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Video recording
Observation check list
Integrated situation /task
Checklist Score
Yes No
Indicator : Check damaged items is done
Poor packaging
Expiration date
Transportation channel
Poor packaging
Observation
Performance criterion
Relevant inspection for damaged items.
Learning Outcome: 1.4 Classify records and report inconsistency
Importance of records
classification
Tips to improve classification
accuracy;
Simplify your file plan
scheme
Use easily recognize
codes
Create cheat-
sheets/format for users
Consider an intuitive
solution
Types of report inconsistency
(discrepancy)
Excess supplies
Damaged supplies
Insufficient supplies
o Brainstorming on
importance of records
classification and tips to
improve classification
accuracy
o Research on importance of
records classification and
tips to improve
classification accuracy
o Group discussion on
importance of records
classification, tips to
improve classification
accuracy and types of
report inconsistency
o Presentation on importance
of records classification, tips
to improve classification
accuracy and types of
report inconsistency
Reference books
Internet
Projector
Pictures
Markers
Supplies receiving
documents
Boards
Flipchart
Formative Assessment 1.4
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Appropriate classification of record and report inconsistency
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Performance evidence
Written evidence
Product evidence
Integrated situation /task
Observation checklist
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Indicator: Respect of tips to improve classification accuracy is considered
Simplify your file plan scheme
Use easily recognize codes
Create cheat-sheets for users
Consider an intuitive solution
Indicator: Maketypes of reports inconsistency (discrepancy) is done
Excess supplies
Excess supplies
Insufficient supplies
Observation
LU 2:Rotate and maintain kitchen section supplies
2
Learning Outcomes:
14. Check the quality and quantity of supplies to report findings 15. Dispose safely spoiled supplies and waste to minimize negative
environment impacts 16. Clean and rotate supplies in storage areas for maximum use and
minimum wastage 17. Control supplies according to the accuracy required 20Hours
Learning Outcome: 2.1Check the quality and quantity of supplies to report findings
Practices to ensure food safety and
quality of food
Put perishable goods in cold
(or frozen) storage
immediately
Unpack fruit and vegetables
from cardboard containers and
place in clean containers
Keep the delivery area clean
and free from pests
Quality points of good supplies
Durability
Profitability
Easy usage
Fitness
Purpose and importance of
checking quality and quantity of
supplies
o Brainstorming on quality
points of good supplies
o Research on purpose,
importance of checking
quality and quantity of
supplies purpose and
importance of checking
quality and quantity of
supplies
o Group discussion on purpose, importance of checking quality and quantity of supplies purpose and importance of checking quality and quantity of supplies
o Presentation on purpose, importance of checking quality and quantity of supplies purpose and importance of checking quality and quantity of supplies
Reference books
Internet
Projector
Supplies
Pictures
Markers
Boards
Flipchart
Resources Learning activities Content
Formative Assessment 2.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Product evidence
Written evidence
Integrated situation/task
Observation checklist
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Indicator: Performance of practices to ensure food safety and quality is done Put perishable goods in cold (or frozen) storage immediately
Unpack fruit and vegetables from cardboard containers and place in clean
containers
Observation
Performance criterion
Proper checking of the quality and quantity of supplies and report findings..
Learning Outcome: 2.2Dispose safely spoiled supplies and waste to minimise negative
environment impacts
Causes of supplies to spoil;
Incorrect storage
Poor handling practices
Poor handling tools
Handling techniques of supplies to
minimize spoilage and wastage;
Cleaning
Labelling
Packaging
Tips to dispose spoiled supplies and
waste
Rules for handling garbage
o Brainstorming on causes of
supplies to spoil and rules
for handling garbage
o Research on causes of
supplies to spoil; handling
techniques of supplies to
minimize spoilage and
wastage and tips to dispose
spoiled supplies and waste
o Demonstration handling
techniques of supplies to
minimize spoilage and
wastage
o Practical exercises on
handling techniques of
supplies to minimize
spoilage and wastage
o Group discussion on causes
of supplies to spoil; handling
techniques of supplies to
minimize spoilage and
wastage and tips to dispose
spoiled supplies and waste
o Presentation on causes of
supplies to spoil; handling
techniques of supplies to
minimize spoilage and
wastage and tips to dispose
spoiled supplies and waste
Reference books
Internet
Projector
Pictures
Markers
Supplies receiving
documents
Boards
Flipchart
Formative Assessment 2.2
Performance criterion
Appropriate selection of sound proofing tools
Resources Learning activities Content
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Product evidence
Written evidence
Observation checklist
Integrated situation /task
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Indicator: Application of handling techniques of supplies to minimize spoilage and wastage is respected
Cleaning
Labelling
Packaging
Observation
Learning Outcome 2.3 Clean and rotate supplies in storage areas for maximum use and
minimum wastage
Techniques of minimizing
wastage;
Resources optimization
Improve quality control and
process monitoring
Waste exchange
Ship to point of use
Zero waste
Reuse and recycle waste
o Brainstorming on cleaning
guidelines of storage area
benefits of maximizing use and
minimizing wastage
o Research on techniques of
minimizing wastage, cleaning
guidelines of storage area,
benefits of maximizing use and
minimizing wastage
Reference books
Internet
Projector
Supplies
Pictures
Markers
Boards
Flipchart
Resources Learning activities Content
Cleaning guidelines of storage
area
Benefits of maximizing use and
minimizing wastage
o Demonstration on techniques of
minimizing wastage
o Group discussion on techniques of
minimizing wastage, cleaning
guidelines of storage area,
benefits of maximizing use and
minimizing wastage
o Presentation on techniques of
minimizing wastage, cleaning
guidelines of storage area,
benefits of maximizing use and
minimizing wastage
o Practical exercises on techniques
of minimizing wastage
Formative Assessment 2.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Product evidence
Performance Evidence
Multiple choice exercises
Merging Exercises
Sentence completion
True or false questioning
Video recording
Integrated situation /task
Observation check list
Performance criterion
Appropriate maintenance of rotation and cleanliness of supplies in storage areas
to maximize use
Checklist Score
Yes No
Indicator: Description of techniques of minimizing wastage is described
Resources optimization
Improve quality control and process monitoring
Waste exchange
Ship to point of use
Zero waste
Reuse and recycle waste
Observation
Learning Outcome 2.4Control supplies according to the accuracy required
Control considerations of supplies
Store arrangement
Cleanliness of storage area
Storage containers
Storage duration
Storage temperature
Quality and quantity of
supplies in store
Purpose control of supplies
o Brainstorming on Purpose control
of supplies
o Research on control
considerations of supplies and
purpose control of supplies
o Group discussion on control
considerations of supplies and
purpose control of supplies
o Group work on control
considerations of supplies and
purpose control of supplies
o Presentation on control
considerations of supplies and
purpose control of supplies
Reference books
Internet
Projector
Supplies
Pictures
Markers
Boards
Flipchart
Formative Assessment 2.4
Performance criterion
Control supplies according to the accuracy required
Resources Learning activities Content
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Product evidence vince
Product Evidence
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Integrated situation/task
Observation check list
Checklist Score
Yes No
Indicator: Description of control considerations of supplies is done
Store arrangement
Cleanliness of storage area
Storage containers
Storage duration
Storage temperature
Quality and quantity of supplies in store
Observation
LU 3:Store kitchen section supplies
3
Learning Outcomes:
13. Deliver and store kitchen section supplies 14. Identityrisks for usingunsafemanuel handling techniques of
Kitchen supplies 15. Follow rules of safe products storage and determine
temperature location of kitchen section 15Hours
Learning Outcome 3.1: Deliver and store kitchen section supplies
Tools of delivering kitchen section
supplies;
Containers
Trolleys
Wrappers
Facilities
Principles of safe storage
Temperature control for
perishable food items
Time control
Prevention of cross-
contamination
o Brainstorming on types
tools of delivering kitchen
section supplies and
principles safe storage
o Demonstration and
observation on principles of
safe storage
o Observation on types tools
of delivering kitchen section
supplies
o Research on types tools of
delivering kitchen section
supplies and principles safe
storage
o Group discussion on types
tools of delivering kitchen
section supplies and
principles safe storage
o Group work on types tools
of delivering kitchen section
supplies and principles safe
Reference books
Internet
Projector
Video aids
Delivering tools
Pictures
Markers
Boards
Flipchart
Resources Learning activities Content
storage
o Presentation on types tools
of delivering kitchen section
supplies and principles safe
storage
o Practical exercises principles
of safe storage
Formative Assessment 3.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Product evidence
Written evidence
Integrated situation
Observation checklist
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Indicator: Use of tools for delivering and storing kitchen section supplies are used
Containers
Trolleys
Wrappers
Facilities
Observation
Performance criterion
Proper description delivering and storing kitchen section supplies
Learning Outcome 3.2 Identify risks for using unsafe manual handling techniques of Kitchen
supplies
Unsafe manual handling techniques
Risk factors of unsafe manual handling
techniques:
Weight of an object
Layout of the workplace
Location of an object
Duration and frequency
Condition of an object
Awkward loads (uncomfortable
package of goods)
Tips of reducing or eliminating risks:
Change the task
Change the object
Change the workspace
Change the nature of the work
Offer proper training
Use mechanical aids
o Brainstorming on unsafe manual handling techniques, risk factors of unsafe manual handling techniques
o Observation on unsafe manual handling techniques, risk factors of unsafe manual handling techniques
o Research on unsafe manual handling techniques, risk factors of unsafe manual handling techniques and tips of reducing or eliminating risks
o Group discussion on unsafe manual handling techniques, risk factors of unsafe manual handling techniques and tips of reducing or eliminating risks
o Group work on unsafe manual handling techniques, risk factors of unsafe manual handling techniques and tips of reducing or eliminating risks
o Presentation on unsafe manual handling techniques, risk factors of unsafe manual handling techniques and tips of reducing or eliminating risks
o Study tour on tips of reducing or eliminating risks
Reference books
Internet
Projector
Handling tools
Pictures
Markers
Boards
Chalks
Flipchart
Resources Learning activities Content
Formative Assessment 3.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Video recording
Checklist Score
Yes No
Indicator: Identification of risk factors of unsafe manual handling techniques is identified
Weight of an object
Layout of the workplace
Location of an object
Duration and frequency
Condition of an object
Awkward loads (uncomfortable package of goods)
Observation
Performance criterion
Proper identification of risks for using un safe manual handling techniques of
kitchen supplies
Learning Outcome 3.3.Follow rules of safe products storage and determine temperature
location of kitchen section
The 2 hour/4 hour rules
Rules of food safety storage:
Beware of temperature danger
zone
Take special care with high-risk
foods
Storing food in the fridge at 5oc
or below
Freezing food safely
Storing cooked safely
Avoid refreezing thawed food
Store raw food separately from
cooked food
Choose strong, non-toxic food
storage containers
Safe products storage procedures;
Packaging products
Wrapping products
Labelling products
Products arrangement in the
store
o Brainstorming on the 2
hour/4 hour rules
o Demonstration on safe
products storage procedures
o Research on rules of food
safety storage andsafe
products storage procedures
o Group discussion on rules of
food safety storage andsafe
products storage procedures
o Group work on rules of food
safety storage and safe
products storage procedures
o Practical exercises on safe
products storage procedures
o Presentation on safe
products storage procedures
and safe products storage
procedures
Reference books
Internet
Projector
Products
Pictures
Markers
Thermometer
Boards
Chalks
Brochures
Flipchart
Formative Assessment 3.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper following rules of safe products storage and determination of
temperature location of kitchen section respecting right purpose
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Product evidence
Performance Evidence
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Integrated situation /task
Observation checklist
Checklist Score
Yes No
Indicator: identifications of Safe storage procedures of products are resected
Packaging products
Wrapping products
Labelling products
Products arrangement in the store
Take special care with high-risk foods
Storing food in the fridge at 5oc or below
Freezing food safely
Storing cooked safely
Observation
Summative Assessment
Integrated situation Resources UMUTEKANO Hotel is going to host 100guests in yearly youth forum within 20 days. UMUTEKANO Hotel doesn’t have the professionals’ supplies reception and storing to reception and storing hotelconsumables for all consumables within respectful events that will be used within 20 days, as fresh graduate you are extra appointed to Receive delivery section supplies within one hour, rotate and maintain kitchen section supplies within one hour, andStore kitchen section supplies within two hours.
Kitchen storing tools and equipment
Pens
Papers
Reference books
Internet
Projector
Packaging supplies
Pictures
Markers
Board
Flipchart
Assessment Criterion 1: Quality of hygiene
Checklist Score
Yes No
Indicator: Personal hygiene is maintained
Finger nails are cut
Hands are washed
Uniform is clean
Indicator: Working surface is clean and sanitized
Using clean water
Sanitized
Dry
Observation
Assessment Criterion 2: safety
Checklist Score
Yes No
Indicator: identification of risks for using unsafe manual handling techniques of Kitchen supplies is considered
Weight of an object
Layout of the workplace
Location of an object
Duration and frequency
Condition of an object
Awkward loads (uncomfortable package of goods)
Indicator: Use of tools for delivering and storing kitchen section supplies is applied
Containers
Trolleys
Wrappers
Facilities
Observation
Assessment Criterion 3: Quality of process
Checklist Score
Yes No
Indicator: Identification of factors to consider in orders and delivery documentation of incoming supplies is respected
Quantity
Size
Weight
Quality
Freshness
Indicator: Details of incoming supplies on file record are covered
Purchase orders
Taking Delivery
Damaged goods
Quantity Discrepancies
Incorrect goods
Indicator: Guidance on taking delivery of goods is respected
Purchase orders
Taking Delivery
Damaged goods
Quantity Discrepancies
Incorrect goods
Indicator: identification Use of receiving documents is respected
Requisition form
Transfer notes
Registration
Observation
Assessment Criterion 4: Quality of product/results
Checklist Score
Yes No
Indicator: use of2 hours/4-hour rules/Rules of food safety storage is respected
Beware of temperature danger zone
Take special care with high-risk foods
Storing food in the fridge at 5oc or below
Freezing food safely
Storing cooked safely
Avoid refreezing thawed food
Store raw food separately from cooked food
Choose strong, non-toxic food storage containers
Beware of temperature danger zone
Take special care with high-risk foods
Indicator: use of Safe products storage procedures is respected
Packaging products
Wrapping products
Labelling products
Products arrangement in the store
Packaging products
Observation
Assessment Criterion 5: Relevance
Checklist Score
Yes No
Indicator: Appropriate all supplies reception and storing is respected
Respecting time of three hour
Prepared all document supplies reception and storing
Observation
Assessment Criterion 6: Perfection marks Checklist Score
Yes No
Indicator:Creativities and innovation of kitchen supplies and storing are well created and innovated
Creativities inkitchen supplies and storing
Innovations in kitchen supplies and storing
Observation
Assessment Criterion 5: Passing line < 80%
Reference books:
1. Professional Cookery, 2nd Edition, Level 2 Diploma, Pam Rabone, Holly Bamunuge; Trevor Eeles,
Mark Furr ShyamPatior, Dereick Rushton, Sue J Wood with Len Unwin; First edition 2007, this
Edition 2010
C U A M K 5 0 1 - MONITORING OF KITCHEN SECTION STAFF
CUAMK501 Monitor kitchen section staff performance
REQF Level: 5 Learning hours
Credits: 5 50
Sector: Hospitality and Tourism
Sub-sector: Culinary art
Issue date: November 2014
Purpose statement
This module describes the skills and knowledge required to monitor and improve workplace,
plan and organize workflow for a range of purposes. Moreover this module will also allow the
learner to solve problems related to the kitchen section and making decisions.
Learning assumed to be in place
Lead and manage section kitchen staff
Catering control principles
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. Monitor and improve workplace
operations
1.1. Appropriate organization of workplace operations
for the kitchen section
1.2. Proper identification of problems resolution
procedures to improve workplace operations.
1.3. Adequate application of positive consultation with
colleagues about ways of innovations on the kitchen
section.
1.4. Efficient communication of feedback to colleagues
for future planning.
2. Plan and organize workflow
2.1. Accurate work assignment following principles of
organization.
2.2. Efficient assistance of colleagues and prioritization
of workload through supportive feedback in the
kitchen section.
2.3. Suitable provision of management input regarding
staffing needs in the kitchen section.
3. Solve problems and make decisions.
3.1. Proper classification and analysis of workplace
problems basing on the kitchen section.
3.2. Relavant application of immediate problems
resolution procedures for making better decision.
3.3. Right encouragement of individual participation in
solving problems according to the kitchen section
team.
LU 1:Monitor and improve workplace operations
1
Learning Outcomes:
14. Organize workplace operations 15. Identify problem resolution procedures 16. Apply positive consultations with colleagues for innovation 17. Communicate the feedback to colleagues for future plan
20 Hours
Learning Outcome 1.1: Organize workplace operations
Types of operations according
to the sections
Receiving and stores
Stewarding
Larder/Garde manger
Hot dishes preparations
Outside catering
Butchery
Pastry and bakery
Division factors of different
operations in section:
Menu
Catering events
Spoilage
Work Completion
Avoidance of food hazard
(cross-contamination)
o Brainstorming on types of
operations
o Research on division factors of
different operations in section
o Presentation on division factors
of different operations in section
o Group discussion on division
factors of different operations in
section
o Display on types of operations
- Reference books
- Video aids
- Internet
- Pictures
- Markers
- Boards
- Flipchart
- Brochures
Resources Learning activities Content
Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence
Written evidence
Proposed Activities: Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Indicator: Organization of kitchen section operations is done
Receiving and stores
Stewarding
Larder/Garde manger
Hot dishes preparations
Outside catering
Butchery
Pastry and bakery
Indicator: Division factors for different kitchen section operations are identified
Menu
Catering events
Spoilage
Work Completion
Avoidance of food hazard (cross-contamination)
Observation
Performance criterion
1.1. Appropriate organization of workplace operations for the kitchen section
Learning Outcome1.2:Identify and solve problems on workplace
Types of problems on the
workplace
Lack communications
Poor prioritizing, timing,
scheduling.
Preventable accidents
Inaccuracies, errors
Spoilage and waste of
materials
Customer dissatisfaction
Failure to meet expectations
for product quality, cost or
service
Inappropriate or poor work
methods
Causes of problems on
workplace;
Lack of training
Insufficient tools and
equipment
Stress and conflict of work
style
Lack of motivation
Problems solving procedures;
Identify issue
Understand everyone’s
interest
List the possible solutions
Evaluate the options
Select options
Document the agreement
Agree an contingencies,
monitoring and evaluation
o Brainstorming on types of
problems on the workplace
o Observation on types of
problems on the workplace
o Research on causes of
problems on workplace and
problems solving procedures
o Group discussion on causes of
problems on workplace and
problems solving procedures
o Group work on causes of
problems on workplace and
problems solving procedures
o Presentation on causes of
problems on workplace and
problems solving procedures
- Reference books
- Video aids
- Internet
- Pictures
- Markers
- Boards
- Flipchart
- Projector
Resources Learning activities Content
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written Evidence
Oral evidence
Proposed Activities: Multiple choice exercises
Essay
Merging Exercises
Matching exercises
True or false questioning
Sentence completion
Observation checklist
Checklist Score
Yes No
Indicator: Problems on the workplace are identified
Lack of communications
Poor prioritizing, timing, scheduling,
Preventable accidents
Inaccuracies, errors
Spoilage and waste of materials
Customer dissatisfaction
Failure to meet expectations for product quality, cost or service
Inappropriate or poor work methods
Indicator: Identification of causes of problems on workplace is done
Lack of training
Insufficient tools and equipment
Stress and conflict of work style
Lack of motivation
Indicator: Identification of problems solving procedures is done
Performance criterion
1.2. Proper identification of problems resolution procedures to improve
workplace operations.
Identify issue
Understand everyone’s interest
List the possible solutions
Evaluate the options
Select options
Document the agreement Agree an contingencies, monitoring and evaluation
Observation
Learning Outcome 1.3: Apply positive consultations with colleagues for innovation
Ways of creating innovation
at workplace
Give employees a reason
to care
Clarify the importance of
innovation
Schedule time for
brainstorming
Train staff in innovation
techniques
Encourage positive
change
Challenge the way staff
work
Tolerate mistakes
Be supportive
Reward creativity
Act/react on ideas
Importance of innovation on
the workplace
Inconvenient of lack of
innovations
Poor service
Decrease of guest
o Brainstorming on ways of
creating innovation at
workplace
o Research on ways of
creating innovation at
workplace, importance of
innovation on the
workplace and inconvenient
of lack of innovations
o Group discussion on ways of
creating innovation at
workplace, Importance of
innovation on the
workplace and Inconvenient
of lack of innovations
o Presentation on Ways of
creating innovation at
workplace, Importance of
innovation on the
workplace and Inconvenient
of lack of innovations
- Reference books
- Internet
- Pictures
- Markers
- Boards
- Flipchart
Resources Learning activities Content
turnover
Lack of benefits
Business decline
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
proposed Activities:
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Matching exercises
Observation checklist.
Checklist Score
Yes No
Indicator: Ways for creating innovation at workplace are identified
Give employees a reason to care
Stress the importance of innovation
Schedule time for brainstorming
Train staff in innovation techniques
Encourage change
Challenge the way staff work
Tolerate mistakes
Be supportive
Reward creativity
Act/react on ideas
Indicator: Inconvenience of lack of innovations is identified
Poor service
Decrease of guest turnover
Performance criterion
1.3. Adequate application of positive consultation with colleagues about ways
of innovations on the kitchen section.
Lack of benefits
Business decline
Observation
Learning Outcome 1.4. Communicate the feedback to colleagues for future plan
Rules to provide feedback to
colleagues
Be timely
Be specific
Criticize in private
Make it regular
Prepare your comments
Limit your focus
Provide specific
suggestion
Follow-up
Key points
Importance and
fundamentals of providing
feedback
o Brainstorming on Rules to
provide feedback to
colleagues
o Research on Importance
and fundamentals of
providing feedback
o Group discussion on rules
to provide feedback to
colleagues, importance and
fundamentals of providing
feedback
o Group work on Importance
and fundamentals of
providing feedback
o Presentation on Importance
and fundamentals of
providing feedback
- Reference books
- Internet
- Pictures
- Markers
- Boards
- Flipchart
- Brochures
- Journals
Formative Assessment 1.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
1.4 Efficient communication of feedback to colleagues for future planning.
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
proposed Activities:
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Matching exercises
Observation checklist.
Checklist Score
Yes No
Indicator: Rules to communicate feedback to colleagues are identified
Be timely
Be specific
Criticize in private
Make it regular
Prepare your comments
Limit your focus
Provide specific suggestion
follow-up the key points
Observation
LU 2: Plan and organize workflow
2
Learning Outcomes:
18. Assign work depending on the principles of organization 19. Assist colleagues and prioritize work 20. Provide contribution concerning proper management for
staffing needs.
10 Hours
Learning Outcome 2.1: Assign work depending on the principles of organization
Factors to consider in work
assignment
Ability
Nature of work
Work environment
Experience
Relevance
Organization principles of
work assignment
Task procedures
Clear Work
instructions
Methods to apply
Type of monitoring
applied.
Quality product
expected
Working conditions
o Brainstorming on Factors to
consider in work assignment
o Research on factors to
consider in work assignment
and organization principles of
work assignment
o Group discussion on factors to
consider in work assignment
and organization principles of
work assignment
o Group work on organization
principles of work assignment
o
o Presentation on factors to
consider in work assignment
and organization principles
- Reference books
- Internet
- Pictures
- Markers
- Boards
- Flipchart
- Journals
Resources Learning activities Content
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence
Written evidence
Proposed Activities:
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Observation checklist
Checklist Score
Yes No
Indicator: Identification of factors to consider in work assignment is done
Ability
Nature of work
Work environment
Experience
Relevance
Indicator: Organization principles of work assignment are identified
Task procedures
Clear Work instructions
Methods to apply
Type of monitoring applied.
Quality product expected
Performance criterion
2.1 Accurate work assignment following principles of organization.
Working conditions
Observation
Learning Outcome 2.2:Assist colleagues and prioritize work
Assistance techniques of
colleagues
Treat others with respect and
dignity
Manage your emotions
Checking your thought
patterns
Practicing relaxation
techniques
Communicate effectively
Learn to work with other in a
team
Be responsible for your
assigned role for the team
Make work fun and
rewarding
Steps of prioritizing
Know what your work is
Break down it down (single
tasks, recurring, projects)
Start by urgent task
o Brainstorming on assistance
techniques of colleagues
o Research on steps of
prioritizing
o Observation on assistance
techniques of colleagues
o Group discussion on steps of
prioritizing and assistance
techniques of colleagues
o Group work on steps of
prioritizing and assistance
techniques of colleagues
o Presentation on benefit on
Steps of prioritizing and
assistance techniques of
colleagues
o Role play on assistance
techniques of colleagues
- Reference books
- Internet
- Pictures
- Markers
- Boards
- Flipchart
-
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
2.2 Efficient assistance of colleagues and prioritization of workload through
supportive feedback in the kitchen section.
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Oral evidence
Written evidence
proposed Activities:
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Observation checklist
Checklist Score
Yes No
Indicator: Identification of techniques to assist colleagues is done
Treat others with respect and dignity
Manage your emotions
Checking your thought patterns
Practicing relaxation techniques
Communicate effectively
Learn to work with other in a team
Be responsible for your assigned role for the team
Make work fun and rewarding
Indicator: Steps of prioritizing are identified
Know what your work is
Break down it down (single tasks, recurring, projects)
Start by urgent task
Observation
Learning Outcome 2.3: Provide contribution concerning proper management for staffing
needs.
Types of staffing needs
Recruitment
Employment
Salary payments
Weakness signs of
management
Loss of highly skilled
staff
Underperforming staff
lack of motivation
Lack of clear
information,
Bad leadership
application
Lack of reassurance
Importance of contributing
in management for staffing
needs
o Brainstorming on types of
staffing needs
o Research on types of staffing
needs, importance of
contributing in management
for staffing and weakness
signs of management
o Group discussion on types of
staffing needs, importance of
contributing in management
for staffing and weakness
signs of management
o Group work on types of
staffing needs and weakness
signs of management
o Presentation on types of
staffing needs, importance of
contributing in management
for staffing and weakness
signs of management
- Reference books
- Internet
- Pictures
- Markers
- Boards
- Flipchart
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
2.3 Suitable provision of management input regarding staffing needs in the
kitchen section.
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Proposed Activities: Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Observation checklist
Checklist Score
Yes No
Indicator: Identification of types of staffing needs to provide contribution for proper management is done.
Recruitment
Employment
Salary payments
Indicator: Weakness signs of management are identified
Loss of highly skilled staff
Underperforming staff
Lack of motivation
Lack of clear information
Bad leadership application
Lack of reassurance
Observation
LU 3: Solve problems and making decisions
3
Learning Outcomes:
16. Classify and analyze workplace problems 17. Apply immediate problems resolution procedures
18. Encourage participation in solving problems from team member
20Hours
Learning Outcome 3.1: Classify and analyse workplace problems
Categories of workplace
problems for staff:
Harassment
Incompetence
Culture and ethnics
Racists comments and
gestures
Gender diversity
Intimidation
Victimization
Isolation
Workplace problems analysis
Causes
Prevention measures
Problem solving
techniques
o Brainstorming on Categories of
workplace problems
o Research on categories of
workplace problems
o Group discussion on categories
of workplace problems
o Group work on categories of
workplace problems
o Presentation on categories of
workplace problems
- Reference books
- Internet
- Pictures
- Markers
- Boards
- Flipchart
Formative Assessment 3.1
Resources Learning activities Content
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence
Written evidence
proposed Activities:
Multiple choice exercises
Essay
Merging Exercises
Matching exercises
True or false questioning
Sentence completion
Observation checklist
Checklist Score
Yes No
Indicator: Classification of workplace problems is well done
Harassment
Incompetence
Culture and ethnics
Racists comments and gestures
Gender diversity
Intimidation
Victimisation
Isolation
Indicator: Workplace problems are analyzed
Causes
Prevention measures
Problem solving techniques
Observation
Performance criterion
3.1 Proper classification and analysis of workplace problems basing on the
kitchen section.
Learning Outcome 3.2: Apply immediate problems resolution procedures
Steps of immediate problem
solving:
Identify the problem
Explore the problem
Set goals
Look at alternatives
Select a possible solution
Implement a possible
solution
Evaluate
o Brainstorming Steps of
immediate problem solving
o Research on steps of immediate
problem solving
o Group discussion on steps of
immediate problem solving
o Group work on steps of
immediate problem solving
o Demonstration on steps of
immediate problem solving
o Role play on steps of immediate
problem solving
- Reference books
- Internet
- Pictures
- Markers
- Boards
- Flipchart
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
proposed Activities:
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Observation checklist
Performance criterion
3.2 Relavant application of immediate problems resolution procedures for
making better decision.
Resources Learning activities Content
Checklist Score
Yes No
Indicator: Immediate problem solving procedures are applied
Identify the problem
Explore the problem
Set goals
Look at alternatives
Select a possible solution
Implement a possible solution
Evaluate
Observation
Learning Outcome 3.3: Encourage participation in solving problems from team member
Factors of problem solving
Type of problem
Situation
Experience
Attitude
Types of team
Problem solving approach
Sequences of problem solving;
Identify the issues
Understand everyone’s
interest
List the possible solutions
Evaluate the options
Select an option or options
Document the agreement(s)
Agree on contingencies,
monitoring and evaluation
o Brainstorming on Factors of
problem solving
o Research on factors and
procedures of problem solving
o Group discussion on factors
and procedures of problem
solving
o Group work on categories of
workplace problems and
procedures of problem solving
o Presentation on categories of
workplace problems and
procedures of problem solving
o Role play on procedures of
problem solving
- Reference books
- Internet
- Pictures
- Markers
- Boards
- Flipchart
Resources Learning activities Content
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence
Written evidence
Proposed Activities:
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Observation checklist
Checklist Score
Yes No
Indicator: Identification of factors for problem solving is done
Type of problem
Situation
Experience
Attitude
Types of team
Problem solving approach
Indicator: Sequences for problem solving are applied
Identify the issues
Understand everyone’s interest
List the possible solutions
Evaluate the options
Select an option or options
Document the agreement(s)
Agree on contingencies, monitoring and evaluation
Observation
Performance criterion
3.3 Right encouragement of individual participation in solving problems
according to the kitchen section team.
Summative Assessment
Integrated situation Resources
Madonna Hotel, it is the hotel located at Musanze
district/Muhoza/Cyuve which provides food and beverage service and
accommodation. Madonna Hotel will host 1 function of 100 guests
from University of Rwanda (U.R) but its service is doubtful because
nowadays there are complaints of poor products and service delivery
caused by kitchen staff conflicts resulted from unfair work assignment.
As chef de partie monitor kitchen staff performance accordingly to
improve service delivery for this function within 4 hours.
Instructions:
Monitor kitchen staff performance within 5 hours
Assign work efficiently
Create innovative spirit
Solve work problems
Prioritize workload
- Reference pictures
- Brochures
- Mark pens
- Flip charts
- Reference books
- Internet websites
Assesment Criterion 1: Quality process
Checklist Score
Yes No
Indicator: Workplace operations are well positioned
Receiving and stores
Stewarding
Larder/Garde manger
Hot dishes preparations
Outside catering
Butchery
Pastry and bakery
Indicator: Workplace problems are well identified
Lack communications
Poor prioritizing, timing, scheduling.
Preventable accidents
Inaccuracies, errors
Spoilage and waste of materials
Customer dissatisfaction
Failure to meet expectations for product quality, cost or service
Inappropriate or poor work methods
Indicator: Causes of workplace problems are identified
Lack of training
Insufficient tools and equipment
Stress and conflict of work style
Lack of motivation
Indicator: problem solving procedures are applied
Identify issue
Understand everyone’s interest
List the possible solutions
Evaluate the options
Select options
Document the agreement
Agree an contingencies, monitoring and evaluation
Indicator: feedback is well communicated according to the rules
Be timely
Be specific
Criticize in private
Make it regular
Prepare your comments
Limit your focus
Provide specific suggestion
Follow-up
Indicator: work is assigned efficiently according depending on organization principles
Ability
Nature of work
Work environment
Experience
Relevance
Observation
Assesment Criterion 2: Monitoring efficiency
Checklist Score
Yes No
Indicator: team work performance is well monitored.
Task procedures
Clear Work instructions
Methods to apply
Type of monitoring applied.
Quality product expected
Working conditions
Indicator: Assistance is well provided using proper techniques
Treat others with respect and dignity
Manage your emotions
Checking your thought patterns
Practicing relaxation techniques
Communicate effectively
Learn to work with other in a team
Be responsible for your assigned role for the team
Make work fun and rewarding
Indicator: Kitchen staff is well motivated and productive with innovation spirit
Give employees a reason to care
Clarify the importance of innovation
Schedule time for brainstorming
Train staff in innovation techniques
Encourage positive change
Challenge the way staff work
Tolerate mistakes
Be supportive
Reward creativity
Act/react on ideas
Observation
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: Time is respected
4 hours
Indicator: Workplace problems is analyzed and solved
kitchen staff conflicts resulted from unfair work assignment are solved
Observation
Reference books:
1. Akazi kanoze work readiness, 2. Practical cookery level 3 for VRQ and NVQ) courses
C U A P C 5 0 1 - PRINCIPLES OF CATERING CONTROL
CUAPC501 Apply catering control principles
REQF Level: 5 Learning hours
Credits: 4 40
Sector: Hospitality and Tourism
Sub-sector: Culinary Art
Issue date:November, 2014
Purpose statement
This module describes the skills and knowledge required to identify catering control principles, apply procedures to reduce wastagefor a range of purposes. Moreover, this module will also allow the trainee
to implement catering procedures.
Learning assumed to be in place Food safety procedures and implementation
Kitchen organization
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Identify catering control principles.
1.1. Relevant discussion and clarify purpose of catering
within staff section.
1.2. Proper identification of specific customer needs,
preference and determine catering requirements.
1.3. Proper selection of dishes according to the guest to
be served
2. Apply procedures to reduce
wastage.
2.1. Appropriate storage of food to minimize
contamination, wastage, loss and theft.
2.2. Proper selection of tools and equipment for catering
service are required.
2.3. Careful respecting the guidelines of recipes to avoid
wastage.
2.4. Proper reuse of remaining ingredients.
3. Implement working plan for the
catering procedures.
3.1. Proper making plan of catering provision and
additional products.
3.2. Careful packaging products of catering.
3.3. Appropriate following catering plan for the event
making preparation.
LU 1:Identify catering control principles
1
Learning Outcomes:
18. Describe catering 19. Identify customer needs, preferences according to catering
requirements 20. Select dishes according to the types of guest
10 Hours
Learning Outcome 1.1: Identify catering control principles
Definition of catering
Catering guidelines:
Service area
Transport mode
Delivery time
Type of the menu
Storage conditions
Cooking methods
Type of customers
Food cost
Importance of catering
services :
Food availability by time
and area needed
Quality food provision
Business for income generation
Types of catering services; Restaurant and hotel
catering services Traditional catering
services
o Brainstorming on definition of
catering, catering guidelines and
importance of catering services
o Display on types of catering
services
o Research on catering guidelines
and types of catering services
o Group discussion on types of
catering services and catering
guidelines
o Group work on types of catering
services and catering guidelines
o Presentation on types of catering
services and catering guidelines
o Study tour on types of catering
services
- Reference books
- Internet
- Video aids
- Projector
- Pictures
- Markers
- Boards
- Flipchart
Resources Learning activities Content
Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidences
Multiple choice exercises Essay Merging Exercises True or false questioning Sentence completion
camera video Record
Checklist Score
Yes No
Indicator: catering description is described
Catering definition
Indicator: catering guidelines are identified
Service area
Transport mode
Delivery time
Type of the menu
Storage conditions
Cooking methods
Type of customers
Food cost
Indicator: Types of catering services are identified
Restaurant and hotel catering services
Traditional catering services
Indicator: Importance of catering services is considered
Food availability by time and area needed
Quality food provision
Business for income generation
Observation
Performance criterion
Relevant discussion and clarify purpose of catering within staffs section.
Learning Outcome1.2:Identify customer needs, preferences according to catering
requirements
Strategies for identifying
customer needs and
preferences:
Research
Customer Feedback
Social Media
Collaboration
Customer Relationship
Management
o Brainstorming on strategies for
identifying customer needs and
preferences
o Observation on strategies for
identifying customer needs and
preferences
o Research on strategies for
identifying customer needs and
preferences
o Group discussion on strategies
for identifying customer needs
and preferences
o Group work on strategies for
identifying customer needs and
preferences
o Presentation on strategies for
identifying customer needs and
preferences
o Role play on strategies for
identifying customer needs and
preferences
- Reference books
- Internet
- Video aids
- Projector
- Pictures
- Markers
- Boards
- Flipchart
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper identification of specific customer needs, preference and determine
Catering requirements.
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Observation check list
camera video Record
Checklist Score
Yes No
Indicator: Identification of strategies for identifying customer needs is identified
Research
Customer Feedback
Social Media
Collaboration
Customer Relationship Management
Observation
Learning Outcome 1.3: Select dishes according to the types of guest
Catering considerations when
planning menu for guest;
Know Your Guest
Profile
Know Your Guest
Preferences
Provide Menu Choices
Incorporate Seasonal
and Fresh Items
Select a Menu that Fits
the Event Schedule
Anticipate Special
Needs
o Brainstorming on catering
considerations when
planning menu for guest
o Research on catering
considerations when
planning menu for guest
o Group discussion on
catering considerations
when planning menu for
guest
o Group work on catering
considerations when
planning menu for guest
- Reference books
- Internet
- Pictures
- Markers
- Boards
- Flipchart
Resources Learning activities Content
Allow for a
Comfortable Room
Setup
Create Ethnic or
Regional Menus
(Asian/Chinese/Japane
se, French, German,
Greek, Italian, Mexican
)
Consider the Final
Presentation of dishes
o Presentation on catering
considerations when
planning menu for guest
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Multiple choice exercises Essay Merging Exercises True or false questioning Sentence completion Observation checklist
Performance criterion
Proper selection of dishes according to the guest to be served
Checklist Score
Yes No
Indicator:Description of catering considerations when planning guest menu is described
Know Your Guest Profile
Know Your Guest Preferences
Provide Menu Choices
Incorporate Seasonal and Fresh Items
Select a Menu that Fits the Event Schedule
Anticipate Special Needs
Allow for a Comfortable Room Setup
Create Ethnic or Regional Menus
(Asian/Chinese/Japanese, French, German, Greek, Italian, Mexican )
Consider the Final Presentation of dishes
Observation
LU 2:Apply procedures to reduce wastage
2
Learning Outcomes:
21. Minimize food wastage and contamination 22. Select catering service tools and equipment 23. Apply recipe guidelines to reduce wastage 24. Reuse remaining ingredients
20Hours
Learning Outcome 2.1: Minimize food wastage and contamination
Introduction to food contamination ways in which food can
be contaminated symptoms of food
poisoning define food spoilage kinds of high risk and
low risk foods Define cross
contamination and the do’s and don’ts around it.
Ways for protecting food from wastage and contamination; Correct food handling
rules Correct storage
temperature Correct cooking
temperature Safe food shops and
stores
o Brainstorming to food contamination and ways for protecting food from wastage
o Display on ways for protecting food from wastage and contamination
o Demonstration on ways for protecting food from wastage and contamination
o Research on ways for protecting food from wastage and contamination
o Group discussion on protecting food from wastage and contamination
o Group work on protecting food from wastage and contamination
o Practical exercises on protecting food from wastage and contamination
o Presentation on protecting food from wastage and contamination
- Food items
- Reference books
- Internet
- Video aids
- Projector
- Pictures
- Markers
- Boards
- Flipchart
Resources Learning activities Content
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance Evidence
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Observation checklist
Integrated situation
Checklist Score
Yes No
Indicator: Introduction to food contamination is introduced
ways in which food can be contaminated
symptoms of food poisoning
definition food spoilage
types of high risk and low risk foods
Definition of cross contamination
ways in which food can be contaminated
Indicator: Storage of food to protect wastage and contamination is applied
Correct food handling rules
Correct storage temperature
Correct cooking temperature
Safe food shops and stores
Observation
Performance criterion
Appropriate storage of food to minimize contamination, wastage, loss and theft
Learning Outcome 2.2:Select catering service tools and equipment
Types of tools and equipment for catering service;
Food carriers Fountains Place card holders Banquet holding cabinets Beverage dispensers Disposable plastics Steamwares
o Brainstorming types of tools and equipment for catering service
o Display on types of tools and equipment for catering service
o Research on types of tools and equipment for catering service
o Group discussion on types of tools and equipment for catering service
o Group work on selecting tools and equipment for catering service
o Presentation on types of tools and equipment for catering service
- Tools and equipment for catering service
- Reference books - Internet - Video aids - Projector - Pictures - Markers - Boards - Flipchart
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Written evidence
Integrated situation
Observation checklist
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Performance criterion
Proper selection of tools and equipment for catering service are required.
Resources Learning activities Content
Checklist Score
Yes No
Indicator: Selection of tools and equipment for catering services is done
Food carriers
Fountain
Place card holders
Banquet holding cabinets
Beverage dispensers
Disposable plastic stemware
Observation
Learning Outcome 2.3:Apply recipe guidelines to reduce wastage
Recipe guidelines depending on the recipe name: Ingredient
measurements Portioning standards Preparation Cooking Presentation
o Brainstorming on recipe guidelines
o Research on recipe guidelines o Demonstration and
observation on recipe guidelines
o Group discussion on recipe guidelines
o Presentation on recipe guidelines
o Group work on application of recipe guidelines
o Practical exercises on application of recipe guidelines
- Reference books - Internet - Video aids - Projector - Pictures - Markers - Boards - Flipchart - Ingredients - Tools and equipment
Formative Assessment 2.3
Performance criterion
Careful respecting the guidelines of recipes to avoid wastage.
Resources Learning activities Content
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Product evidence
Written evidence
Observation checklist
Integrated situation /task
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Indicator: Respect of recipe guidelines is done
Ingredient measurements
Portioning standards
Preparation
Cooking
Presentation
Observation
Learning Outcome 2.4: Reuse remaining ingredients
Preparation methods of remaining ingredients according to the type of dishes: For hot dishes (baking,
boiling, steaming, frying, roasting and smoking)
For cold dishes (thawing, defrosting, peeling, cooling)
o Brainstorming on preparation methods of remaining ingredients
o Demonstration and observation on preparation methods of remaining ingredients
o Research on preparation methods of remaining ingredients
- Reference books - Internet - Video aids - Projector - Pictures - Markers - Boards - Flipchart - Remaining ingredients - Tools and equipment
Resources Learning activities Content
o Group discussion on preparation methods of remaining ingredients
o Group work on preparation methods of remaining ingredients
o Practical exercises on preparation methods of remaining ingredients
o Presentation on preparation methods of remaining ingredients
o Individual practice on preparation methods of remaining ingredients
Formative Assessment 2.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Product evidence
Written evidence
Integrated situation
Observation checklist/task
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Performance criterion
Proper reuse of remaining ingredients.
Checklist Score
Yes No
Indicator: Reuse remaining ingredient of hot dishes is respected
baking,
boiling,
steaming,
frying,
roasting
smoking)
Indicator :Reuse remaining ingredients of cold dishes is respected
thawing,
defrosting
peeling,
Cooling
Observation
LU 3:Implement working plan for the catering procedures
3
Learning Outcomes:
19. Plan catering provision and additional products 20. Pack catering products 21. Plan catering event
10 Hours
Learning Outcome 3.1:Plan catering provision and additional products
Catering service supplies
Catering Objectives Provide a high quality
catering service, Aid your recovery with
nutritionally healthy meals, cooked in the traditional way
Provide a service that caters for all appetites and dietary requirements
Provide an appetizing and varied menu
Deliver your exact meal requirements within the specified delivery time at the appropriate temperature
Factors considered in planning products addition; Speed with which the
product is sold; Quantities that can be
sold;
o Brainstorming on catering service supplies and catering Objectives
o Observation on catering service supplies
o Research on catering service supplies, factors considered in planning products addition
o Group discussion on catering Objectives, catering service supplies and factors considered in planning products addition
o Presentation on catering Objectives, catering service supplies and factors considered in planning products addition
o Study tour on catering service supplies
- Reference books
- Internet
- Projector
- Catering supplies
- Pictures
- Markers
- Boards
- Flipchart
Resources Learning activities Content
Range of products to be
stocked;
The strength of the manufacturer
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Indicator: Description of catering Objectives is considered
Provide a high-quality catering service
Aid your recovery with nutritionally healthy meals, cooked in the traditional way
Provide a service that caters for all appetites and dietary requirements
Provide an appetizing and varied menu
Deliver your exact meal requirements
within the specified delivery time at the appropriate temperature
Observation
Performance criterion
Proper making plan of catering provision and additional products.
Learning Outcome 3.2:Pack catering products
Packages of supplies Paper bags Plastic carry bags Take away packages Wrappers ( plastic
wrap, aluminium foil )
Functions of products; Physical protection Barrier protection Containment or
agglomeration Information
transmission Marketing Security Convenience Portion control
o Brainstorming on packaging supplies and functions of products
o Observation on packaging supplies
o Research on packaging supplies and functions of products
o Group discussion on packaging supplies and functions of products
o Presentation on packaging supplies and functions of products
o Study tour on packaging supplies
- Reference books - Internet - Projector - Packaging supplies - Pictures - Markers - Boards - Flipchart
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Careful packaging products of catering
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Integrated situation /task
Observation checklist
Checklist Score
Yes No
Indicator: Use of packaging of supplies is done
Paper bags
Plastic carry bags
Take away food packaging
Wrappers (
Indicator: Functions of products determination is considered
Physical protection
Barrier protection
Containment or agglomeration
Information transmission
Marketing
Security
Convenience
Portion control
Observation
Learning Outcome 3.3:Plan catering event
Types of catering events;
Wedding catering
Corporate catering
Social events catering
Concession catering
Tips to consider before planning
events;
Know your guest count
Decide on your delivery
method
How do you want to
enhance your event
Know your budget before
you order
o Brainstorming on types of
catering events
o Observation on types of
catering events
o Research on tips to consider
before planning events and
types of catering events
o Group discussion on tips to
consider before planning
events and types of catering
events
o Presentation on tips to
consider before planning
events and types of catering
events
o Study tour on types of catering
events
- Reference books
- Internet
- Projector
- Packaging supplies
- Pictures
- Markers
- Boards
- Flipchart
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Product evidence
Performance evidence
Essay
Matching
Sentence completion
Multiple choice
Observation check list
Integrated situation /task
Performance criterion
Appropriate preparation of a catering plan for an event.
Resources Learning activities Content
Checklist Score
Yes No
Indicator: Description of types of catering events is described
Wedding catering
Corporate catering
Social events catering
Concession catering
Indicator: Different tips to consider for planning events is respected
Know your guest count
Decide on your delivery method
Know how do you want to enhance your event
Know your budget before you order
Observation
Summative Assessment
Integrated situation Resources
Last year MADINA convention ended with complaints of participants because of bad organization and insufficient food deliveries especially for breaks fast. Monday next week, the companies have been chosen by RDB to cater for a 400 participant’s Madina convention meeting, which will take place at RDB headquarters auditorium. This event catering execution requires a technical schedule document specifying the full plan and execution of the catering event, as a graduate prepare full plan catering control within one day, waste reduction and management for all breads leftovers within two days, and the catering procedures which will be applied in order for this time to get expected customer satisfaction within one day.
- kitchen Tools and equipment - Papers - Pen - Pencils - Computer - Breads - Packaging - Wrappers - printer
Assessment Criterion 1: Quality of hygiene Checklist Score
Yes No
Indicator: Personal hygiene is maintained
Finger nails are cut
Hands are washed
Uniform is clean
Indicator: Working surface is clean and sanitized
Using clean water
Sanitized
Dry
Observation
Assesment Criterion 2: Quality of catering Process
Checklist Score
Yes No
Indicator: Identify customer needs, preferences according to catering requirement is identified
Research
Customer Feedback reports
Social Media messages
Collaboration
Customer Relationship Management
Indicator: Select dishes according to the types of guest is done
Knowledge of the Guest Profile
Information about Guest Preferences
Menu Choices proposals
Incorporation of Seasonal and Fresh Items
Proposal of a Menu that Fits the Event Schedule
Anticipation on Special Needs
Create Ethnic or Regional Menus (Asian/Chinese/Japanese, French,
German, Greek, Italian, Mexican )
Plan for a Final Presentation of dishes
Indicator: Plan for a catering event is applicated:
Provide a high quality catering service type,
Provide a service that caters for all appetites and dietary requirements
Provide an appetizing and varied menu
Include in a menu with dishes cooked in the traditional way.
Specify delivery time with the appropriate food temperature.
Indicator :Recipe guidelines to reduce wastage respected
Ingredient measurements
Portioning standards
Preparation
Cooking methods
Presentation
Ingredient measurements
Observation
Assesment Criterion 3: Quality of planned catering
Checklist Score
Yes No
Indicator:Plan for a specific catering service type is done
Wedding catering
Corporate catering
Social events catering
Concession catering
Indicator: Respect of key points of catering type is respected
Delivery time
Sitting set up ( class, U shape, two sides,
Food service type ( plating, self service)
Beverages service type ( soft, alcohol, hot beverages, wine, spirits )
Observation
Assesment Criterion 4: Safety
Checklist Score
Yes No
Indicator: Knowledge about food contamination is considered
Ways in which food can be contaminated
Symptoms of food poisoning
Cases of food spoilage
High risk and low risk foods
Types of cross contamination
Indicator: Ways for protecting food from wastage and contamination is respected
Correct food handling rules
Correct storage temperature
Correct cooking temperature
Safe food shops and stores
Observation
Assessment Criterion 5: Relevance
Assessment Criterion 6: Perfection marks
Checklist Score
Yes No
Indicator: Creativities and innovation principles of catering control is respected
Creativities in principles of catering control
Innovations in principles of catering control
Observation
Assessment Criterion 5: Passing line < 80% Reference books: - Professional Cookery, 2nd Edition, Level 2 Diploma, Pam Rabone, Holly Bamunuge; Trevor Eeles,
Mark Furr ShyamPatior, Dereick Rushton, Sue J Wood with Len Unwin; First edition 2007, this
Edition 2010
- Professional cooking (seventh edition), WAYNE GISSLEN, 2011
Checklist Score
Yes No
Indicator: Principles of catering control is respected
Respecting time
Prepared all principles of catering control
Observation
C U A S C 5 0 1 - STOCKS CONTROL AND ORDERING
CUASC501 Control and order stocks
REQF Level: 5 Learning hours
Credits: 5 50
Sector: Hospitality and Tourism
Sub-sector: Culinary arts
Issue date: November, 2014
Purpose statement
This module describes the skills and knowledge required to maintain stock levels and records, process
stock orders, minimize stock losses, and pursues orders for a range of purposes. Moreover this module
will also allow the trainee to minimize losses and ordering stock.
Learning assumed to be in place
Food safety procedures implementation
Principles of catering control
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. Maintain stock level and record.
1.1. Proper use of stock control systems and equipment
is done to administer all stock control and ordering
processes.
1.2. Accurate identification of stock levels is made to
meet organizational requirements.
1.3. Appropriate stock security and adjustment
procedures are made to maintain standard stock
levels.
1.4. Proper recording reports of stock levels
according to organizational procedures.
1.5. Accurate stock report creation is performed
successfully.
1.6. Proper correct and adjustment of stock reorder
cycles is made to maintain stock security.
2. Process stock orders
2.1. Proper identification of stock orders is made
according to the organizational procedures.
2.2. Appropriate application of organizational strategies
for stock ordering made according to the institution.
2.3. Efficient performance and record of incoming stock
is made against purchase and supply agreements.
3. Minimize stock losses
3.1 Regularly check-up of the storage arrangement is
made to ensure the stock protection.
3.2 Precise recording and reporting of stock losses is
made to avoid the future stock management failure.
3.3 Regular establishment of avoidable losses along with
reasons is done to avoid stock losses.
3.4 Precise application of implementation procedures for
stock loss prevention is made to maintain the positive
future stock solutions.
4. Pursue orders 4.1 Proper deliveries of stock to ensure agreed deadlines.
4.2 Appropriate suppliers to ensure continuity of supply.
4.3 Correct routine supply problems or refer to
appropriate person for action.
4.4 Proper distribution of stock within the organisation
according to required allocations.
5. Organize and administer stock
takes.
5.1 Systematic identification and maintenance of stock
takes is made following appropriate intervals.
5.2 Suitable coordination of stocktaking responsibilities is
maintained for better staff supervision within the
stock take operations.
5.3 Accurate reporting of stock takes is made within
designated timelines.
LU 1:Maintain stock level and record
1
Learning Outcomes:
21. Use stock control systems and equipment 22. Maintain stock levels 23. Maintain stock security 24. Record reports of stock levels 25. Report fast/ slow selling items. 26. Maintain stock reorder cycles.
7 Hours
Learning Outcome 1.1:Use stock control systems and equipment
Definition of stock control
Identification of tools and
equipment for stock control
systems
Accounting tools
Recording tools
Storage equipment
Types of Stock:
Raw materials and
components
Work in progress(tool
and unfinished goods in
production)
Finished goods ready for
sales
Consumables (fuel and
station)
Types of stock control
systems:
o Research on identification of
tools and equipment for stock
control systems, definition, types
of stock control systems and
types of stock
o Brainstorming on types of stock
control systems, types of Stock
and definition of stock control
o Group discussion on
identification of tools and
equipment for stock control
systems, types of stock control
systems and types of stock
o Presentation on identification of
tools and equipment for stock
control systems, types of stock
control systems and types of
stock
o Individual on identification of
- Reference books and
journals
- Flip Chart
- Boards
- Dusters
- Markers
- Internet
- Pictures
- Tools and equipment
- Projector
Resources Learning activities Content
Track stock system levels
Make orders
Issue stock
Stock cards
Stock tags
tools and equipment for stock
control systems, types of stock
control systems and types of
stock
o Group work on types of stock
control systems and types of
stock
Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence
Written evidence
Matching Exercises
Sentence completion
Essay
True or false
Checklist Score
Yes No
Indicator: Identification of tools and equipment for stock control systems
Accounting tools
Recording tools
Storage equipment
Indicator: Identification of types of stock
Raw materials and components
Work in progress(tool and unfinished goods in production)
Finished goods ready for sales
Consumables (fuel and station)
Raw materials and components
Work in progress(tool and unfinished goods in production)
Finished goods ready for sales
Consumables (fuel and station)
Identification of stock control systems:
Performance criterion
1.1. Proper use of stock control systems and equipment is done to administer
all stock control and ordering processes.
Track stock system levels
Make orders
Issue stock
Stock cards
Stock tags
Observation
Learning Outcome1.2: Identify stock levels
Stock control procedures:
Inspection
Counting
Measuring and
Tasting
Types of stock levels
Maximum stock level
Minimum stock level
Low stock level
o Research on stock control
procedures and types of stock
levels
o Brainstorming on stock control
procedures and types of stock
levels
o Demonstration and observation
on stock control procedures
o Group discussion on stock
control procedures and types of
stock levels
o Individual exercises on stock
control procedures and types of
stock levels
o Presentation on stock control
procedures and types of stock
levels
- Reference books
- Internet
- Video aids
- Pictures
- Flip chart
- Boards
- Markers
- Chalk
- Projector
Formative Assessment 1.2
Performance criterion
Accurate identification of stock levels is made to meet organizational
requirements.
Resources Learning activities Content
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence
Written evidence
True or false questioning Sentence completion
Checklist Score
Yes No
Indicator: identification of Stock control procedures:
Inspection
Counting
Measuring and
Tasting
Indicator: Identification of stock levels
Maximum stock level
Minimum stock level
Low stock level
Observation
Learning Outcome 1.3: Secure stock
Factors to be considered for
ensuring stock security:
Crop production (pest
drought, etc…)
Agriculture(disruption of
export or import)
Food prices(large, sudden
price rises)
Employment
Health (infectious diseases,
o Research on factors to be
considered for ensuring stock
security, keeping systems of
stock records, stock control
methods
o Demonstration on maintain
stock security
o Brainstorming on factors to be
considered for security of stock
and stock control methods
- Reference books
- Video aids
- Internet
- Boards
- Markers
- Pictures
- Chalks
- Stock security tools
- Supplies
- records files
Resources Learning activities Content
for example. Resulting in
labour productivity decline)
Politics and policy failure
Adequate space
Location
Stock Keeping systems
Stock control methods:
Reorder lead-time
Economic order quantity
Batch control
First in-first out
o Group discussion on factors to
be considered for ensuring
stock security, keeping systems
of stock records, stock control
methods
o Individual practice on maintain
stock security
o Presentation of stock security
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Sentence completion Observation checklist True or false Matching exercises Problem solving
Checklist Score
Yes No
Indicator: Applying stock control methods:
Reorder lead-time
Economic order quantity
Batch control
First in-first out
Indicator: Factors to be considered for ensuring stock security:
Crop production (pest drought, etc…)
Agriculture(disruption of export or import)
Food prices(large, sudden price rises)
Performance criterion
1.2. Appropriate stock security and adjustment procedures are made to
maintain standard stock levels.
Employment
Health (infectious diseases, for example. Resulting in labour productivity decline)
Politics and policy failure
Adequate space
Location
Observation
Learning Outcome 1.4: Record stock reports
Documents used in store
control recording:
Bin card
The store ledger sheet
Departmental requisition
book
Order book
Stock sheet
Classification of records of
stock outgoing:
Issue stock internally
Return stock to supplier
Issue stock free of change
Write off a stock items
Types of standard reports
production:
Status report
Stock listing
Details of traceable items
Details analysis of
transactions
Stock takes
o Research on types of producing
standard reports, classification
of records of stock outgoing
and documents used in store
control recording
o Brainstorming on types of
producing standard reports,
classification of records of stock
outgoing and documents used
in store control recording
o Display documents used in
store control recording and
types of producing standard
reports
o Group discussion on types of
producing standard reports,
classification of records of stock
outgoing and documents used
in store control recording
o Presentation on types of
producing standard reports,
classification of records of stock
outgoing and documents used
in store control recording
- Video aids
- Reference books
- Internet
- Boards
- Markers
- Pictures
- Chalks
- Report files
- Record files
Resources Learning activities Content
Formative Assessment 1.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Multiple choice exercises True or false Sentence completion Observation checklist
Checklist Score
Yes No
Indicator: identification of standard reports production:
Status report
Stock listing
Details of traceable items
Details analysis of transactions
Stock takes
Indicator: Identification of documents used in stock control records
Bin card
The store ledger sheet
Departmental requisition book
Order book
Stock sheet
Indicator: Classification of record for outgoing stock:
Issue stock internally
Return stock to supplier
Issue stock free of change
Write off a stock items
Indicator: Production of standard reports:
Status report
Stock listing
Performance criterion
Proper recording reports of stock levels according to organizational
procedures.
Details of traceable items
Details analysis of transactions
Observation
Learning Outcome 1.5:Create stock report.
Classification of stock in
terms of movement:
Fast moving
Slow moving
Dormant
Obsolete
Main parts of stock report:
o Research on Classification of
stock in terms of movement
o Brainstorming on Classification
of stock in terms of movement
o Group discussion on
Classification of stock in terms
of movement
o Individual
exercisesonclassification of
stock in terms of movement
o Presentation on classification of
stock in terms of movement
- Video aids
- Reference books
- Internet
- Boards
- Markers
- Pictures
- Report files
Formative Assessment 1.5
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Product evidence
Written evidence
Sentence completion Observation checklist True or false Matching exercises Problem resolving
Performance criterion
Accurate stock report creation is performed successfully.
Resources Learning activities Content
Checklist Score
Yes No
Indicator: Creation and classification of stock in terms movement
Fast moving
Slow moving
Dormant
Obsolete
Observation
Learning Outcome 1.6: Maintain stock reorder cycles.
Definition of stock reorder
The main factors that
influence the stock reorder
cycle:
Lead-time between
ordering the material and
its delivery from the
supplier.
Rate of usage.
Allowance for fluctuations
in supply or demand.
When the stock is paid for.
Type of stock it is.
o Research on definition of stock
reorder, the main factors that
influence the stock reorder cycle
o Research on definition of stock
reorder, the main factors that
influence the stock reorder cycle
o Brainstorming on definition of stock
reorder, the main factors that
influence the stock reorder cycle
o Group discussion on definition of
stock reorder, the main factors that
influence the stock reorder cycle
o Individual exercise on definition of
stock reorder, the main factors that
influence the stock reorder cycle
o Presentation on definition of stock
reorder, the main factors that
influence the stock reorder cycle
- Video aids
- Reference books
- Internet
- Boards
- Markers
- Flip chart
- Chalks
Resources Learning activities Content
Formative Assessment 1.6
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence
Written evidence
Multiple choice exercises True or false questioning Essay Sentence completion
Checklist Score
Yes No
Indicator: identification of factors that influence the reorder cycle identification:
Lead-time between ordering the material and its delivery from the supplier.
Rate of usage.
Allowance for fluctuations in supply or demand.
When the stock is paid for.
Type of stock provided.
Observation
Performance criterion
1.6 Proper correction and adjustment of stock reorder cycles is made to maintain
stock security.
LU 2:Process stock orders
2
Learning Outcomes:
25. Identify stock ordering responsibilities 26. Apply organizational strategies for stock ordering 27. Record incoming stock against purchase and supply agreements
10 Hours
Learning Outcome 2.1: Identify stock ordering responsibilities
Duties and tasks for stock
ordering;
Obtain customers' names,
addresses, and billing
information, product
numbers, and
specifications of items to
be purchased, and enter
this information on order
forms
Prepare invoices.
Inform customers by mail
or telephone of order
information
Receive and respond to
customer complaints.
Verify customer and order
information for
correctness
Direct specified
departments
o Brainstorming on duties and
tasks for stock ordering
o Research on duties and tasks
for stock ordering
o Brainstorming on duties and
tasks for stock ordering
o Group work on duties and
tasks for stock ordering
o Individual exercises on
duties and tasks for stock
ordering
o Presentation on duties and
tasks for stock ordering
- Reference books
- Video aids
- Internet
- Telephone
- Calculator
- Markers
- Flip chart
- Boards
-
Resources Learning activities Content
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence
Written evidence
Multiple choice
True or false questions
Essay
Checklist Score
Yes No
Indicator: Identification of responsibilities for stock ordering;
Obtain customers' names, addresses, and billing information, product numbers,
and specifications of items to be purchased, and enter this information on order
forms
Prepare invoices.
Inform customers by mail or telephone of order information
Receive and respond to customer complaints.
Verify customer and order information for correctness
Direct specified departments
Observation
Performance criterion
Proper identification of stock orders is made according to the organizational
procedures.
Learning Outcome 2.2: Apply organizational strategies for stock ordering
Factors for setting goals
Sales process
Keys value point
Focus of effort
Order stock organizational
strategies;
Inventory positioning
Buffer profile and levels
Dynamic adjustment
Demand driven planning
Highly visible and
collaborative execution
o Research on factors for setting
goals and order stock
organizational strategies
o Brainstorming on factors for
setting goals and order stock
organizational strategies
o Group discussion on factors
for setting goals and order
stock organizational strategies
o Individual exercises on factors
for setting goals and order
stock organizational strategies
o Presentation on factors for
setting goals and order stock
organizational strategies
- Reference books
- Video aids
- Internet
- Supplies
- Markers
- Boards
- Flip chart
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Matching Exercises
Sentence completion
Essay questions
True or false
Performance criterion
Appropriate application of organizational strategies for stock ordering made
according to the institution.
Resources Learning activities Content
Checklist Score
Yes No
Indicator: Duties and tasks for stock ordering considerations
Adequate food
Access food
Obtain customers' names, addresses, and billing information, product numbers, and specifications of items to be purchased, and enter this information on order forms
Prepare invoices
Inform customers by mail or telephone of order information
Receive and respond to customer complaints
Verify customer and order. Information for correctness
Direct specified departments
Observation
Learning Outcome 2.3:Record incoming stock against purchase and supply agreements
Supply agreements;
Negotiation and buying
Means of transportation
Ways of transportation
Terms of payment
Needs
Follow-up and auditing
Tasks to follow when
recording an incoming stock;
Requisition supplies from
stock and send orders to
production departments and
other firms
Confirm completion of
orders and compliance with
specified details
Receive and check purchase
requests against inventory
o Research on tasks to follow
when recording an incoming
stock and supply agreements
o Brainstorming on tasks to
follow when recording an
incoming stock and supply
agreements
o Demonstration on tasks to
record an incoming stock
o Practical exercises on tasks to
record an incoming stock
o Group discussion on tasks to
follow when recording an
incoming stock and supply
agreements
o Presentation on tasks to
record an incoming stock
- Reference books
- Video aids
- Internet
- Markers
- Supplies
- Boards
- Flipchart
- Dusters
- Document records
Resources Learning activities Content
records and stock on hand
Examine orders and compile
data for production
schedules
Check inventories and
prepare delivery schedules
Investigate and identify
supply sources and prepare
and process purchase orders
Count incoming stock and
reconcile it with requisitions
Update inventory and stock
location records an incoming
stock;
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Multiple choice
Essay
Sentence completion
True or false
Problem resolving
Performance criterion
Efficient performance and record of incoming stock is made against purchase
and supply agreements.
Checklist Score
Yes No
Indicator: Identification of supply agreement
Negotiation and buying
Means of transportation
Ways of transportation
Terms of payment
Needs
Follow-up and auditing
Indicator: Tasks to follow when recording an incoming stock identification:
Requisition supplies from stock and send orders to production departments and other firms
Confirm completion of orders and compliance with specified details
Receive and check purchase requests against inventory records and stock on hand
Examine orders and compile data for production schedules
Check inventories and prepare delivery schedules
Investigate and identify
Supply sources and prepare and process purchase orders
Count incoming stock and reconcile it with requisitions
Update inventory and stock location records an incoming stock;
Observation
LU 3: Minimize stock losses
3
Learning Outcomes:
22. Arrange the store for protection 23. Record reports of stock losses 24. Establish reasons for avoidable losses 25. Maintain solutions and implement prevention procedures for
stock losses.
8 Hours
Learning Outcome 3.1: Arrange the store for protection
Tips and guidelines that will
guide a good storage;
General
Create an inventory list
of all items.
Protection of items
Label boxes or
containers on all sides.
Consider clear plastic
tips containers.
Do not store any toxins
or flammables.
Do not store any food
items.
Always secure a
contents protection
program.
Furniture
o Research on tips and guidelines
that will guide a good storage
o Brainstorming on tips and
guidelines that will guide a
good storage
o Demonstration on tips and
guidelines that will guide a
good storage
o Practical exercises on tips and
guidelines that will guide a
good storage
o Demonstration and
observation on Checking the
storage of stock
o Group discussion on tips and
guidelines that will guide a
good storage
o Group work on tips and
guidelines that will help for a
good storage
- Tools and equipment
- Internet
- Supplies
- Videos aids
- Reference books
- Markers
- Boards
- Projector
- Flip chart
Resources Learning activities Content
Apply furniture oil to
wooden pieces before
storing for added
protection.
Disassemble larger
items
Put all hardware in
bags and label
accordingly.
Use paper pads when
stacking furniture to
prevent scratching.
Electronics
Original boxes for
electronics are best.
Label corresponding
cords and components
by using color coded
stickers.
Appliances
Clean appliances well
prior to storing.
Leave doors opened
slightly, to prevent
mildew.
Pictures and Mirrors
Wrap pictures that are
small and stand them
on end in boxes.
For larger ones, buy
special picture moving
boxes.
Always store mirrors or
framed pieces on end,
not flat.
Crystal, China, and
Glassware
o Presentation on Checking the
storage of stock
Buy boxes designed for
this with dividers.
Wrap each item with
paper or foam.
Label these boxes as
fragile.
Clothing, Curtains, Drapes
Use special wardrobe
boxes or garment bags
to hang items.
Hang items on non-
rusting hangers.
Dresser drawers can be
used to save space for
storing smaller items.
If storing wool item
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Multiple choice
Matching
Sentence completion
Performance criterion
Regularly check-up of the storage arrangement is made to ensure the stock
protection.
Checklist Score
Yes No
Indicator: Guiding tips for checking storage:
General tips
Tips on Furniture
Tips on electronic
Tips on appliances
Tips on pictures and Mirrors
Tips on crystal, China, and Tips on glassware
Tips on clothing, Curtains, Drapes
Observation
Learning Outcome 3.2: Record reports of stock losses
Types of stock losses;
Long term stock loss
Short term stock
loss
Steps considered in
reporting stock
losses:
Step 1
Short-term losses
occur when you sell a
stock you held for
one year or less.
Long-term losses
occur when you sell a
stock you held for
more than one year.
Step 2
You must report the
name of the stock,
o Research on reasons, types
and steps of stock losses
o Brainstorming on reasons,
types and steps of stock
losses
o Display on record reports
o Group discussions on
reasons, types and steps of
stock losses
o Group work on reasons,
types and steps of stock
losses
o Individual exercises on
reasons, types and steps of
stock losses
o Presentation on reasons,
types and steps of stock
losses
- Video aids
- Internet
- Reference books
- Boards
- Marks
- Flip chart
- Projector
- Record files
Resources Learning activities Content
the date you
acquired it, the date
you sold it, the
amount you received
when you sold the
stock, and the
amount you paid for
the stock, also known
as your basis
Step 3
Combine your stock
loss
Step 4
Enter the loss on the
appropriate line
based on whether it
is short-term or long-
term
Step 5
Calculate your net
loss.
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Multiple choice
Matching
Performance criterion
Precise recording and reporting of stock losses is made to avoid the future
stock management failure.
Checklist Score
Yes No
Indicator: Types of stock losses identification:
Long term stock loss
Short term stock loss
Steps1-5)
Observation
Learning Outcome 3.3: Establish reasons for avoidable losses
Reasons that cause stock losses
Making errors
Failing to include additional
income
Claiming too many
charitable donations
Reporting too many losses
Claiming too many business
expenses
Claiming a home office
deduction
Misuse of nice, neat, round
numbers
o Research on reasons that
causes stock losses
o Brainstorming on reasons that
causes stock losses
o Group discussions on reasons
that causes stock losses
o Group work on reasons that
causes stock losses
o Individual exercises on reasons
that causes stock losses
o Presentation on reasons that
causes stock losses
- Video aids
- Internet
- Reference books
- Boards
- Marks
- Flip chart
- Projector
- Record files
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
3.3 Regular establishment of avoidable losses along with reasons is done to
avoid stock losses.
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Written evidence
Multiple choice Essay
Checklist Score
Yes No
Indicator: Identification of reasons that cause losses:
Failing to include additional income
Claiming too many
Charitable donations
Reporting too many losses
Claiming too many business expenses
Claiming a home office deduction
Misuse ofnice, neat, round numbers
Observation
Learning Outcome 3.4: Maintain solutions and implement prevention procedures for stock
losses.
Define loss prevention
Loss prevention procedures
of stock losses;
Articles of high value
Prompt attentions
Inspection for empty box
Frequent inventories of
expensive
Legitimate purchases
o Research on definition of loss
prevention
o Research on procedures of
preventing stock losses
o Brainstorming on procedures of
preventing stock losses
o Presentation on procedures of
preventing stock losses
o Practical exercises on
procedures of preventing stock
losses
o Group work on procedures of
preventing stock losses
- Reference books
- Video aids
- Internet
- Markers
- Boards
- Chalks
- Flip chart
Resources Learning activities Content
Formative Assessment 3.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Multiple choice
Calculation question
Essay
Checklist Score
Yes No
Indicator: Loss prevention procedures of stock losses identification:
Articles of high value
Prompt attentions
Inspection for empty box
Frequent inventories of expensive
Legitimate purchases
Observation
Performance criterion
Precise application of implementation procedures for stock loss prevention is
made to maintain the positive future stock solutions.
LU 4: Pursue orders
4
Learning Outcomes:
1. Deliver stock to ensure agreed deadlines. 2. Identify suppliers to ensure the continuity of supply 3. Identify supply problems to avoid routine supply issues. 4. Distribute stock within the organization
15 Hours
Learning Outcome 4.1: Deliver stock ensuring agreed deadlines.
Definition of stock delivering
Guidance for taking delivery
of goods:
Purchase orders
Taking delivery
Damaged goods
Quantity Discrepancies
Incorrect goods
Commissioning and
Installation
Receiving
Storing deliveries
o Research on guidance for
taking delivery of goods
o Brainstorming on guidance for
taking delivery of goods
o Group discussion on guidance
for taking delivery of goods and
definition of stock delivering
o Group work on guidance for
taking delivery of goods
o Presentation definition of stock
delivering and guidance for
taking delivery of goods
- Internet
- Videos aids
- Reference books
- Projectors
- Boards
- Markers
- Flipcharts
- Stock documents
Formative Assessment 4.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Efficient delivery of stock is done to ensure agreements related to deadlines.
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Multiple choice
Essay questions
Observation checklist
Checklist Score
Yes No
Indicator Guidance for taking delivery of goods;
Purchase orders
Taking delivery
Damaged goods
Quantity Discrepancies
Incorrect goods
Commissioning and installation
Receiving
Storing deliveries
Observation
Learning Outcome 4.2:Identify suppliers to ensure the continuity of supply
Factors in identifying
suppliers;
Escalation plan
Process/product
Recovery plan
Communication plan
o Research on factors in identifying
suppliers
o Brainstorming on factors in
identifying suppliers
o Group discussions on factors in
identifying suppliers
o Individual exercises on factors in
identifying suppliers
o Presentation on factors in
identifying suppliers
- Video aids
- Internet
- reference books
- Boards
- Markers
- Flip chart
Resources Learning activities Content
Formative Assessment 4.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Multiple choice
Essay question
Checklist Score
Yes No
Indicator Identification factors in identifying suppliers;
Escalation plan
Process/product
Recovery plan
Communication Plan
Observation
Performance criterion
Appropriate identification of suppliers is made to ensure continuity of supply.
Learning Outcome 4.3: Identify supply problems to avoid routine supply issues.
Tips for mitigating problems
with suppliers
Production capacity
Miscommunication
between customer and
supplier
Your tools and systems
Shared planning between
supplier and buyer
Planning for reductions in
requirement
Personnel turnover
Production risks and issues
Continuous improvement
Formal capacity planning
program
Learning from lessons when
things go wrong
o Research on tips for mitigating
problems with suppliers
o Brainstorming on tips for
mitigating problems with
suppliers
o Group work on tips for
mitigating problems with
suppliers
o Individual work on tips for
mitigating problems with
suppliers
o Presentation on tips for
mitigating problems with
suppliers
- Reference books
- Video aids
- Internet
- Flip chart
- Markers
- Boards
- Project
Formative Assessment 4.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Efficient identification of supplying problems is made to avoid routine
supply issues.
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Indicator Tips for mitigating problems with Suppliers;
Production capacity
Miscommunication between customer and supplier
Miscommunication between Your tools and Systems
Shared planning between supplier and buyer
Planning for reductions in requirement
Personnel turnover
Production risks and issues
Continuous improvement
Formal capacity planning program
Learning from lessons when things go wrong
Observation
Learning Outcome 4.4:Distribute stock within the organization
Stock distribution factors;
Storage locations
Storage containers
Scaling
Storage volume
Processing
Costs
Distribution center
organization
Distribution center
planning
Simple distribution center
o Research on stock distribution
factors
o Brainstorming on stock
distribution factors
o Group work on stock
distribution factors
o Group discussion on stock
distribution factors
o Individual exercises on stock
distribution factors
o Presentation on stock
distribution factors
- Reference books
- Video aids
- Internet
- Flip chart
- Markers
- Boards
Resources Learning activities Content
outline
.
Formative Assessment 4.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence Multiple choice exercises
Checklist Score
Yes No
Indicator Stock distribution factors identification:;
Storage locations
Storage containers
Scaling
Storage volume
Processing
Costs
Distribution center organization
Distribution center planning
Simple distribution center outline
Observation
Performance criterion
Proper distribution of stock is carried out within the organization according to
the required allocations.
Learning Outcome 5.1:Maintain stocktaking.
Definition of stock taking
Stock taking principles:
The amount in the stores
The amount issued to
whom and when
The amount bellow which
stock should not fall
Tools for the stock take
Clipboards
Stock sheets
Write-off sheets
Pens, in different colors
Calculators
Hand held scanners for bar-
coded inventory
Steps to successful
stocktaking:
Clearly identify what stock
is owned by the business
and where it is.
o Brainstorming on definition of
stock take
o Research on definition of stock
taking, stock taking principles,
tools for the stock take, steps
to successful stocktaking
o Brainstorming on definition of
stock taking, stock taking
principles, tools for the stock
take, steps to successful
stocktaking
o Group discussion on definition
of stock taking, stock taking
principles, tools for the stock
take, steps to successful
stocktaking
o Individual exercises on
definition of stock taking, stock
taking principles, tools for the
stock take, steps to successful
stocktaking
o Presentation on definition of
- Reference books
- Video aids
- Internet
- Journals
- Flip chart
- Markers
- Boards
- Stock taking tools
LU 5: Organize and administer stock takes
5
Learning Outcomes:
1. Identify and maintain stocktaking 2. Coordinate and supervise staff with their responsibilities 3. Report stock-takes within designated timelines.
10 Hours
Resources Learning activities Content
Ensure the stock room is
clean and tidy and
inventory items are clearly
laid out.
Tools for the stock take
Discourage radios, mobile
phones, ipods and idle
chitchat.
Count every item of your
inventory, don’t estimate.
Check the physical count
against accounting records
and recheck discrepancies.
Definition of stock delivering
Guidance for taking delivery
of goods:
Purchase orders
Taking delivery
Damaged goods
Quantity Discrepancies
Incorrect goods
Commissioning and
Installation
Receiving
Storing deliveries
stock taking, stock taking
principles, tools for the stock
take, steps to successful
stocktaking
o
Formative Assessment 5.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
True - false questions
Sentence completion
Essay questions
Performance criterion
5.1 Systematic identification and maintenance of stock takes is made following
appropriate intervals.
Checklist Score
Yes No
Indicator Tools for the stock take identification:
Clipboards
Stock sheets
Write-off sheets
Pens, in different colours
Calculators
Hand held scanners for bar-coded inventory
Stock taking principles
The amount in the stores
The amount issued to whom and when
The amount bellow which stock should not fall
Observation
Learning Outcome 5.2:Coordinate stocktaking responsibilities and supervise staff
Tasks in stock taking;
Spot checking
Stock reconciliation
Issuing to the user
department
Recording and
reporting
Benefits of stocktaking:
Checks your gross
profit
Tells if you have any
stock problems, i.e.
Theft
Helps you with your
pricing strategy
Helps you place the
right orders
Provides the
o Research on tasks and benefits of
stocktaking
o Brainstorming on tasks in stock
taking and benefits of stocktaking
o Group discussion on tasks and
benefits of stocktaking
o Group work on tasks in stock
taking and benefits of stocktaking
o Presentation on tasks and
benefits of stocktaking
- Reference books
- Video aids
- Internet
- Flip chart
- Markers
- Boards
- Projector
Resources Learning activities Content
performance
information you
need to run your
business profitably
Provides an accurate
picture of your stock
holding
Highlights product
sales performance
Helps reduce stock
levels and improve
cash flow
Formative Assessment 5.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Matching exercises
True or false questions
Essay
Checklist Score
Yes No
Indicator Identification of tasks in stock taking:
Spot checking
Stock reconciliation
Issuing to the user department
Recording and reporting
Benefits of stocktaking
Checks your gross profit
Tells if you have any stock problem
Helps you with your pricing strategy
Helps you place the right orders
Performance criterion
Suitable coordination of stocktaking responsibilities is maintained for better staff
supervision within the stock take operations.
Provides the performance information youneed to run your business profitably
Provides an accurate picture of your stock holding
Highlights product sales performance
Helps reduce stock levels and improve cash flow
Observation
Learning Outcome 5.3: Report stock-takes within designated timelines.
Reporting considerations of
stocktaking:
Closing stock value for
each section
Total purchases for the
period
Gross Profit achieved for
each section
Days Stockholding
Estimated Gross Profit
Actual Gross Profit
Surplus/Deficit
Allowances/ Waste for the
period
Yield
Budget Gross Profit
o Research on reporting
considerations of stocktaking
o Brainstorming on reporting
considerations of stocktaking
o Group discussion on reporting
considerations of stocktaking
o Group work on reporting
considerations of stocktaking
o Individual work on reporting
considerations of stocktaking
o Presentation on reporting
considerations of stocktaking
- Reference books
- Video aids
- Internet
- Journals
- Flip chart
- Markers
- Boards
- Duster
Formative Assessment 5.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
5.3 Accurate reporting of stock takes is made within designated timelines.
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Written evidence
Multiple choice Essay
Checklist Score
Yes No
Indicator Reporting considerations of stocktaking:
Closing stock value for each section
Total purchases for the period
Gross Profit achieved for each section
Days Stockholding
Estimated Gross Profit
Actual Gross Profit
Surplus/Deficit
Allowances/ Waste for the period
Observation
Summative Assessment
Integrated situation Resources
Cowboy Hotel is located at Bugesera district/Nyamata providing
catering services, spas and accommodation. In hotel food and
beverage department there is stock losses caused by poor stock
management system used, you are asked to order and control your
stock successfully for stock loss prevention within 4 hours.
Instructions:
Four hours
To make stock card
To make bin card
- Reference pictures
- Brochures
- Mark pens
- Flip charts
- Reference books
- Internet websites
- Bin card
- The store ledger sheet
- Departmental requisition
book
- Order book
- Stock sheet
Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: Stock control systems and equipment are used.
Tools and equipment for stock control systems
Types of stock control systems
Indicator: Suppliers are well identified to ensure the continuity of supply
Factors of suppliers identification:
Escalation plan
Process/product
Recovery plan
Communication plan
Indicator: Supply problems are identified to avoid routine supply issues.
Tips for mitigating problems with suppliers
Production capacity
Miscommunication between customer and supplier
Your tools and systems
Shared planning between supplier and buyer
Planning for reductions in requirement
Personnel turnover
Production risks and issues
Continuous improvement
Formal capacity planning program
Learning from lessons when things go wrong
Indicator: Stock levels are Identified
Stock control procedures: Inspection, Counting, Measuring and Tasting
Types of stock levels:
Maximum stock level
Minimum stock level
Low stock level
Indicator: stock within the organization is distributed
Stock distribution factors:
Storage locations
Storage containers
Scaling
Storage volume
Processing
Assesment Criterion 2: Quality of product
Costs
Distribution center organization
Distribution center planning
Simple distribution center outline
Indicator: Stock control methods are applied for stock security and adjustment.
Reorder lead-time
Economic order quantity
Batch control
First in-first out
Indicator: Organizational strategies for stock ordering are applied
Order stock organizational strategies:
Inventory positioning
Buffer profile and levels
Dynamic adjustment
Demand driven planning
Highly visible and collaborative execution
Indicator: Stock loss prevention procedures are applied
Loss prevention procedures of stock losses:
Articles of high value
Prompt attentions
Inspection for empty box
Frequent inventories of expensive
Legitimate purchases
Observation
Checklist Score
Yes No
Indicator: Stock control systems and equipment to administer all stock control and ordering processes are used.
Accounting tools
Recording tools
Storage equipment
Indicator: Stock reports are created
Stock in terms of movement:
Fast moving
Slow moving
Dormant
Obsolete
Indicator: Reports for stock levels are recorded.
Documents used in store control recording:
Bin card
The store ledger sheet
Departmental requisition book
Order book
Stock sheet
Indicator: Standard reports are produced
Status report
Stock listing
Details of traceable items
Details analysis of transactions
Stock takes
Indicator: Stock reorder cycles are corrected and adjusted
Factors that influence the stock reorder cycle:
Lead-time between ordering the material and its delivery from the supplier.
Rate of usage.
Allowance for fluctuations in supply or demand.
When the stock is paid for.
Type of stock it is.
Indicator: Stock losses are recorded and reported
Types of stock losses:
Long term stock loss
Short term stock loss
Indicator: Reasons for avoidable losses are established
Reasons that cause stock losses
Making errors
Failing to include additional income
Claiming too many charitable donations
Claiming too many business expenses
Claiming a home office deduction
Misuse of nice, neat, round numbers
Indicator: Stock is well delivered
Guidance for taking delivery of goods:
Purchase orders
Taking delivery
Assesment Criterion 3: Relevance
Damaged goods
Quantity discrepancies
Incorrect goods
Commissioning and Installation
Receiving
Storing deliveries
Indicator: Stock taking is identified and maintained
Stock taking principles:
The amount in the stores
The amount issued to whom and when
The amount bellow which stock should not fall
Observation
Checklist Score
Yes No
Indicator: Tools for the stock take are handled safely
Clipboards
Stock sheets
Write-off sheets
Pens, in different colors
Calculators
Hand held scanners for bar-coded inventory
Steps to successful stocktaking:
Clearly identify what stock is owned by the business and where it is.
Ensure the stock room is clean and tidy and inventory items are clearly laid out.
Tools for the stock take
Discourage radios, mobile phones, ipods and idle chitchat.
Count every item of your inventory, don’t estimate.
Check the physical count against accounting records and recheck discrepancies.
Observation
Assesment Criterion 4: Safety
Checklist Score
Yes No
Indicator: Tools for the stock take are handled safely
Clipboards
Stock sheets
Write-off sheets
Pens, in different colors
Calculators
Hand held scanners for bar-coded inventory
Steps to successful stocktaking:
Clearly identify what stock is owned by the business and where it is.
Ensure the stock room is clean and tidy and inventory items are clearly laid out.
Tools for the stock take
Discourage radios, mobile phones, ipods and idle chitchat.
Count every item of your inventory, don’t estimate.
Observation
Assesment Criterion 4: Perfection
Checklist Score
Yes No
Indicator:
Observation
Reference books:
1. Professional Cookery, 2nd Edition, Level 2 Diploma, Pam Rabone, Holly Bamunuge; Trevor Eeles,
Mark FurrShyamPatior, Dereick Rushton, Sue J Wood with Len Unwin; First edition 2007, this
Edition 2010
C U A S D 5 0 1 - SHELLFISH DISHES
CUASD501 Prepare shellfish dishes
RTQF Level: 5 Learning hours
Credits: 4 40
Sector: Hospitality and Tourism
Sub-sector: Culinary Arts
Issue date: November, 2014
Purpose statement
This particular module describes the knowledge and attitude required to prepare shellfish dishes. The
trainee will be able to select and prepare ingredients for shellfish dishes and then cook and present fish
and shellfish.
Learning assumed to be in place HOTCA501-Food safety procedures implementation
HOTCA508-Kitchen organization
HOTCA505-Principles of catering control
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
6. Select ingredients.
1.1. Proper identification of shellfishes for the recipe.
1.2. Accurate ingredients portioning for the recipe.
1.3. Adequate selection of shellfish ingredients following
the freshness measures.
7. Prepare and Cook shellfish 2.1. Appropriate application of mise en place techniques for
shellfish ingredients.
2.2. Adequate preparation of accompaniment sauces for
shellfish dishes for standard recipe.
2.3. Proper application of cooking methods for shellfish
depending on the recipe.
8. Present shellfish dishes. 3.1. Proper garnishing of shellfish dishes ensuring garnishing
techniques.
3.2. Appropriate application of presentation techniques for
accompaniments and garnishes.
3.3. Proper storage of shellfish dishes for the food safety
standards.
LU 1:Select ingredients
1
Learning Outcomes:
27. Identify shellfish 28. Portion ingredients 29. Select shellfish ingredients
15 Hours
Learning Outcome1.1:Identify shellfish
Definition of shellfish
Classifications of shellfish
Molluscus
Crustaceans
shellfish Characteristics
Quality points of shellfish
The freshness
The spoilage
Purchasing points for
shellfish
The freshness
Size
Research on different types of
shellfish
Presentation on different types of
shellfish
Brainstorming on classification of
shellfish.
Study tour to the
Hotel/supermarket
Research on quality points of
shellfish
- Reference books
- Flip Chart
- Boards
- Markers
- Video aids
- Internet
- Shellfish
- Pictures
Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper identification of fish and shellfish for the recipe.
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice question
True or false question
Sentence completion
Essay
Learning Outcome 1.2: Portion ingredients
Types of ingredients according
to the recipe;
Shellfish
Vegetables
Herbs
Spices
Portioning techniques for
Ingredients
Measuring Volume of items
Measuring Capacity of items
Weighing mass of items
Measuring length of items
Counting numbers of items
o Demonstration on
measurement
o Practical exercises on
measurement
o Brainstorming on importance
of measuring ingredients
o Group work on measuring
o Observation on measuring
- Video aids
- Reference books
- Internet
- Catalogues
- Weighing scales
- Ingredients
- Containers
- Board
- Flipchart
- Markers
- Pictures
- Projectors
Checklist Score
Yes No
Indicator: Shellfishes are identified.
Molluscus
Crustaceans
Indicator: Purchasing points for shellfishes are identified.
Freshness
Size
Observation
Resources Learning activities Content
Formative Assessment 1.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Multiple choice question True or false question Sentence completion Essay
Checklist Score
Yes No
Indicator: ingredients to be portioned are identified according to the type:
Shellfish
Vegetables
Herbs
Spices
Indicator: Portioning techniques are applied
Measuring volume of items
Measuring capacity of items
Measuring mass of items
Measuring length of items
Measuring number of items
Observation
Performance criterion
Accurate ingredients portioning for the recipe.
Learning Outcome 1.3: Select shellfish ingredients
Selection factors of
Ingredients from stores:
Recipe
Freshness
Quality
Quantity
Practical exercises on
selection of ingredients
from stores
Brainstorming on shellfish
products
Group work on selection of
ingredients
Study tour to the nearest
market/Hotel
- Reference books
- Video aids
- Internet
- Shellfish products and other
Ingredients
- Pictures
- Flip chart.
- Boards
- Markers
Formative Assessment 1.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Products evidence
Performance Evidence
Task
Observation checklist
Performance criterion
Adequate selection and preparation of fish and shellfish ingredients following
the proper techniques.
Resources Learning activities Content
Checklist Score
Yes No
Indicator: Selection factors for ingredients are considered
Freshness
Recipe
Quality
Quantity
Recipe
Indicator: Pre-preparation(Mise en place) of Shellfish products is performed
Washing
Shelling
Cutting
Observation
LU 4:Cook fish and shellfish
2
Learning Outcomes:
1. Perform mise en place 2. Prepare shellfish accompaniments 3. Apply cooking methods of shellfish
10 Hours
Learning Outcome 2.1: Perform mise en place
Preparation tools for shellfishes
Small scale cooking tools (wok,
skillets, etc)
Scissors
Knives
Chopping boards
Pre-preparation techniques of
shellfish ingredients:
Thawing
Washing
Shelling
Cutting
Marinating
o Research on cooking
methods of shellfish
o Brainstorming on cooking
methods of shellfish
o Demonstration on cooking
methods of shellfish
o Practical exercises
- Reference books
- Flip Chart
- Boards
- Markers
- Video aids
- Internet
- Kitchen tools and
equipment
Formative Assessment 2.1
Performance criterion
Appropriate application of mise en place techniques for shellfish ingredients.
Resources Learning activities Content
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Products evice
Performance Evidence
Task
Observation checklist
Checklist Score
Yes No
Indicator: Preparation tools for shellfishes are identified
Small scale cooking tools (wok, skillets, etc)
Scissors
Knives
Chopping boards
Indicator: Pre-preparation techniques of shellfish ingredients are applied
Thawing
Washing
Shelling
Cutting
Marinating
Observation
Learning Outcome 2.2: Prepare accompaniments sauces for shellfish dishes
Shellfish accompaniment sauces:
Mushroom sauce
Carbonara sauce
Caramel sauce
Alfredo sauce
Robert sauce
Piquant sauces
Sauce Royal
o Research on Shellfish
accompaniment sauces
o Research on Shellfish
accompaniment sauces
o Brainstorming on Shellfish
accompaniment sauces
o Group work on Shellfish
accompaniment sauces
o Presentation on Shellfish
accompaniment sauces
o Practical exercises on
Shellfish accompaniment
sauces preparation
- Reference books
- Flip Chart
- Boards
- Markers
- Video aids
- Internet
- Kitchen tools and
equipment
Formative Assessment 4.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Product evidence
Performance Evidence
Task
Observation checklist
Performance criterion
Proper application of cooking methods for shellfish depending on the recipe.
Resources Learning activities Content
Learning Outcome 2.3: Prepare shellfish accompaniments
Cooking methods:
Grilling
Poaching
Deep-frying
Steaming
Stir frying
Pan frying
Baking
Broiling
Braising
Roasting
Boiling
o Research on cooking methods of
shellfish
o Brainstorming on cooking
methods of shellfish
o Demonstration on cooking
methods of shellfish
o Practical exercises
- Video aids
- Internet
- Boards
- Markers
- Reference books
- Pictures
- Kitchen tools and
equipment
- Ingredients
Formative Assessment 2.3
Checklist Score
Yes No
Indicator: Preparation of Shellfish accompaniment sauces is done
Mushroom sauce
Carbonara sauce
Caramel sauce
Alfredo sauce
Robert sauce
Piquant sauces
Sauce Royal
Observation
Performance criterion
2.3 Adequate preparation of accompaniments for fish and shellfish.
Resources Learning activities Content
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Product evidence
Performance Evidence
Task
Observation checklist
Checklist Score
Yes No
Indicator: Cooking methods for shellfish dishes are applied:
Grilling
Poaching
Deep-frying
Steaming
Stir frying
Pan frying
Baking
Boiling
Braising
Roasting
Boiling
Observation
LU 5:Present fish and shellfish
3
Learning Outcomes:
1. Present shellfish dishes 2. Present accompaniments for shellfish dishes. 3. Store shellfish dishes
5 Hours
Learning Outcome 3.1: Garnish shellfish dishes
Types of garnishing agents
(depend on the recipes)
Chives
Onion juliennes
Sauces
Lemon or oranges
Watercress
Parsley
Cans (Black olives, capers,
gherkins…)
Garnishing techniques
o Research on garnishing
agents
o Brainstorming on garnishing
agents
o Presentation on shellfish
garnishing
o Individual practices on
garnishing
- Research on garnishing
agents
- Brainstorming on
garnishing agents
- Presentation on shellfish
garnishing
- Individual practices on
garnishing
Formative Assessment 3.1
Performance criterion
3.1. Proper presentation of fish and shellfish dishes ensuring garnishing
techniques.
Resources Learning activities Content
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Product evidence
Performance Evidence
Sentence completion Observation checklist
Learning Outcome 3.2: Present accompaniment sauces for shellfish dishes
Types of garnishing sauces
Veloute sauce and its derivatives
Gravies
Ketchup
Mayonnaise sauce and its
derivatives
Cold sauces
Piquant sauces
o Research on types of
garnishing sauces
o Demonstration on
presenting techniques
o Practical exercises on types
of sauces and garnishes
presentation
- Video aids
- Internet
- Boards
- Markers
- Reference books
- Pictures
- Serving tools
- Sauces and
Checklist Score
Yes No
Indicator: Garnishing agents for fish and shellfish dishes are used
Chives
Onion juliennes
Sauces
Lemon or oranges
Watercress
Parsley
Cans (Black olives, capers, gherkins…)
Observation
Resources Learning activities Content
Demi glace and its derivatives
Hollandaise sauce and its
derivatives
Presenting techniques
Garnishing with Herbs Garnishing with Vegetables Garnishing with Sauces Garnishing with Fruits (lemon,
oranges…)
garnishes
- Sauce pots
Formative Assessment 3.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Product evidence
Performance Evidence
Observation checklist
Checklist Score
Yes No
Indicator: Use of sauces garnishes :
Indicator: Garnishing sauces are used
Veloute sauce and its derivatives
Gravies
Ketchup
Mayonnaise sauce and its derivatives
Cold sauces
Piquant sauce
Demi glace and its derivatives
Hollandaise sauce and its derivatives
Performance criterion
3.2. Appropriate application of presentation techniques for accompaniments and
garnishes.
Learning Outcome 3.3: Store shellfish dishes
Holding and storage equipment:
Hot food holding equipment
Steam tables
Bain-marie
Overhead infrared lamps
Cold food holding equipment
Reach-in
Freezers
o Research on holding and
storage equipment
o Brainstorming on holding and
storage equipment
o Presentation on holding and
storage equipment
o Practical exercises on
shellfish dishes storage
- Reference books
- Pictures
- Video aids
- Internet
- Hot food holding
equipment
- Cold food holding
equipment
- Markers
Formative Assessment 5.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved
Indicator: Presenting techniques are applied:
Garnishing with Herbs
Garnishing with Vegetables
Garnishing with Sauces
Garnishing with Fruits (lemon, oranges…)
Observation
Performance criterion
Proper storage of fish and shellfish dishes for the food safety standards.
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Performance evidence
Product evidence
Proposed Activities: Multiple choice question True or false question Sentence completion Essay Observation checklist
Checklist Score
Yes No
Indicator: Holding and storage equipment are safely used
Hot food holding equipment
Cold food holding equipment
Observation
Summative Assessment
Integrated situation Resources
The RAIN Hotel located in Gasabo district/Kimironko/Zindiro will
host a workshop of 50 participants from Rwanda Broadcasting
Agency (RBA), and two participants from Asian order Oysters Casino
with carbonara sauce and Baked Fish Steak Maitre D’hôtel and no
one is familiar with fish and shellfish cooking style in the kitchen. As
TVET graduate from Level V who have been trained on fish and
shellfish dishes preparations you are asked to prepare those two
dishes within 3 hours.
Tools, equipment and
Materials
- Stoves
- Ovens
- Griddle
- Cutting tools
- Chopping boards
- Skillets or sauté pans
Consumables Oyster
Casino
- Butter
- Green bell pepper
- Pimento
- Shallots
- Parsley
- Lemon
- Salt and pepper
- Bacon
Baked Fish Maitre
d’hôtel
- Maitre d’hotel butter
(butter, lemon juice,
mustard, paprika,
parsley, salt, pepper)
- Bread crumbs
- Butter or oil
- Fish steaks
- Salt and white
pepper
- Lemon wedges
Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: Ingredients, tools and equipment are well selected
Cutting tools(scissors, knives ) according to the code
Color coded chopping boards
Fresh produces for fish and shellfish dishes
Dry ingredients (spices)
Fish and shellfish
Indicator: Ingredients are properly pre-prepared
Washing
Peeling
Trimming
Deboning
Marination
Coating
Indicator: Cooking methods are well performed
Sautéing
Baking
Shallow frying
Observation
Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: Oysters Casino with carbonara sauce is well presented
Flavor
Taste(salt)
Color ( brown and white)
Texture
Serving temperature 60oC and above
Indicator: Baked Fish Steak Maitre D’hôtel is presented attractively
Flavor (very mild)
Taste (lightly spicy)
Color (lightly brown)
Texture
Serving temperature 55oC and above
Observation
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: Time is respected
3 hours
Indicator: Requested dishes are prepared
Oysters Casino with Carbonara sauce
Baked Fish Steak Maitre D’hôtel
Observation
Assesment Criterion 4: Safety
Checklist Score
Yes No
Indicator: Kitchen gear are worn
Pants
Double breast shirt (chef coat)
Mini skirt (apron)
Chef’s napkin
Chef’s hat or Cap
Apron
Indicator: Tools and equipment are well used and rearranged
Safe practices dismantling tools
Safe practices assembling tools
Washing and wiping
Greasing
Storage of tools after use
Indicator: Storage techniques are respected
FIFO
LIFO
Observation
Assesment Criterion 5: Hygiene
Checklist Score
Yes No
Indicator: Personal hygiene is maintained
Finger nails are cut
Hands are washed
Uniform is clean
Shaving
No makeup nor finger nails varnish
Indicator: Ingredients are washed properly
Using cold running water
Correct sanitizer
Drained properly using colander
Indicator: Three-system container is used
Container for collecting ingredients
Container for trimming or off cuts
Container for prepared ingredients
Observation
Assesment Criterion 6: Perfection
Checklist Score
Yes No
Indicator: Creativity is encouraged
Innovation
Observation
Reference books:
1. Professional cooking (7th Edition), WAYNE GISLEN
C U A T D 5 0 1 - TANDOORI DISHES
CUATD501 Tandoori Dishes
RTQF Level: 5 Learning hours
Credits: 3 30
Sector: Hospitality and Tourism
Sub-sector: Culinary Arts
Issue date: November 2014
Purpose statement
This particular module describes the knowledge and attitude required to prepare tandoori
dishes. The trainee will be able to identify tandoori dishes, prepare ingredients, tools and
equipment, and cook tandoori dishes, present, garnish and store tandoori dishes. This will allow
the trainees to easily prepare tandoori dishes at higher standards.
Learning assumed to be in place
Asian rice and noodle dishes
Asian Sushi and sauces
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit. By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Identify tandoori dishes
1.1. Suitable identification of tandoori dishes is done
referring to the common ingredients for Indian
cuisine.
1.2. Accurate calculation of ingredient amounts is made
according to the recipe.
1.3. Appropriate selection of ingredients for tandoori
dishes from stores according to the recipe, quality,
freshness and stock rotation requirements.
2. Prepare, use tools and equipment 2.1. Proper selection of tools and equipment is done
according to the type of recipe.
2.2 Efficient basic maintenance of tools and equipment is
performed according to the task to ensure food
safety.
2.2. Proper use of tools and equipment is safely
respected according to the manufacturer
instructions.
3. Prepare ingredients 3.1. Appropriate Sorting and collecting of ingredients is
performed according to the food production
sequencing.
3.2. Correct portioning of ingredients is performed
according to the recipe requirements.
3.3. Appropriate marinade of ingredients under required
conditions.
4. Cook tandoori dishes.
4.1. Accurate application of cooking methods is done
according to tandoori recipe.
4.2. Accurate maintenance of standard recipes is made
basing on food quality adjustments.
4.3. Appropriate application of Tandoori cooking
techniques is carried out according to the recipe.
5. Present, garnish and store tandoori
dishes.
5.1. Appropriate presentation of tandoori dishes is
perfomed according to the desired service style.
5.2. Precise preparation of accompaniments for tandoori
dishes is made according to the recipe requirements.
5.3. Proper storage of tandoori dishes is performed safely
depending on the environmental conditions.
LU 1: Identify Tandoori dishes
1
Learning Outcomes:
30. Identify ingredients according to the recipe. 31. Calculate ingredient amounts according to the recipe 32. Select ingredients for tandoori dishes
6 Hours
Learning Outcome1.1: Identify ingredients according to the recipe.
Definition of tandoori
Types of ingredients for
Tandoori dishes:
Flavoring Herbs
Spices
Meat (white and red)
Milk and milk
products
Fish
Vegetables
Eggs
Seeds
Flour
o Research on definition of Tandoori
dishes
o Brainstorming on definition of
Tandoori dishes
o Discussion on definition of
Tandoori dishes
o Demonstration on ingredients for
Tandoori dishes
o Individual exercises on
identification of types of
ingredients for Tandoori dishes
o Observation on types of
ingredients for Tandoori dishes
- Reference books
- Journals
- Flip Chart
- Boards
- Dusters
- Markers
- Video aids
- Internet
- Pictures
- Ingredients for Tandoori
dishes
- Projector
Formative Assessment 1.1
Performance criterion
Suitable identification of tandoori dishes is done referring to the common
ingredients for Indian cuisine.
Resources Learning activities Content
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence Oral evidence
Multiple choice question
True or false question
Sentence completion
Essay
Checklist Score
Yes No
Indicator: Identification of ingredients for Tandoori dishes;
Herbs
Spice
Meat
Vegetables
Eggs
Seeds
Rice
Observation
Learning Outcome 1.2: Calculate ingredient amounts according to the recipe
Types of calculations of
ingredients amounts:
Weighing
Measuring
Numbering
o Brainstorming on amount of
ingredients calculation according
to the recipe
o Group work on amount of
ingredients calculation according
to the recipe
o Individual practice on amount of
ingredients calculation according
to the recipe
- Reference books
- Internet
- Video aids
- Pictures
- Flip chart
- Boards
- Markers
- Chalk
- Ingredients
- Weighing scales
- Measuring tools (jugs,
cups, spoons)
Formative Assessment 1.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Product evidence
Performance evidence
Observation checklist
Performance criterion
Accurate calculation of ingredient amounts is made according to the recipe.
Resources Learning activities Content
Checklist Score
Yes No
Indicator: Following standard amount of ingredient
Weighing
Measuring
Numbering
Observation
Learning Outcome 1.3: Select ingredients for tandoori dishes
Selection of Ingredients
according to
Recipe
Freshness
Quality
Quantity
o Brainstorming on selection
of ingredients
o Group discussion on
selection of ingredients
o Group work on selection of
ingredients
o Individual practical
exercises on selection of
ingredients
- Reference books
- Video aids
- Internet
- Recipes
- Pictures
- Flip chart.
- Boards
- Markers
- Projector
Formative Assessment 1.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Product evidence
Performance evidence
Observation checklist
Performance criterion
Appropriate selection of ingredients for tandoori dishes from stores according to
the recipe, quality, freshness and stock rotation requirements.
Resources Learning activities Content
Checklist Score
Yes No
Indicator: Selection of Ingredients according to
Recipe
Freshness
Quality
Quantity
Observation
LU 2: Prepare, use tools and equipment
2
Learning Outcomes:
28. Select tools and equipment
29. Perform basic maintenance of tools and equipment.
30. Use tools and equipment according to the manufacturer
instructions
6Hours
Learning Outcome 2.1: Select tools and equipment
Identification of tools and
equipment
Washing tools and
equipment
Cutting tools and
equipment
Cooking tools and
equipment
Processing tools and
equipment
Storing and Serving
tools
Preparation of tools and
equipment;
Washing
Cutting
Cooking
Storing and Serving
o Brain storming on preparation
of tools and equipment
o Demonstration on preparation
of tools and equipment
o Practical exercises on
identification of tools and
equipment
o Practical exercises on
preparation of tools and
equipment
- Reference books
- Flip Chart
- Boards
- Markers
- Video aids
- Internet
- Washing tools and
equipment
- Cutting tools and equipment
- Cooking tools and
equipment
- Processing tools and
equipment
- Storing and Serving tools
- Tandoori
- Running water
- Cleaning agents
- Charcoals
- Catalogues
- Pictures
Resources Learning activities Content
Formative Assessment 2.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Product evidence
Performance Evidence
Observation checklist
Checklist Score
Yes No
Indicator: Selection of tools and equipment
Washing
Cutting
Cooking
Storing
Serving
Observation
Performance criterion
Proper selection of tools and equipment is done according to the type of
recipe.
Learning Outcome 2.2: Perform basic maintenance of tools and equipment.
Maintenance materials
Maintenance procedures :
Dismantling and assembling
techniques
Cleaning techniques
Sterilizing techniques
Greasing techniques
o Research on maintenance
materials
o Demonstration on
dismantling and assembling
techniques of tools and
equipment
o Practical exercises on
dismantling and assembling
techniques of tools and
equipment
o Observation on dismantling
and assembling techniques
of tools and equipment
o Presentation on
maintenance materials
- Reference books
- Video aids
- Internet
- Markers
- Boards
- Flipchart
- Dusters
- Kitchen tools and
equipment
- Ingredients
- Catalogues
- Projector
Formative Assessment 2.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Product evidence Performance Evidence
Performance Evidence
Performance criterion
Efficient basic maintenance of tools and equipment is performed according to
the task to ensure food safety.
Resources Learning activities Content
Checklist Score
Yes No
Indicator: Using tools and equipment respecting procedures
Dismantling and
Assembling techniques
Cleaning techniques
Sterilizing techniques
Greasing techniques
Observation
Learning Outcome 2.3: Use tools and equipment according to the manufacturer instructions
Safe practices on handling tools
and equipment:
Tandoori
Other tools and
equipment
Cleaning procedures for tools
and equipment
Soaking
Washing
Rinsing
Wiping
Polishing
Respecting storage procedures
Packaging
Wrapping
Labeling
Stock arrangement
o Brainstorming on safe practices
on handling tools and
equipment.
o Demonstration on safe practices
on handling tools and
equipment.
o Observation on safe practices on
handling tools and equipment
o Practical exercises on handling
tools and equipment.
o Practical exercise on storage
procedures
o Presentation on handling of
tools and equipment
- Reference books
- Video aids
- Internet
- Markers
- Tandoori
- Boards
- Flipchart
- Dusters
- Catalogues
- Kitchen tools and
equipment
- Ingredients
- Shelves
Resources Learning activities Content
Formative Assessment 2.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Product evidence Performance Evidence
Observation checklist
Checklist Score
Yes No
Indicator: handling tools and equipment
Tandoori oven
Small scale tools and equipment
Large scale equipment
Indicator: cleaning procedures for tools and equipment
Soaking
Washing
Rinsing
Wiping
Polishing
Indicator: Storage procedures for tools and equipment
Packaging
Wrapping
Labeling
Stock arrangement
Observation
Performance criterion
Proper use of tools and equipment is safely respected according to the
manufacturer instructions.
Learning Outcome 3.1: 3 Sort and collect ingredients.
Ingredients for different tandoori
dishes:
Chicken Tikka masala recipe
Naan recipes
Chicken tangri
Fish curry
Paneer papadam
Barval-aloo
Baluchi-aloo
o Research on ingredients for
different tandoori dishes
o Brainstorming on ingredients
for different tandoori dishes
o Practical exercises on
collection of ingredients for
different tandoori dishes
o Demonstration on
ingredients for different
tandoori dishes
o Observation on ingredients
for different tandoori dishes
o Presentation on ingredients
for different tandoori dishes
o Individual practical exercises
on collection of ingredients
for different tandoori dishes
- Internet
- ingredients for
tandoori dishes
- Videos aids
- Reference books
- Markers
- Boards
- Chalks
- Projector
- Flip chart
- Pictures
- Brochures
LU 3: Prepare ingredients
3
Learning Outcomes:
26. Sort and collect ingredients. 27. Weigh, measure and portion ingredients according to the
recipe. 28. Marinate ingredients
5 Hours
Resources Learning activities Content
Formative Assessment 3.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Product evidence
Performance Evidence
Observation checklist
Checklist Score
Yes No
Indicator: Preparation of Ingredients for different tandoori dishes
Chicken Tikka masala recipe
Naan recipes
Chicken tangri
Fish curry
Paneerpapadam
Barval-aloo
Baluchi-aloop
Observation
Performance criterion
Appropriate Sorting and collection of ingredients is made according to the
recipe.
Learning Outcome 3.2: Portion ingredients for dishes.
Portioning techniques for
ingredients:
Weighing
Measuring
Factors for ingredients porting:
Type menu standard
Recipe
Health benefits
Economic budget
o Brainstorming on measuring
ingredients
o Demonstration on
measuring ingredients
o Practical exercises on
measuring and portioning
by use of measuring
ingredients
o Demonstration on weighing,
measuring of ingredients
o Practical exercises on
weighing and measuring
ingredients
o Demonstration on mixing
ingredients
o Observation on weighing,
measuring and mixing
ingredients
- ingredients
- Measuring devices
(Graduated jags,
Cups, scales,
Calculators,
Scoopers)
- Containers
- Internet
- Videos aids
- Reference books
- Projector
- Markers
- Boards
- Chalks
- Flip chart
Formative Assessment 3.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Product evidence
Performance Evidence
Observation checklist
Performance criterion
Correct portioning of ingredients are performed according to the recipe.
Resources Learning activities Content
Checklist Score
Yes No
Indicator: Portioning techniques for ingredients:
Weighing
Measuring
Indicator: Factors for ingredients porting:
Type of menu standard
Recipe
Health benefits
Economic budget
Observation
Learning Outcome 3.3: Marinate ingredients
Importance of marinating
Marinating conditions depends on
type of dishes:
Green dishes
Red dishes
White dishes
Types of ingredients marination:
Acidic ingredients (Salt, Soya
sauce, Vinegar, …)
Fat ingredients (Oil, butter,
coconut butter, dairy products
…)
Dairy products (milk, yoghurt,
cream, coconut milk, cheese)
o Research on types of
ingredients marination and
importance of marination
o Brainstorming on types of
marinating ingredients
o Group discussions on
marinating ingredients
o Demonstration and
observation on marinating
types of ingredients
o Practical exercise on
marinating types of
ingredients
o Presentation on marinated
- Video aids
- Internet
- Reference books
- Journals
- Tools and
equipment
(Containers, …)
- Marinating
ingredients
- Pictures
Resources Learning activities Content
Spices and herbs (Celery, chill,
Chopped onions, Masala
powder, Thyme, Rose mary,
Parsely, curry powder, dhania,
basil, Garlic, Ginger, chilli,
peppercorns, food color, …)
products
o Individual practical exercise
on marinating types of
ingredients
Formative Assessment 3.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Product evidence
Performance Evidence
Observation Checklist
Checklist Score
Yes No
Indicator: Type of dishes that influence the color of marination:
Green dishes
Red dishes
White dishes
Indicator: Types of ingredients marination:
Acidic ingredients (Salt, Soya sauce, Vinegar, …)
Fat ingredients (Oil, butter, coconut butter, dairy products …)
Dairy products (milk, yoghurt, cream, coconut milk, cheese)
Spices and herbs
Observation
Performance criterion
Appropriate marination of ingredients is perfomed according to the recipe.
LU 4: Cook tandoori dishes
4
Learning Outcomes:
1. Apply tandoori cooking methods 2. Maintain standard recipe 3. Apply techniques of tandoori cooking
8 Hours
Learning Outcome 4.1: Apply tandoori cooking methods
Cooking methods of Tandoori dishes;
Grilling
Grilling and Blanching
Grilling and Boiling
o Research on cooking
methods of Tandoori dishes
o Brainstorming on cooking
methods of Tandoori dishes
o Demonstration and
observation on cooking
methods of Tandoori dishes
o Group work on cooking
methods of Tandoori dishes
o Individual practical exercises
on cooking methods of
Tandoori dishes
- Internet
- Videos aids
- Reference books
- Projectors
- Boards
- Markers
- Flipcharts
- Kitchen tools and
equipment
Formative Assessment 4.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Accurate application of cooking methods is done according to tandoori recipe.
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Product evidence Performance evidence
Observation checklist
Essay
Checklist Score
Yes No
Indicator: Cooking methods of Tandoori dishes
Grilling
Roasting
Boiling
Branching
Observation
Learning Outcome 4.2: Maintain standard recipe
Portioning standards of recipe:
Standards sizes and quantities)
Standards number of pieces
Balance diet of the recipe:
Cut adequate nutrients within
calories needs
Manage weight
Engage in physical activity
Select from the right food
group
Mange consumption of fats
Mange consumption of
carbohydrates
Mange consumption of sodium
and potassium
o Research on portioning
standards and balance diet
of recipe
o Brainstorming on portioning
standards and balance diet
of recipe
o Group discussions on
portioning standards and
balance diet of recipe
o Individual exercises on
portioning standards and
balance diet of recipe
- Video aids
- Internet
- Reference books
- Boards
- Markers
- Flip chart
- Dusters
- Journals
- Kitchen tools and
equipment
- Tandoori dishes
Resources Learning activities Content
Mange consumption of
alcoholic beverages
Formative Assessment 4.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance Evidence Observation checklist
Checklist Score
Yes No
Indicator: Portioning standards of recipe:
Standards sizes and quantities
Standards number of pieces
Indicator: Balance diet of the recipe:
Cut adequate nutrients within calories needs
Manage weight
Engage in physical activity
Select from the right food group
Mange consumption of fats
Mange consumption of carbohydrates
Mange consumption of sodium and potassium
Mange consumption of alcoholic beverages
Observation
Performance criterion
Accurate maintenance of standard recipes is made basing on food quality
adjustments.
Learning Outcome 4.3: Apply techniques of tandoori cooking
Cooking techniques for Tandoori
dishes;
Arm position in Tandoori
Techniques of operating tools
and Equipment for Tandoori
(put in and removing)
o Research on cooking
techniques for Tandoori
dishes
o Brainstorming on cooking
techniques for Tandoori
dishes
o Demonstration on cooking
techniques for Tandoori
dishes
o Practical group work on
cooking techniques for
Tandoori dishes
o Individual work on cooking
techniques for Tandoori
dishes
- Reference books
- Video aids
- Internet
- Journals
- Flip chart
- Markers
- Boards
- Duster
- Tandoori
- Tools and
equipment
- Ingredients
Formative Assessment 4.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Product evidence Performance Evidence
Observation checklist
Performance criterion
Appropriate application of Tandoori cooking techniques is carried out according
to the recipe.
Resources Learning activities Content
Checklist Score
Yes No
Indicator: Cooking techniques for Tandoori dishes;
Arm position in Tandoori
Techniques of operating tools and Equipment for Tandoori (put in and
removing)
Observation
Learning Outcome 5.1: Present tandoori dishes
Types of Garnishing agents:
Cheese
Creams
Herbs
Vegetables
Sauces
Garnishing techniques (depend on the
recipes)
Creams
Herbs
Vegetables
Sauces
Presenting techniques (depend on the
serving tools)
o Research on garnishing
agents
o Brainstorming on garnishing
agents
o Demonstration and
observation on garnishing
for Tandoori dishes
o Presentation on garnishing
for Tandoori dishes
o Individual practices on
garnishing for Tandoori
dishes
- Reference books
- Video aids
- Internet
- Journals
- Flip chart
- Markers
- Boards
- Duster
- Serving and
garnishing Tools
- Garnishes
- Dishes
Formative Assessment 5.1
LU 5: Present, garnish and store tandoori dishes
5
Learning Outcomes:
1. Present tandoori dishes 2. Prepare accompaniments for tandoori dishes 3. Store tandoori dishes
5 Hours
Performance criterion
Appropriate presentation of tandoori dishes is perfomed according to the
desired service style.
Resources Learning activities Content
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Product evidence
Performance Evidence
Observation checklist True or false question Sentence completion Essay
Checklist Score
Yes No
Indicator: Types of Garnishing agents:
Cheese
Creams
Herbs
Vegetables
Sauces
Indicator: Garnishing techniques (depend on the recipes)
Garnishing with Cheeses
Garnishing with Creams
Garnishing with Herbs
Garnishing with Vegetables
Garnishing with Sauces
Observation
Learning Outcome 5.2: Prepare accompaniments for tandoori dishes
Different types of accompaniments
for Tandoori dishes;
Vegetables
Sauces
Starch
Papadam
Flatbread
o Research on different types
of accompaniments for
Tandoori dishes
o Brainstorming on different
types of accompaniments for
Tandoori dishes
o Demonstration and
observation on presentation
of different types of
accompaniments for
Tandoori dishes
o Practical exercises on
presentation of different
types of accompaniments for
Tandoori dishes
- Reference books
- Video aids
- Internet
- Journals
- Flip chart
- Markers
- Boards
- Duster
- Ingredients
- Tools for Tandoori
dishes
Formative Assessment 5.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Product evidence
Performance evidence
Observation checklist
Performance criterion
Precise preparation of accompaniments for tandoori dishes is made
according to the recipe requirements.
Resources Learning activities Content
Checklist Score
Yes No
Indicator: Preparation of accompaniments for Tandoori dishes;
Vegetables
Sauces
Starch
Papa dam
Flatbread
Observation
Learning Outcome 5.3: Store tandoori dishes
Conditions of storing tandoori dishes
Techniques for holding and storing
tandoori dishes:
Hot food holding equipment
Steam tables
Bain-marie
Overhead infrared lamps
Cold food holding equipment
Reach-in
Cold room
o Research on holding and
storing of equipment
o Brainstorming on holding
and storing of equipment
o Presentation on holding and
storing of equipment
o Demonstration and
observation on holding and
storing of equipment
o Group work on storing
Tandoori dishes
o Individual practical
exercises on storing
Tandoori dishes
- Reference books
- Video aids
- Internet
- Journals
- Flip chart
- Markers
- Boards
- Duster
- Labels
- Labelling tools
- Storing Tools and
equipment
- Projector
- Pictures
Formative Assessment 5.3
Performance criterion
Appropriate presentation of tandoori dishes is perfomed according to the
desired service style.
Resources Learning activities Content
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance Evidence
Observation checklist
Checklist Score
Yes No
Indicator: Techniques for holding and storing tandoori dishes:
Hot food holding equipment (Steam tables, Bain-marie and Overhead infrared
lamps )
Cold food holding equipment (Reach-in, Cold room)
Observation
Summative Assessment
Integrated situation Resources
TopTaste Fast-Food restaurant locate in Northern
province/Musanze/Muhoza received the orders for group of 15 guest
who wish to have a lunch, in the group there is 1 guest who wish to eat
Tandoori chicken with French fries and seasonal vegetable and there is
no cook to help it. As Level V intern the chef de cuisine asks you to
cook that dish and present it within 3 hours.
Tools and equipment:
- Tandoori oven
- Skewers
- Food container for
mise en place
- Mixing bowls
- Cutting tools
- Chopping boads
- Plastic wraps
- Fridge
Consumables/ingredient
- Yoghurt
- Paprika
- Mustard
- Minced garlic
- Salt and White
pepper
- Red chili powder
- Turmeric
- Ginger powder
- Chicken
- Seasonal vegetables
(cauliflower, carrots
and green beans and
)
Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: Ingredients, tools and equipment are selected correctly according to the recipe
Types of ingredients for tandoori dishes:
Spices
Vegetables
Herbs
Meat, fish and poultry
Seasonings
Types of tools and equipment:
Measuring
Cooking
Presentation
Cutting
Holding and storing
Indicator: Ingredients are well prepared
Washing
Peeling
Cutting
Defrosting, thawing
Marinating
Blanching
Shallow frying (sautéing)
Mixing
Indicator: Cooking method is well performed
Grilling in tandoori oven
Sautéing
Observation
Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: Tandoori chicken with French fries and seasonal vegetable is presented attractively.
Texture
Color
Shape
Taste
Flavor
Serving temperature
Observation
Assesment Criterion 3: Safety
Checklist Score
Yes No
Indicator: Kitchen gear are worn
Pant
Apron or mini skirt
Chef’s hat or Cap
Double breast shirt
Chef coat
Closed tight shoes
Indicator: Tools and equipment are used safely
Safe practices dismantling tools
Safe practices assembling tools
Storage of tools after use
Indicator: Storage techniques are respected
Fifo
Lifo
Observation
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: Time is respected
3 hours
Indicator: Requested dishes are prepared
Tandoori chicken with French fries and seasonal vegetable
Observation
Assesment Criterion 5: Hygiene
Checklist Score
Yes No
Indicator: Personal hygiene is maintained
Finger nails are cut
Hands are washed
Uniform is clean
Indicator: Ingredients are washed properly
Using cold running water
Correct sanitizer
Indicator: Three-system container is used
Container for collecting ingredients
Container for preparing
Container for collecting prepared ingredients
Indicator: Workplace is cleaned properly.
Work surfaces are clean between and after the tasks
Work floor is clean
Tools and equipment used are clean
Observation
Assesment Criterion 6: Perfection
Checklist Score
Yes No
Indicator: Creativity is encouraged
Innovation
Observation
Reference books:
1. Professional cooking (7th Edition), WAYNE GISLEN
C U A A S 5 0 1 - ASIAN SUSHI AND SAUCES
CUAAS501 Prepare Asian sushi and sauces
REQF Level: 5 Learning hours
Credits: 6 60
Sector: Hospitality and Tourism
Sub-sector: Culinary arts
Issue date: November, 2014
Purpose statement
This particular module describes the skills, knowledge and attitude required to prepare Asian Sushi and
Sauces. The trainee will be able to prepare Asian Sushi and Sauces by respecting the selection of
ingredients, preparation and use of tools and equipment, preparation of ingredients, presentation,
garnishing and storing of sushi and sauces accordingly.
Learning assumed to be in place
Food safety procedures implementation.
Stocks control and ordering.
Asian rice and noodle dishes
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. Select ingredients.
1.1. Right confirmation of food production
requirements from food preparation list and
standard recipes.
1.2. Precise calculation of ingredient amounts according
to requirements of sushi and sauces.
1.3. Proper identification and selection of sushi and
sauces ingredients from stores according to recipe,
quality, freshness and stock rotation requirements
2. Prepare and use tools and
equipment of sushi and sauces.
2.1. Proper Selection of tools and equipment according
to the size of sushi and type of sauces.
2.2. Proper assembling and dismantling of tools and
equipment of sauces to ensure cleanliness before
use.
2.3. Proper use of tools and equipment safely and
hygienically of sushi and sauces according to
manufacturer instructions.
3. Prepare ingredients of sushi and
sauces.
3.1. Accurate collecting ingredients of sushi according to
food production sequencing.
3.2. Correct Weighing and measuring sushi and sauce
ingredients.
3.3. Appropriate preparation of sushi and sauce
ingredients.
3.4. Appropriate preparation of stocks for sushi and
sauce according to recipe.
3.5. Regular minimization of wastage and store reusable
products..
4. Prepare sushi and sauces.
4.1. Appropriate making of sushi items by using sushi
mat.
4.2. Suitable cooking of sauces by using appropriate
spices.
4.3. Suitable Following recipes standard and making
adjustments within scope
5. Present, garnish and store sushi and
sauces.
5.1. Proper presentation of sushi and sauces with
required garnishes, dips and accompaniments
5.2. Right evaluation of dish and adjust presentation.
5.3. Convenient food safety, quality and shelf life by
storing food in appropriate environmental
conditions.
5.4. Proper Preparation accompaniments and garnishes
of sushi and sauces according to required style and
recipe
5.5. Proper serving of sushi according to the shape, size
and sauces depends on color on appropriate
tableware
LU 1:Select ingredients
1
Learning Outcomes:
33. Identify ingredients for Asian sushi and sauces 34. Select ingredients for Asian Sushi and sauces 35. Precise ingredient of Asian sushi and sauces calculation quantity
7 Hours
Learning Outcome 1.1:Identify ingredients for Asian sushi and sauces
Ingredients for Asian Sushi
and sauces
Ingredients for Asian
Sushi
Neta (raw seafood)
Shari (sushi rice)
Yakumi (condiments)
Seasoning (soya
sauce, sea salt )
Ingredients for Asian
sauces
Soya sauce
Chili sauce
Coconut milk
Curry paste
Curry sauce
Quality points of ingredients
for Asian Sushi and sauces
Freshness
Size
Types nori (vegetables
o Research on ingredients and
quality points for Sushi and Asian
o Brainstorming on ingredients and
quality points for Sushi and Asian
o Display ingredients on quality
points of for Sushi and Asian
sauces
o Observation on ingredients and
quality points of for Sushi and
Asian sauces
o Presentation ingredients on
quality points of for Sushi and
Asian sauces
o Group discussion on ingredients
quality points of for Sushi and
Asian sauces
o
- Video aids
- Reference books
- Internet
- Catalogues
- Boards
- Flipchart
- Markers
- Pictures
- Projectors
- Brochures
- Ingredients of Asian
sushi and sauce
Resources Learning activities Content
and fish )
Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Matching Exercises
True or false questions
Multiple questions
Sentences completion /fill in the blanks
Essay (short responses/extended responses)
Checklist Score
Yes No
Indicator: Identification of ingredients for Asian Sushi is identified
Neta (raw seafood)
Shari (sushi rice)
Yakumi (condiments)
Seasoning (soya sauce, sea salt )
Indicator:Identification of Ingredients for Asian sauces identified
Soya sauce
Chili sauce
Coconut milk
Curry paste
Curry sauce
Soya sauce
Observation
Performance criterion
Proper identification of Asian sushi and sauces ingredients from stores
according to recipe
Learning Outcome1.2:Select ingredients for Asian Sushi and sauces
Types of sushi
Sashimi sushi
Tempura roll
Rainbow roll
Dragon roll
Unagi roll
Types of ingredients for sauces
Garlic
Ginger
Sea salt
Herbs
Soya sauce
Type of sauces
Hot sauce :
Chicken sauce
Mushroom sauce
Cold sauce:
Spinach sauce
Stir fry sauce
Sweet corn sauce
Curry sauce
o Research on types Asian sushi
and sauces Ingredients
o Brainstorming on types Asian
sushi and sauces Ingredients
o Group discussion on types
Asian sushi and sauces
Ingredients
o Display and observation on
types of Asian sushi and sauces
Ingredients
o Presentation on types Asian
sushi and sauces Ingredients
o Individual practical on
selection of Asian Sushi and
sauces ingredients
- Reference books
- Flip Chart
- Boards
- Markers
- Video aids
- Internet
- Pictures
- Brochures
- Magazines
- Asian Sushi and
sauces
ingredients(Fish, rice,
fats , herbs,
vegetables, dairy
products, seasonings
thickening agents,
eggs , sheets of nori
- Bay leaves and spices
)
- Sushi
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
]
Performance evidence
Product evidence
Sentence completion
Essay
Multiple choice question
Integrated situation /task Observation checklist
Performance criterion
Proper selection of Asian sushi and sauces ingredients from stores according to
recipe, quality, freshness and stock rotation requirements
Resources Learning activities Content
Checklist Score
Yes No
Indicator: Types of Asian sushi are selected
Sashimi sushi
Tempura roll
Rainbow roll
Dragon roll
Unagi roll
Sashimi sushi
Observation
Learning Outcome 1.3:Precise ingredient of Asian sushi and sauces calculation quantity
Calculation of quantity for Asian
sushi according
Number of customers
Number of pieces needed
Calculation of quantity for sauces
ingredients
Recipes
o Brainstorming on calculation of
quantity for Asian sushi and
sauces
o Group discussion on calculation
of quantity for Asian sushi and
sauces
o Demonstration on calculation
of quantity for Asian sushi and
sauces
o Observation on calculation of
quantity for Asian sushi and
sauces
o Practical exercises on
calculation of quantity for
Asian sushi and sauces
o Individual exercises on
calculation of quantity for
Asian sushi and sauces
- Video aids
- Reference books
- Internet
- Catalogues
- Boards
- Flipchart
- Markers
- Pictures
- Projectors
- Brochures
- Pens
- Papers
- Weighting tools
- Measuring devices
- Ingredients
Resources Learning activities Content
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Product evidence
Written evidence
Integrated situation/task
Observation checklist
Sentence completion
Essay
Multiple choice question
Checklist Score
Yes No
Indicator: Factors to be considered for security of stockis identified
Number of customers
Number of pieces needed
Recipes
Observation
Performance criterion
Precise calculation of ingredients according to requirements of Asian sushi and
sauces
LU 2:Prepare and use tools and equipment of sushi and sauces
2
Learning Outcomes:
31. Select tools and equipment 32. Assemble and dismantle tools and equipment. 33. Use of tools and equipment safely and hygienically of sushi and
sauces.
8 Hours
Learning Outcome 2.1: Select tools and equipment
Tools and equipment for Asian
sushi and sauces :
Tools for making sushi
Equipment for preparing
Asian sushi and sauces.
o Research on selection of
tools and equipment for
Asian sushi and sauces
o Brainstorming on selection
of tools and equipment for
Asian sushi and sauces
o Display tools and equipment
for Asian sushi and sauces
o Group discussion on
selection of tools and
equipment for Asian sushi
and sauces
o Presentation on selection of
tools and equipment for
Asian sushi and sauces
o Individual exercises on
selection of tools and
equipment for Asian sushi
and sauces
- Reference books
- Flip Chart
- Boards
- Markers
- Video aids
- Internet
- Brochures
- Pictures
- Tools and equipment for
Asian sushi and sauces
- Mat
Resources Learning activities Content
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Product evidence
Matching Exercises
True or false questions
Multiple questions
Sentences completion /fill in the blanks
Essay (short responses/extended responses
Integrated situation /task
Observation check list
Checklist Score
Yes No
Indicator: Tools and equipment for Asian are selected
Sushi plate
Electric rice cooker
Wooden spatula
Sashimi knife
Moist hands
Sushi rolling mats
Observation
Performance criterion
Proper selection of tools and equipment according to the size of sushi and type
of sauces.
Learning Outcome 2.2:Assemble and dismantle tools and equipment.
Procedures for dismantling tools
and equipment for Asian sushi
and sauces
Manufacturer’s instructions
Procedures for assembling tools
and equipment of Asian sushi and
sauces
Manufacturer’s instructions
o Research on assemble and
dismantle tools and
equipment for Asian sushi and
sauces
o Brainstorming on assemble
and dismantle tools and
equipment for Asian sushi and
sauces
o Demonstration and
observation on assemble and
dismantle tools and
equipment for Asian sushi and
sauces
o Practical exercises on
assemble and dismantle tools
and equipment for Asian sushi
and sauces
o Individual practices on
assemble and dismantle tools
and equipment for Asian sushi
and sauces
o Presentation on assemble and
dismantle tools and
equipment for Asian sushi and
sauces
- Reference books
- Video aids
- Internet
- Catalogues
- Pictures
- Pens
- Papers
- Tools and equipment
Resources Learning activities Content
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Product Evidence
Sentence completion
Essay
Multiple choice question
Observation checklist
Performance checklist
Integrated situation /task
Checklist Score
Yes No
Indicator: Procedures for dismantling and assembling equipment for Asian sushi and sauces is done
Manufacturer’s instructions
Indicator: Procedures for dismantling and assembling tools for Asian sushi and sauces is done
Manufacturer’s instructions
Observation
Performance criterion
Proper assembling and dismantling of tools and equipment of sauces to ensure
cleanliness before use.
Learning Outcome 2.3:Use of tools and equipment safely and hygienically of sushi and sauces.
Uses of tools and equipment
safely and hygienically of sushi
and sauces according to:
Manufacturer instructions.
Techniques for using tools
and equipment for;
Preparing tools and
equipment for Sushi and
Asian sauce.
o Demonstration on use of tools
and equipment safely and
hygienically of sushi and
sauces Observation on use of
tools and equipment safely
and hygienically of sushi and
sauces
o Presentation on Practical
exercises use of tools and
equipment safely and
hygienically of sushi and
sauces
- Video aids
- Reference books
- Boards
- Markers
- Internet
- Catalogues
- Kitchen tools and
equipment
- Pens
- Papers
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Product evidence
Sentence completion
Essay
Multiple choice question
Observation checklist
Integrated situation /task
Performance criterion
Proper use of tools and equipment safely and hygienically of Asian sushi and
sauces according to manufacturer instructions.
Resources Learning activities Content
Checklist Score
Yes No
Indicator: Tools and equipment for Asian sushi and saucesare respected
Manufacturer instructions
Observation
LU 3: Prepare ingredients of sushi and sauces
3
Learning Outcomes:
29. Collect ingredients of sushi and Asian sauces 30. Weigh and measure sushi and Asian sauce ingredients. 31. Prepare sushi and Asian sauces 32. Prepare stock for Asian sushi and sauce according to recipe. 33. Minimize wastage and store reusable products
12 Hours
Learning Outcome 3.1:Collect ingredients of sushi and Asian sauces
Collection of ingredients for
Sushi and Asian sauces
according to the recipes
standards
o Brainstorming on collection of
ingredients according to the
recipes standards
o Practical exercises on collection
oingredient according to the
recipes standards
o Group work on collection of
ingredients according to the
recipes standards
- Reference books
- Flip Chart
- Boards
- Markers
- Ingredients
- Containers for Sushi
and Asian sauces
- Recipes Sushi and
Asian sauces
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Accurate ingredients collection for sushi according to food production
sequencing.
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Product evidence
Sentence completion
Essay
Multiple choice question
Observation checklist
Integrated situation/task
Checklist Score
Yes No
Indicator :Collection of ingredients for Asian Sushi and sauces are collected
Quality
Quantity
Observation
Learning Outcome 3.2:Weigh and measure sushi and Asian sauce ingredients.
Weigh and measure
ingredients for sushi and
Asian sauces depending
on :
Types of Sushi
Quantity of Sushi
Size of Sushi
Quantity sauces
o Research on Weighing and
measuring ingredients for Asian
sushi and sauces
o Brainstorming Weighing and
measuring ingredients for Asian
sushi and sauces
o Group discussion Weighing and
measuring ingredients for Asian
sushi and sauces
o Demonstration Weighing and
measuring ingredients for Asian
sushi and sauces
o Practical exercises Weighing and
measuring ingredients for Asian
- Video aids
- Internet
- Markers
- Reference books
- Pictures
- Measuring devices
- Paper
- Pens
- Recipes
- Type of sushi
- Types of sauces
Resources Learning activities Content
sushi and sauces
o Individual practices Group discussion Weighing and measuring ingredients for Asian sushi and sauces
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Product evidence
Sentence completion
Essay
Multiple choice question
Observation checklist
Integrated situation /task
Checklist Score
Yes No
Indicator: Measurement of ingredients for Asian sushi and sauces are measured
Types of Sushi
Quantity of Sushi
Size of Sushi
Quantity sauces
Observation
Performance criterion
Correct Weighing and measuring of Asian sushi and sauces ingredients.
Learning Outcome 3.3:Prepare sushi and Asian sauces
Preparation methods of sushi Wet your hands with cold
water to keep the rice from sticking and form a bit of rice into small oval in one hands
Pick up slice of fish and smear a dab of wasabi on the bottom of it
Top the rice with the fish , wasabi side against the rice and press in place in the palm of one hand with two fingers of the other
Turn it over and press the same .then press the side with thumb and fore finger to finish shaping it
For rolled sushi , put a half piece of nori on bamboo mat then wetting your hand with cold water to keep the rice from sticking to them ,spread a layer of sushi rice over the bottom two-third of the nori.
Lay strips of the filling across the middle of the rice
Holding the filling in place of fingers, lift the corner of the mat with the thumbs and roll up.
Press the mat firmly and evenly to make tight roll
Using a dampened knife , cut the roll in half with single forward stroke
Wipe the blade between cuts and cut each half roll into three or four pieces
Preparation methods of Asian sauces.
o Demonstration on preparation
of sushi and Asian sauces
o Practical exercise on
preparation of sushi and Asian
sauces
o Brainstorming on preparation
of sushi and Asian sauces
o Group discussion on
preparation of sushi and Asian
sauces
o Individual practices on
preparation of sushi and Asian
sauces
o Group work on preparation of
sushi and Asian sauces
- Reference books
- Video aids
- Internet
- Boards
- Markers
- Erase
- Pens
- Papers
- Pictures
- Brochures
Resources Learning activities Content
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Product evidence
Sentence completion
Essay
Multiple choice question
Observation checklist
Integrated situation /task
Checklist Score
Yes No
Indicator :Methods of Sushi Preparation is respected
Wet your hands with cold water
Pick up slice of fish and smear
Top the rice with the fish
Observation
Performance criterion
Appropriate preparation of sushi and sauces ingredients.
Learning Outcome 3.4:Prepare stock for Asian sushi and sauce according to recipe.
Preparation of stock depending
on :
Type of sushi
Types nori
Type sauces
o Research on preparation of
stock for Asian and sushi
sauces
o Brainstorming on stock for
Asian and sushi sauces
o Practical exercises on
preparation of stock for Asian
and sushi sauces
o Individual practical exerciseson
preparation of stock for Asian
and sushi sauces
o Group discussion on
preparation of stock for Asian
and sushi sauces
o Presentation of stock on
preparation for Asian and sushi
sauces
- Reference books
- Internet
- Boards
- Markers
- Eraser
- Pens
- Papers
- Pictures
- Brochures
- Ingredients
- Tools and equipment
for stock
Formative Assessment 3.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidenceitte n
Performance evidence
Product evidence p
Sentence completion
Essay
Multiple choice question
Observation checklist
Integrated situation/task
Performance criterion
Appropriate preparation of stocks for sushi and sauces according to recipe.
Resources Learning activities Content
Checklist Score
Yes No
Indicator:Preparation techniques of stock for Asian sushi and sauces according to the recipe are respected
Type of sushi
Types nori
Observation
Learning Outcome 3.5:Minimize wastage and store reusable products
Minimization of wastage and
storing according to:
Quality
Quantity
Hygiene
o Brainstorming on wastage
minimization and storing
reusable products
o Demonstration on wastage
minimization and storing
reusable products
o Practical exercises on wastage
minimization and storing
reusable products
o Presentation on wastage
minimization and storing
reusable products
o Individual practical on wastage
minimization and storing
reusable products
- Reference books
- Internet
- Boards
- Markers
- Eraser
- Pens
- Papers
- Pictures
- Brochures
- Reusable product
- Tools and equipment
Formative Assessment 3.5
Performance criterion
Regular minimization of wastage and store reusable products
Resources Learning activities Content
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
written evidence
Performance evidence
Product evidence
Sentence completion
Essay
Multiple choice question
Observation checklist
Integrated situation/task
Checklist Score
Yes No
Indicator: Minimization of wastageis done
Storing reusable product
Quality
Quantity
Hygiene
Observation
LU 4: Prepare sushi and sauces
4
Learning Outcomes:
5. Make sushi items by using sushi mat. 6. Cook Asian sauces 7. Follow recipes standard and making adjustments within scope.
25 Hours
Learning Outcome 4.1:Make sushi items by using sushi mat.
Procedures for making sushi
items by using mat:
Wet your hands with cold
water to keep the rice from
sticking to them and form a
bit of rice into oval in on
hands
Pick up slice of fish an smear
a dab wasabi on the bottom
of it
Top the rice with the fish,
wasabi side in palm with two
fingers
Turn it over and press the
same way press the sides
with the thumb and
forefinger to finish shaping
For rolled sushi ,put a half –
piece of nori on the sudare
(bamboo mat).wetting your
hands with cold water to
o Research on making sushi
items by using sushi mat
Brainstorming on making sushi
items by using sushi mat.
o Demonstration on making sushi
items by using sushi mat.
o Practical exercises on making
sushi items by using sushi mat.
o Presentation on making sushi
items by using sushi mat.
o Practical exercises on making
sushi items by using sushi mat.
- Reference books
- Flip Chart
- Boards
- Markers
- Video aids
- Internet
- Pictures
- Pens
- Papers
- Brochures
- Magazines
- Ingredient for sushi
- Mat
- Tools
Resources Learning activities Content
keep the rice from sticking
to them ,spread a layer of
sushi rice over the bottom
two-thirds of the nori
Lay strips of the filling across
the middle of the rice
In place with the finger lift
the corn of the mat with the
thumbs and roll up
Press the mat firmly and
evenly to make a tight roll
Using a dampened knife ,
cut the roll in half with a
single forward stroke
Wipe the blade between
cuts, and cut each half-roll
into three or four pieces
Formative Assessment 4.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Product evidence
Integrated situation/task
Observation checklist
performance checklist
Performance criterion
Appropriate making of sushi items by using sushi mat.
Checklist Score
Yes No
Indicator:Proceduresfor making sushi items by using mat are respected
Wet your hands with cold water
Pick up slice of fish and smear a dab wasabi on the bottom of it
Top the rice with the fish, wasabi side in palm with two fingers
Turn it over and press the same way press the sides with the thumb
Lay strips of the filling across the middle of the rice
In place with the finger lift the corn of the mat
Press the mat firmly and evenly to make a tight roll
Lay strips of the filling across the middle of the rice
Press the mat firmly and evenly to make a tight roll
Using a dampened knife, cut the roll in half with a single forward stroke
Wipe the blade between cuts
Observation
Learning Outcome 4.2:Cook Asian sauces
Cooking methods of Asian
sauces with their spices :
Boiling
Shallow frying
o Research on cooking methods of
Asian sauces with their spices
o Brainstorming on cooking
methods of Asian sauces with
their spices
o Practical exercises on cooking
methods of Asian sauces with
their spices
o Group discussion on cooking
methods of Asian sauces with
their spices.
- Video aids
- Internet
- Boards
- Markers
- Reference books
- Pictures
- Pens
- Papers
- Magazines
- Ingredients of Asian
sauces
Resources Learning activities Content
o Presentation on cooking Asian
sauces by using spices.
- Tools and equipment
Formative Assessment 4.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Observation checklist: leaner demonstrating skill and knowledge
in simulated or authentic context witness testimony based on
performance checklist
Integrated situation /task
Checklist Score
Yes No
Indicator :Method of cooking is respected
Boiling
Shallow frying
Observation
Performance criterion
Suitable cooking of sauces by using appropriate spices.
Learning Outcome 4.3:Follow recipes standard and making adjustments within scope.
Adjustments steps of making
Asian sauce
o Research on Adjustments
steps of making sushi
o Brainstorming on Adjustments
steps of making sushi and Asian
recipes standards
o Group work on Adjustments
steps of making sushi and Asian
recipes standards
o Individual exercises
Adjustments steps of making
sushi and Asian recipes
standards
o Group discussion on
Adjustments steps of making
sushi and Asian recipes
standards
- Video aids
- Internet
- Boards
- Markers
- Reference books
- Pictures
- Pens
- Papers
Formative Assessment 4.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence Sentence completion
Performance criterion
Neat respect of recipe standards for Asian sauces
Resources Learning activities Content
Performance Evidence
Written evidence
Proposed Activities:
Essay
Multiple choice question
Observation checklist: leaner demonstrating skill and
knowledge in simulated or authentic context witness
testimony based on performance checklist
Integrated situation/task
Checklist Score
Yes No
Indicator:Procedures for making Asian sauce according to recipe are respected
Wet your hands with cold water
Pick up slice of fish and smear a dab wasabi on the bottom of it
Top the rice with the fish, wasabi side in palm with two fingers
Turn it over and press the same way press the sides with the thumb
Lay strips of the filling across the middle of the rice
In place with the finger lift the corn of the mat
Press the mat firmly and evenly to make a tight roll
Observation
LU 5: Present, garnish and store sushi and sauces
5
Learning Outcomes:
4. Present and garnish Asian sushi and sauces 5. Prepare accompaniments of Asian sushi and sauces 6. Serve and store Asian sushi and sauces
8 Hours
Learning Outcome 5.1:Present and garnish Asian sushi and sauces
Presentation and garnishing
techniques:
Types of Sushi
Types of Asian sauces
Types of garnishes
Types of dips
o Research on presentation
techniques of Asian sushi and
sauces
o Brainstorming on presentation
techniques of Asian sushi and
sauces
o Group discussion on
presentation techniques of
Asian sushi and sauces
o Demonstration and
observation on presentation
techniques of Asian sushi and
sauces
o Individual practical exercises
on presentation techniques of
Asian sushi and sauces
o Presentation on techniques of
Asian sushi and sauces
- Video aids
- Internet
- Boards
- Markers
- Reference books
- Pictures
- Magazines
- Tools
- Garnishes
- Asian sushi and
sauces
Resources Learning activities Content
Formative Assessment 5.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance
evidence
Product evidence
Sentence completion
Essay
Multiple choice question
Observation checklist: leaner demonstrating skill and knowledge
in simulated or authentic context witness testimony based on
performance checklist
Integrated situation
Checklist Score
Yes No
Indicator:Presentation and garnishing techniques are respected
Types of Sushi
Types of Asian sauces
Types of garnishes
Types of dips
Observation
Performance criterion
Proper presentation of sushi and sauces with required garnishes, dips and
accompaniments
Learning Outcome 5.2:Prepare accompaniments of Asian sushi and sauces
Types of
accompaniments
depending on type of
sushi and sauces
Preparation techniques
of accompaniments on
Asian sushi and sauces
according to recipes
o Research on presentation
techniques of Asian sushi and
sauces
o Brainstorming on presentation
techniques of Asian sushi and
sauces
o Group discussion on presentation
techniques of Asian sushi and
sauces
o Demonstration and observation
on presentation techniques of
Asian sushi and sauces
o Individual practical exercises on
presentation techniques of Asian
sushi and sauces
o Presentation on techniques of
Asian sushi and sauces
- Reference books
- Pictures
- Video aids
- Internet
- Markers
- Boards
- Markers
- Accompaniments of
Asian sushi and sauces
- Tools of
accompaniments
- Magazine
Formative Assessment 5.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Sentence completion
Essay
Performance criterion
Right evaluation of dish and adjustment of presentation.
Resources Learning activities Content
Performance evidence
Produc evidence checklist
Multiple choice question
Observation checklist
Integrated situation /task
Checklist Score
Yes No
Indicator: Accompaniments of Asian sushi and sauces are respected
Type of sauces
Types of sushi
Types of dips
Observation
Learning Outcome 5.3:Serve and store Asian sushi and sauces
Serving tools of Asian sushi and
sauces
Serving techniques of Asian
sushi and sauces
Storage tools of Asian sushi and
sauces
Environmental conditions for
storing sushi and Asian sauces
o Research on serving and
storing Asian sushi and sauces
o Brainstorming on serving and
storing Asian sushi and sauces
o Group discussion on serving
and storing Asian sushi and
sauces
o Demonstration and
observation on serving and
storing Asian sushi and sauces
o Individual practical exercise on
serving and storing Asian sushi
and sauces
o Presentation on serving and
storing Asian sushi and sauces
- Video aids
- Internet
- Boards
- Markers
- Reference books
- Pictures
- Projectors
- Pens
- Papers
- Storing tools and
equipment
- Serving tools
- Sushi
- Sauces
- Accompaniments
Resources Learning activities Content
Formative Assessment 5.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Product evidence
Sentence completion
Essay
Multiple choice question
Observation checklist
integrated situation /task
Checklist Score
Yes No
Indicator:Serve and store Asian sushi and sauces appropried
garnishes and accompaniments for Asian sushi and sauces are prepared
Observation
Performance criterion
Proper serving of sushi according to the shape, size and sauces depends on color
on appropriate tableware
Summative Assessment
Integrated situation Resources
In the world youth forum of 20/12/2018, UMUGANDA Hotel is going to
host 4 guests from Korea who will order Asian menu composed with
Asian sushi (Sashimi sushi) and sauces (Chili sauce). UMUGANDA Hotel
doesn’t have a professional cook of Asian menu, as fresh graduate you
are emergency hired to prepare sashimi sushi and chili sauce that will
be served in that event within 3 hours.
Tools and equipment
- Sushi platers
- Electric rice cooker
- Wooden spatula
- Sashimi knife
- Moist hands
- Sushi rolling mats
- Consumables
- Neta (raw seafood)
- Shari (sushi rice)
- Yakumi (condiments)
- Seasoning
(soyasauce, sea salt )
- Soya sauce
- Chili sauce
- Coconut milk
- Curry paste
- Curry sauce
Assesment Criterion 1: Hygiene
Checklist Score
Yes No
Indicator: Kitchen hygiene is respected
Personal hygiene
Cleaning tools and equipment
Clean as you go is applied
Proper cleaning of ingredients
Observation
Assesment Criterion 2: Quality of Process
Checklist Score
Yes No
Indicator: Identification of ingredients for Asian Sushi are identified
Neta (raw seafood)
Shari (sushi rice)
Yakumi (condiments)
Seasoning (soya sauce, sea salt )
Indicator:Identification of Ingredients for Asian sauces is identified
Soya sauce
Chili sauce
Coconut milk
Curry paste
Curry sauce
Soya sauce
Indicator: Selection of Types of Asian sushi is respected
Sashimi sushi
Tempura roll
Rainbow roll
Dragon roll
Unagi roll
Sashimi sushi
Indicator :Measurement of ingredients for Asian sushi and sauces are measured
Types of Sushi
Quantity of Sushi
Size of Sushi
Quantity sauces
Indicator: Factors to be considered for security of stock identification is respected
Number of customers
Number of pieces needed
Recipes
Observation
Assesment Criterion 3: Quality of product
Checklist Score
Yes No
Indicator:Presentation of sushi and sauces are respected
Taste
Color combination
Flavor
Sauce consistency
Indicator:Methods of Sushi Preparationis respected
Wet your hands with cold water
Pick up slice of fish and smear
Top the rice with the fish
Indicator: Accompaniments of Asian sushi and sauces well prepared
Type of sauces
Types of sushi
Types of dips
Observation
Assesment Criterion 4: Relevance
Checklist Score
Yes No
Indicator: Time is well respected
Time (3hours)
Indicator :Expected products are prepared
Potion size for Chill sauce for 4pax
Potion size for Sashimi sushi for 4pax
Observation
Assesment Criterion 5: Safety
Checklist Score
Yes No
Indicator: Appropriate use of tools and equipment is respected
Sushi plate
Electric rice cooker
Wooden spatula
Sashimi knife
Moist hands
Sushi rolling mats
Indicator:Food safety principles are applied.
Food contamination
FIFO
Observation
Assesment Criterion 6: Perfection
Checklist Score
Yes No
Indicator: Creativity and innovations are prepared
Creative and innovation in Presentation
Creative and innovation in Garnishing
Observation
Passing line: <80%
Reference books: 1. Professional cooking (seventh edition), WAYNE GISSLEN, 2011
C U A F S 5 0 1 - FOOD SAFETY PROCEDURES IMPLEMENTATION
CUAFS501 Implement food safety procedures
REQF Level: 5 Learning hours
Credits: 5 50
Sector: Hospitality and Tourism
Sub-sector: Culinary arts
Issue date: November, 2014
Purpose statement
This general module describes the knowledge and attitude required to apply basic cooking. The learner
will be able to evaluate organizational requirements for food safety, implement food safety procedures
to control hazards and revise food safety procedures. This will allow the Chef de Partie to easily pursue
further learning at higher level.
Learning assumed to be in place
Hygiene and food safety control
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. Evaluate organizational
requirements for food safety.
1.1. Proper identification of potential environmental on
food hazards.
1.2. Proper identification of HACCP.
1.3. Appropriate examination of food handling
operations.
1.4. Appropriate assessment of organizational
characteristics that impact on food safety.
1.5. Suitable evaluation of existing policies and
procedures for HACCP.
1.6. Proper monitoring practices, including record
keeping, and assess need for change
2. Implement food safety procedures
to control hazards.
2.1. Relevant discussion with stakeholders to improve
food safety procedures.
2.2. Efficient combination of required standards into
policies and procedures.
2.3. Proper establishment and documentation of HACCP.
2.4. Suitable control methods for each point of HACCP
2.5. Efficient monitoring and keeping HACCP record.
3. Revise food safety procedures
3.1. Proper communication of food safety policies,
procedures and product specifications.
3.2. Appropriate organization of training and mentoring
on food safety policies and procedures.
3.3. Accurate observation operational activities to ensure
policies and procedures.
3.4. Appropriate making changes of practices to avoid
food spoilage.
LU 1:Evaluate organizational requirements for food safety
1
Learning Outcomes:
36. Identify potential environmental of food safety 37. Identify HACCP 38. Examine and assess food safety. 39. Evaluate policies and procedures for HACCP 40. Monitor and assess practices including records keeping 15 Hours
Learning Outcome 1.1:Identify potential environmental of food safety
Types of food safety hazards
Physical hazards
Foreign objects from
food handlers
Equipment
Packaging
Pests
Broken glass
Metal fragments)
Chemical hazards
Cleaning agents
Pesticides
Toxic metals
Allergens
Colours
Flavours
Biological or microbial
hazards
Micro-organisms:
Bacteria
o Research on food safety hazards
and controlling food safety
o Brainstorming on food safety
hazards and controlling food
safety
o Group discussion on food safety
hazards and controlling food
safety
o Individual exercise on food safety
hazards and controlling food
safety
- Facilitation aids
Resources Learning activities Content
Viruses
Moulds.
Cross-contamination:
People
Food
Pests
Utensils
Allergenic hazards
Food poisoning
Controlling food safety
Clean, sanitize and
disinfect
Food spoilage and food
preservation
High temperature
Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Product evidence
True or false questioning
Sentence comprehension
Essay questions
Observation checklist
Integrated situation(Roleplay)
Performance criterion
Proper identification of potential environmental on food hazards
Checklist Score
Yes No
Indicator:Types of food safety hazards is identified
Physical hazard
Biological Allergenic hazards
Chemical hazards
Allergenic hazards
Indicator:Techniques of Controlling food safety respected
Clean, sanitize and disinfect
Food spoilage and food preservation
Observation
Learning Outcome1.2:Identify HACCP
Identification of HACCP
principles;
Conduct a hazard analysis
Determine the control
critical points (CCPs)
Establish critical limits
Establish a system to
monitor control of each CCP
Establish corrective actions
when monitoring indicates
that a particular CCP is not
under control
Establish procedures for
verification to confirm that
HACCP system is working
effectively
Establish documentation and
records of all procedures
relevant to the HACCP
o Research on identification of
principles and key points of
monitoring HACCP
o Brainstorming on points of
monitoring HACCP
o Group work on identification of
principles and key points of
monitoring HACCP
o Individual exercises on
identification of principles and
key points of monitoring HACCP
o Presentation on identification
of principles and key points of
monitoring HACCP
- Reference books
- Video aids
- Internet
- Boards
- Markers
- Pictures
- Chalks
- Projector
- Brochures
Resources Learning activities Content
principles and their
application
Key points of monitoring HACCP
Identification of critical
control points
Control measures
Monitoring steps to control
food safety hazards
Corrective action to be taken
if control measures are not
being met
Records that must be
completed at each step
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Essay Sentence comprehension True or false question
Performance criterion
Proper identification of HACCP.
Checklist Score
Yes No
Indicator:Identification of HACCP is done
Identification of HACCP principles
Hazards analysis
Determination of control critical points (CCPs)
Establishment of critical limits
Establishment of a system to monitor control of each CCP
Establishment of corrective actions when monitoring indicates that a particular
CCP is not under control
Establishment of procedures for verification to confirm that HACCP system
Observation
Learning Outcome 1.3:Examine and assess food safety.
Importance of food safety;
Temperature control
Avoiding food
contamination
Food safety management
systems ;
Premises
Storage and stock control
Staff hygiene
Pest control
Cleaning, disinfection/waste
Staff training
o Research on Importance and
systems of food safety
management
o Brainstorming on Importance
and systems of food safety
management
o Discussion on Importance and
systems of food safety
management
o Practical exercises on systems
of food safety management
o Demonstration and
Observation on systems of food
safety management
o Individual practical on
importance and systems of
food safety management
- Reference books
journals
- Flip Chart
- Boards
- Markers
- Video aids
- Internet
- Pictures
- Food thermometer
- Food items
Resources Learning activities Content
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance Evidence
Product evidence
Sentence completion Observation checklist Integrated situation (Roleplay)/task
Checklist Score
Yes No
Indicator :Examine and assess food safety is well done
Description of Food safety management systems
Respect food safety management
Temperature control
Avoiding food contamination
Premises
Storage and stock control
Staff hygiene
Pest control
Cleaning,
Disinfection / waste
Staff training
Observation
Performance criterion
Appropriate examination and assessment of organizational characteristics that
impact on food safety
Learning Outcome 1.4:Evaluate policies and procedures for HACCP.
Food safety control measures;
Temperature - correct
temperature throughout
storage, production and
service
Time limits - restricting time
food spends in danger zone
when temperature cannot
be controlled
Combination of time and
temperature controls
Support programs such as;
personal hygiene
procedures, pest control,
supplier standards, cleaning
procedures, etc
Food regulations and
legislation.
Food safety signs;
o Research on food safety control
measures and food safety signs
o Brainstorming on food safety
control measures and food
safety signs
o Individual exercises on food
safety control measures and
food safety signs
o Group discussion on food safety
control measures and food
safety signs
o Presentation on food safety
control measures and food
safety signs
- Video aids
- Reference books
- Internet
- Boards
- Markers
- Pictures
- Chalks
- Brochures
- Records
- Magazines
Formative Assessment 1.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Essay Sentence comprehension True or false question
Performance criterion
Suitable evaluation of existing policies and procedures for HACCP.
Resources Learning activities Content
Checklist Score
Yes No
Indicator :Evaluate policies and procedures for HACCPis respected
Temperature
of Food safety control measures
Time limits - restricting time food spends in danger zone when temperature cannot be controlled
Combination of time and temperature controls
Support programs such as personal hygiene procedures, pest control, supplier standards, cleaning procedures, etc
Observation
Learning Outcome 1.5:Monitor and assess practices including records keeping
Types of records of activities
for food safety monitoring
Staff training undertake
(carry out)
Pest control reports
Food safety procedures for:
Prevention food safety
hazards
Controlling food safety
hazards
Eliminating food safety
hazards
o Research on types of records of
activities and food safety
procedures
o Brainstorming on types of
records of activities and food
safety procedures
o Demonstration and observation
on activities and food safety
procedures
o Group discussion on types of
records of activities and food
safety procedures
o Individual exercises on types of
records of activities and food
safety procedures
o Group work on types of records
of activities and food safety
procedures
o Presentation on types of
records of activities and food
safety procedures
- Video aids
- Reference books
- Internet
- Boards
- Markers
- Pictures
- Chalk
- Documents
- Projector
- Flip chart
- Duster
Resources Learning activities Content
Formative Assessment 1.5
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
True or false questioning Observation checklist Multiple choice questions
Checklist Score
Yes No
Indicator: Types of the records of activities for food safety is identified
Staff training undertake (carry out)
Pest control reports
Indicator: Food safety procedures is respected
Prevention food safety hazards
Controlling food safety hazards
Eliminating food safety hazards
Observation
Performance criterion
Proper monitoring practices, including record keeping, and assess need for
change
LU 2:Implement food safety procedures to control hazards
2
Learning Outcomes:
34. Improve food safety procedures 35. Combine policies, methods and procedures for controlling food
safety 36. Establish and document HACCP records 37. Apply control methods for each point of HACCP 20 Hours
Learning Outcome 2.1:Improve food safety procedures
HACCP based standard
operating procedures:
Cleaning and sanitizing
food contact surfaces
Controlling time and
temperature during
preparation
Cooking potentially
hazardous foods
Cooling potentially
hazardous food
Date making and ready to-
eat, potentially hazardous
food
Handling a food recall
Holding hot and cold
potentially hazardous
foods
Personal hygiene
o Research on HACCP; based
standard operating
procedures
o Brainstorming on HACCP;
based standard operating
procedures
o Research on HACCP; based
standard operating
procedures
o Group work on HACCP;
based standard operating
procedures
o group discussion on HACCP;
based standard operating
procedures
o Individual exercises on
HACCP; based standard
operating procedures
o Presentation on HACCP;
based standard operating
procedures
- Reference books
- Video aids
- Internet
- Video aids
- Internet
- Markers
- Flip chart
- Boards
- Chalks
- Projector
Resources Learning activities Content
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Sentence completion
Essay questions
True or false
Matching questions
Checklist Score
Yes No
Indicator:Identification of HACCP; Based standard operating procedures is respected
Cleaning and sanitizing food contact surface
Controlling time and temperature during preparation
Cooking potentially hazardous foods
Cooling potentially hazardous food
Date making and ready to-eat, potentially hazardous food
Handling a food recall
Holding hot and cold potentially hazardous foods
Personal hygiene
Observation
Performance criterion
Relevant discussion with stakeholders to improve
Food safety procedures
Learning Outcome 2.2:Combine policies, methods and procedures for controlling food safety
Policies of food safety;
Food safety legislation
Enforcement of officers
Issue of notices and orders
for non-compliance
Industry guide (to good
hygiene practice)
Food standard agency
Methods and procedures for
controlling food safety;
Food preparation
Cooling
Chilling
Refrigerating
Reheating
Deliveries and storage
Purchase
Transport and delivery
Check deliveryvehicles
Date marks and
temperatures
o Research on policies, methods
and procedures for controlling
food safety
o Brainstorming on policies,
methods and procedures for
controlling food safety
o Group work on policies,
methods and procedures for
controlling food safety
o Group discussion on policies,
methods and procedures for
controlling food safety
o Individual exercises on
policies, methods and
procedures for controlling
food safety
o Presentation on policies,
methods and procedures for
controlling food safety
- Reference books
- Video aids
- Internet
- Markers
- Flip chart
- Boards
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved
Types of evidence Portfolio assessment tools
Written evidence
Matching Exercises
Sentence completion
Essay questions
True or false
Performance criterion
Efficient combination of required standards into policies and procedures.
Resources Learning activities Content
Checklist Score
Yes No
Indicator:Food safety Policiesis identified
Food safety legislation
Enforcement of officers
Indicator: Issue of notices and orders for non-compliance is respected
Industry guide(to good hygiene practice)
Food standard agency
Food preparation
Deliveries and
Storage
Indicator :Methods and procedures for controlling food safety is done
Food preparation
Deliveries and storage
Observation
Learning Outcome 2.3:Establish and document HACCP records
Seven stages of HACCP;
Conduct a hazards analysis
Determine the critical control
points (CCPs).
Establish critical limits.
Establish a system to
monitor control of each CCP
Establish corrective actions
when monitoring indicates
that a particular CCP is not
under control
Establish procedures for
verification to confirm that a
HACCP system is working
effectively.
o Research on stages of HACCP
o Brainstorming on stages of
HACCP and Record keeping
procedures
o Individual exercises on stages
of HACCP and Record keeping
procedures
o Group discussion on stages of
HACCP and Record keeping
procedures
o Presentation on stages of
HACCP and Record keeping
procedures
- Reference books
- Video aids
- Internet
- Markers
- Boards
- Flipchart
- Document records
Resources Learning activities Content
Establish documentation
and record all procedures
relevant to the HACCP
principles and their
application
Record keeping procedures
Support documentation
such as HACCP plan review,
verification and validation
records
Records that are generated
during the operation of the
HACCP system.
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
True or false questioning
Sentence completion
Performance criterion
Proper establishment and documentation of HACCP.
Checklist Score
Yes No
Indicator :Establish and document HACCP record is done Description of seven stages of HACCP
Establish critical limits.
Establish a system to monitor control of each CCP
Establish corrective actions when monitoring indicates that a particular CCP is not under control
Establish procedures for verification to confirm that a HACCP system is working effectively.
Establish documentation and record all procedures relevant TO THE HACCP principles and their application
Support documentation such as HACCP plan review, verification and validation
records
Records that are generated during the operation of the HACCP system
Observation
Learning Outcome 2.4:Apply control methods for each point of HACCP
Control methods for HACCP;
Food deliveries and storage
Multi-use fridges
Dry food storage
First in-first out
Food labelling codes
Food preparation
Use of temperature
Cooling cooked food
Reheating
Serving food
o Research on Control methods
for HACCP
o Brainstorming on Control
methods for HACCP
o Demonstration and
observation on Control
methods for HACCP
o Practical exercises on methods
and procedures for controlling
food safety
o Group discussion on methods
and procedures for controlling
food safety
o Presentation on Control
methods for HACCP
- Reference books
- Video aids
- Internet
- Markers
- Boards
- Flipchart
- Food items
Resources Learning activities Content
Formative Assessment 2.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Essay
Observation check list
Integrated situations (Role play)
Checklist Score
Yes No
Indicator: Control method for HCCP is identified
Food deliveries and storage
Multi-use fridges
Dry food storage
First in-first out
Food labelling codes
Food preparation
Use of temperature
Cooling cooked food
Reheating
Serving food
Observation
Performance criterion
Suitable control methods for each point of HACCP
Learning Outcome 3.1:Communicate food safety procedures
Types of communication
methods and their procedures of
food safety;
Induction
Ongoing staff training
Supervision
Mentoring
Information posters
Leaflet
Labelling
Making food safety issues
parts of staff meeting
Working with EHO
(Environmental Health
Officers)
o Research on types of
communication methods and
their procedures of food safety
o Brainstorming on types of
communication methods
o Individual exercises on types of
communication methods and
their procedures of food safety
o Group discussion on types of
communication methods and
their procedures of food safety
o Presentation on types of
communication methods and
their procedures of food safety
o Role play on communication
methods and their procedures
of food safety
- Internet
- Videos aids
- Reference books
- Markers
- Boards
- Chalks
- Projector
- Flip chart
LU 3: Revise food safety procedures
3
Learning Outcomes:
34. Communicate food safety procedures 35. Organize training and mentoring food safety policies and
procedures 36. Follow operational activities to ensure policies and procedures 37. Prevent food spoilage
15 Hours
Resources Learning activities Content
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Matching exercises
True or false questions
Checklist Score
Yes No
Indicator:Communication methods and their procedures of food safety is identified
Induction
Health officers ongoing staff training
Supervision
Mentoring inform
Leaflet
Labelling
Making food
Safety issues
Parts of staff meeting
Working with EHO (Environmental Heath Officers)
Observation
Performance criterion
Proper communication of food safety policies, procedures and product
specifications.
Learning Outcome 3.2:Organize training and mentoring food safety policies and procedures
Food safety training
methods;
Food safety
qualification
Monitoring, control
and auditing
o Research on Food safety training
methods
o Brainstorming on food safety
training methods
o Group discussion on food safety
training methods
o Group work on food safety
training methods
o Role play on food safety training
methods
o Presentation on types of
communication methods and
their procedures of food safety
- Internet
- Videos aids
- Reference books
- Markers
- Boards
- Projector
- Flip chart
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Matching exercises
True or false questions
Essay
Performance criterion
Appropriate organization of training and mentoring on food safety policies and
procedures.
Resources Learning activities Content
Checklist Score
Yes No
Indicator: Food safety training methods is identified
Food safety qualification
Monitoring,
control and auditing
Observation
Learning Outcome 3.3:Follow operational activities to ensure policies and procedures
Operational activities of food
safety:
Controlling and reducing
outbreak of food poisoning
Registration of premises and
vehicles
Content and labelling of
food
Prevention of manufacture
and sale of injurious food
Food imports
Prevention of contamination
and equipment
contamination
Training of food handlers
Provision of clean water,
sanitary facilities, washing
facilities
o Research on operational
activities of food safety
o Brainstorming on operational
activities of food safety
o Display on operational
activities of food safety
o Group discussion on
operational activities of food
safety
o Individual exercises on
operational activities of food
safety
o Presentation on operational
activities of food safety
- Reference books
- Video aids
- Internet
- Markers
- Boards
- Flip chart
- Pictures
- Projector
Formative Assessment 3.3
Performance criterion
Accurate observation operational activities to ensure policies and procedures.
Resources Learning activities Content
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Matching exercises
True or false questions
Essay
Checklist Score
Yes No
Indicator:Operational activities of food safety is done
Training of food handlers
Content and labelling of food
Registration of premises and vehicles
Prevention of manufacture and sale of injurious food
Controlling and reducing outbreak of food poisoning
Food imports
Prevention of contamination and equipment contamination
Provision of clean water, sanitary facilities, washing facilities
Observation
Learning Outcome 3.4: Prevent food spoilage
Identification of spoiled food
Temperature and conditions
for food storage:
Refrigerators
Freezers
Storing foods inside a
freezer
Storage conditions required
by different foods:
o Research on operational
activities of food safety
o Brainstorming on operational
activities of food safety
o Display on operational
activities of food safety
o Group discussion on
operational activities of food
safety
- Reference books
- Video aids
- Internet
- Markers
- Boards
- Flip chart
- Pictures
- Projector
Resources Learning activities Content
Heat treatment
Low temperatures
Dehydration
Chemical preservation
Vacuum packing
Smoking
Irradiation
Thawing and defrost food
Food storage and
temperature control
documentation
Temperature control
Cooking and reheating
food
Chilling or freezing food
Holding hot and cold
food for service
Hot food
Cold food
How to use of
temperature probe
o Individual exercises on
operational activities of food
safety
o Presentation on operational
activities of food safety
Formative Assessment 3.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Matching exercises
True or false questions
Essay
Performance criterion
Appropriate making changes of practices to avoid food spoilage.
Checklist Score
Yes No
Indicator: Storage conditions is respected
Heat treatment
Low temperatures
Dehydration
Chemical preservation
Vacuum packing
Smoking
Indicator: Temperature control is respected
Cooking and reheating food
Chilling or freezing food
Holding hot and cold
Observation
Summative Assessment
Integrated situation Resources
UBUMWE RESTAURANTis going to host 200guests in an annual youth
forumduring 10 days by serving 3 meals per day. Thehosting guest
number is very far superior than the optimum that the restaurant use
to serve bynormal daily basis; note that the normal clients will also be
allowed to attend and be served as always, and then the restaurant
doesn’t have professionals in food safety procedures implementation
to manage all consumables within standard procedures to avoid food
contamination. Asa fresh graduate you are specifically appointed to
prepare food safety procedures implementation for that restaurant, by
considering the following guidelines:
1. HACCP principles. 2. Organization andcharacteristics of food safety 3. Food safety policies, procedures and food products
specification 4. How to make change of practices to avoid food spoilage.
- Reference books
- Internet
- Video aids
- Pictures
- Flip chart
- Boards
- Markers
- Chalk
- Projector
- Pen
- Computer
- Printer
- Paper
Assesment Criterion 1: hygiene
Checklist Score
Yes No
Indicator:Personal hygiene is respected
Professional chief uniform attire is worn
Hands are washed correctly
Clean as you go is applied
Proper cleaning of ingredients is respected.
Observation
Assesment Criterion 2: Safety
Checklist Score
Yes No
Indicator:Operational activities of food safety is respected
Training of food handlers
Content and labelling of food
Registration of premises and vehicles
Prevention of manufacture and sale of injurious food
Controlling and reducing outbreak of food poisoning
Food imports
Observation
Assesment Criterion 3: Quality of Process
Checklist Score
Yes No
Indicator:Control method for HCCP is done
Food deliveries and storage
Multi-use fridges
Dry food storage
First in-first out
Food labelling codes
Food preparation
Use of temperature
Observation
Assesment Criterion 4: Quality of product
Checklist Score
Yes No
Indicator: Storage conditions is respected
Heat treatment
Low temperatures
Dehydration
Chemical preservation
Vacuum packing
Smoking
Indicator: Temperature control is respected
Cooking and reheating food
Chilling or freezing food
Holding hot and cold
Observation
Assesment Criterion 5: Relevance
Checklist Score
Yes No
Indicator: Timed and food safety procedures implementation are respected
Time is respected
Food safety procedures implementation is respected
Observation
Assesment Criterion 6: Perfection
Checklist Score
Yes No
Indicator: Right innovations and creativity are well done
Innovation in food safety procedures implementations
Creativity in food and safety procedures implementations
Observation
Reference books:
2. Professional Cookery, 2nd Edition, Level 2 Diploma, Pam Rabone, Holly Bamunuge; Trevor Eeles,
Mark Furr ShyamPatior, Dereick Rushton, Sue J Wood with Len Unwin; First edition 2007, this
Edition 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.
Best practice: Management practices and work
processes that lead to outstanding or top-class
performance and provide examples for others.
Competency standard: An industry-determined
specification of performance which sets out the
skills, knowledge and attitudes required to
operate effectively in employment.
Competency standards are made up of units of
competency, which are themselves made up of
elements of competency, together with
performance criteria, a range of variables, and
an evidence guide.
Competency: means the ability to apply
knowledge, skills and personal, social and
methodological skills in the workplace or
during learning, as well as in personal and
professional development. This ability or
capacity is acquired through leaning, exposure
to the tasks and series of training allowing one
to perform specific task autonomously. Reason
why in the context of the CBE Framework
competencies are described as responsibility
and independence.
Competency-based assessment (or CBA): The
gathering and judging of evidence in order to
decide whether a person has achieved a
standard of competency.
Complementary competencies: Set of
knowledge, skills and attitudes which are not
directly linked to a specific occupation or
industry, but which are important for work,
education and life in general, such as
communication, mathematics, organizational
aptitude, and computer literacy, interpersonal
and analytical competency.
Core modules: Modules leading to
competencies’ acquisition that an industry
sector has agreed upon as essential for a person
to be accepted as competent at a particular
level. All modules may be core, but in many
cases competency at a level will involve core
modules plus optional or specialization
modules. Core competencies are normally
those central to work in a particular industry.
Credential: Formal certification issued for
successful achievement of a defined set of
outcomes, e.g. successful completion of a
course in recognition of having achieved
particular knowledge, skills or competencies;
successful completion of an apprenticeship or
traineeship.
Credit: The acknowledgement that a person has
satisfied the requirements of a module.
Curriculum: The specifications for a course or
subject (module) which describe all the learning
experiences a learner undergoes, generally
including objectives, content, intended learning
outcomes, teaching methodology,
recommended or prescribed assessment tasks,
assessment exemplars, etc.
Evidence guide: The part of a competency
standard which provides a guide to the
interpretation and assessment of the unit of
competency, including the aspects which need
to be emphasized in assessment, relationships
to other units, and the required evidence of
competency.
Flexible delivery: A range of approaches to
providing education and training, giving
learners greater choice of when, where and
how they learn. Flexible delivery may involve
distance education, mixed-mode delivery,
online education, self-paced learning, self-
directed learning, etc.
Formal education: Also formal training
education or training provided in educational
institutions such as schools, universities,
colleges, etc. or off the job in a workplace,
usually involving direction from a teacher or
instructor.
General competencies: competencies
correspond to larger operations that go beyond
the tasks, but generally contribute to their
implementation. These activities require more
fundamental learning and are generally
common to several tasks and transferable to
many work situations.
Generic modules: Modules leading to the
attainment of complementary competencies.
Informal education: The acquisition of
knowledge and skills through experience,
reading, social contact, etc.
Internship: An opportunity for a learner to
integrate career related experience by
participating in planned, supervised work.
Key competencies: Any of several generic skills
or competencies considered essential for
people to participate effectively in the
workforce. Key competencies apply to work
generally, rather than being specific to work in a
particular occupation or industry. The following
are key areas of competency which were
developed into seven key competencies:
collecting, analyzing and organizing
information; communicating ideas and
information; planning and organizing activities;
working with others and in teams; using
mathematical ideas and techniques; solving
problems; and using technology.
Knowledge: means the result of the adoption
of information through the learning process.
Knowledge is a set of facts, principles, theories
and practices related to area of work or study.
In CBE context lifelong learning knowledge is
described as theoretical and / or factual.
Learning outcomes: are statements of what
learner knows, understands and can perform,
based on the completion of the learning
process, defined by knowledge, skill and
competency.
Learning activities: Suggested activities that
can be developed during lesson planning and
activity preparation. The choice of learning
activities must be tailored according to group
size, available material resources and
communication tools.
Learning hours: Amount of hours required to
acquire the competency, including the time
allocated to evaluation, which is estimated
between 5 and 10% of the total learning time of
the competency.
Learning outcomes: Statements that indicate
what learners will know or be able to do as a
result of a learning activity. Learning outcomes
are usually expressed as knowledge, skills, or
attitudes.
Learning unit: Any of the basic building blocks
of a module, which describes the key activities
or the elements of the work covered by the
module
Module: A unit of training which corresponds to
one competency and which can be completed
on its own or linked to others.
Occupation: The principal business of one’s life.
Performance criteria The part of a competency
standard specifying the required level of
performance in terms of a set of outcomes
which need to be achieved in order to be
deemed competent. It describes the quality
requirements of the result obtained in labor
performance.
Qualification: means the formal name for the
result of a process of assessment and
validation, which is obtained when a competent
body determines that an individual has
achieved learning outcomes to the standards
laid down.
Quality assurance: The systems and procedures
designed and implemented by an organization
to ensure that its products and services are of a
consistent standard and are being continuously
improved.
Recognition of prior learning (or RPL): The
acknowledgement of a person’s skills and
knowledge acquired through previous training,
work or life experience, which may be used to
grant status or credit in a subject or module.
Skills: are the ability to apply knowledge and
use the principle of “know how” to perform a
specific task and to solve the problem. In
the context of the CBE Framework, skills are
defined as cognitive (involving the use of logical,
intuitive and creative thinking), practical
(including physical skill and use of methods,
materials, devices and instruments) and social
skills (communication and cooperation skills,
emotional intelligence and other).
Specific competencies: Competencies that are
directly related to the tasks of the occupation in
the workplace context. They refer to concrete,
practical, and focused aspects
Traineeship: A system of vocational training
combining off-the-job training at an approved
training provider with on-the-job training and
practical work experience. Traineeships
generally take one to two years and are now a
part of the New Apprenticeships system.
Unit of competency: A component of a
competency standard. A unit of competency is a
statement of a key function or role in a
particular job or occupation. See also element
of competency, performance criteria, range of
variables.
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